Lesson Plans May 5 - 16 DCAS Testing

Homework- READ for 45 minutes every night. Take AR Tests. 
Study vocabulary.
Library and AR testing as needed.  

Language Arts 

Vocabulary

• Within Dinosaur article 

Reading EQs

• What does an author do to convey opinion?
• How do we infer from texts?

Readings and Written Response

•  "The Girl Who Discovered a Dinosaur" Central ideas, inference, argument writing, author's craft, text evidence, author's point of view. SCOPE April issue 2014
• Paired video, Beyond the Story: Paleontologist.
• Critical reading skills on literary device, structure, mood and tone, inference, author's craftte
• Honors - "Common Core" article from Time magazine. Read. Reflect. Opine. due Wednesday

Writing

•  SCHOLASTIC SCOPE ACTIVITY • APRIL 2014
  
  VIDEO: “Beyond the Story: Into the World of a Paleontologist”• 
• SKILL: Critical Thinking Video-Discussion Questions
  ”Beyond the Story: Into the World of a Paleontologist”
  Directions: Be sure to consider the narration, footage, images, and music as you answer the following questions.
  1. Lauren refers to some dinosaurs as “superstars.” What does she mean by this? Why might some species be considered superstars while others are not?
  2. Lauren says, “Like pieces in a gigantic jigsaw puzzle, each scientist’s research contributes more to our understanding of Earth’s natural history.” How does the video support this claim?
  3. After watching the video and reading the article “Dinosaurs for Sale,” what do you imagine is Dr. Butts’s opinion of private fossil collections?
  4. How has the world of paleontology changed since the days of Mary Anning? Consider what you learned in the video as well as the article “The Girl Who Discovered the Dinosaurs.”

 Poetry

Mothers Day Poetry

Spring Survey and Research Project

1. Research a topic of interest 
2. Create a survey on Google Drive - Forms
3. Include at least 5 questions about the topic
4. Send to your classmates and they will respond to you.
5. Collect your data on your Google Drive spreadsheet.
6. Analyze the data and plan a research report.
7. Include three paragraphs: introduction where you explain why you are researching the topic, the analysis of the results, your opinion of what the results mean.  Type, print and post. Hand in including your spreadsheet from Google Drive Research.  
8. Present to the class.  

Technology and RTI 

Technology Integration - create blog posts that relate to the themes and topics 
RTI - Mon + Tue = Math
RTI - Wed, Thur, Fri = Reading 

Social Studies
CNN Student News
Watch this special broadcast of news and take notes on the organizer. Discuss the news of the day in small groups and whole class. Read and watch the news for homework.  

Local News - Coast Press
News Summary includes 2 paragraphs: the 5 W's of the article (who, what, when, where, why and how) and then a paragraph with your opinion, how you connect to the article, what you know. 

History Alive! (brown text)
Chapter 8: The Constitution
Text Outline and Notes - handouts to be completed
The American Revolution Booklet Project evaluation and reveal
Reading Chapter 8 and taking notes.

James Madison mini bio
Benjamin Franklin mini bio

The Declaration Video read aloud


 

Social Studies Map Lessons and Activity

Social Studies Map Lessons and Activity


Read the Delaware Map

• Legend
• Index of Towns, Cities and Places
• Compass Rose
• Surrounding states
• Scale in miles and kilometers
• Chart indicating mileage from one town to another
• website: www.visitdelaware.com

Activity
With a partner, plan a trip to visit three places of interest in Delaware. Choose three places you would like to go: one historic, one a wildlife preserve and one of your choice. Each one must be in a different county. Cover all three counties: New Castle, Kent, Sussex.
Fill out the chart below to make your plan.

Names of Traveling Team
DELAWARE MAP ACTIVITY For information go to www.visitdelaware.com
Starting place	(town)	(county)
Means of transportation?	(bus, bike, car, walking)	(Season)
First place to visit	(Town)	(Attraction)
Facts about the first place	1. 2. 3.
Why did you choose it and what will you do there?
Second place to visit	How far? (Town)	(Attraction)
Facts about the second place	1. 2. 3.
Why did you choose it and what will you do there?
Third place to visit	How far? (Town)	(Attraction)
Facts about the third place	1. 2. 3.
Why did you choose it and what will you do there?
Total round trip miles	Best place you visited and why

RTI - What Do You Need To Succeed?

RTI - What Do You Need To Succeed?

1. What is your Winter DCAS score?
2. How many points do you need to go up?
3. Tell how you use the Reading Strategies when you read.
4. Name three things you will do to help your reading improve.
5. Why do you want to improve your reading?
6. How will your parents help?

Boy in the Striped Pajamas Notes and Questions

NOTES
Foreshadowing - hints or clues of what is to come later in the story
Irony - dramatic - seeing the character's mistakes, but the character does not
           verbal - the character says one thing but means another
           situation - a great difference between the purpose of a particular action and the result
Mood - the feeling that the story brings about in the reader or viewer
Theme - a statement about life that the writer is trying to get across to the reader or viewer
Tragedy - a work in which the hero is destroyed by some character flaw or by forces beyond his or her control

FOCUS QUESTIONS - copy the questions and write the answers on paper.

Friday's Questions
Bruno's mom was touched when the Jewish prisoner/servant helped to bandage her son's knee. What internal conflict did she experience at that time?
How is Bruno adjusting to his new home?   

Monday's Questions
What was the internal conflict that Bruno's mother felt after he fell off the swing?
Why did the the soldier at the dinner party become so angry when the servant spilled the wine?
What was Bruno's internal conflict about this incident?
What did the dolls in the basement represent?   What literary/cinematic device is used?

Writing Rubrics Links

Writing Rubrics Link

Research Writing - Human Rigths

Writers Inc Text

Read these pages to get a start on your Human Rights research project 
 
Research paper prewriting  - 247
Focus - 248
Do your own selecting process- 248
Write a thesis statement - 248-249
Taking notes (can do your on computer in Google docs) 250
Writing plan - 251 
Do you own writing plan
Writing and revising 252-253

Writing responsibly 255-258. Read
MLA Style 259-284. Read and use as a model for you paper.
 

Essay Project: From Human Rights to Civil Rights

 ESSAY PROJECT: FROM HUMAN RIGHTS TO CIVIL RIGHTS

 

Brainstorm: a topic and do a writing outline
Draft: the essay
Revise for clarity of voice
Edit for spelling and punctuation
Publish due to me by Feb 21

Theme: From Civil Rights to Human Rights

Students may use any form of writing to present information on this year's theme.  This may include writing about any historical or contemporary individual(s), issue(s), or event(s) that have impacted human and civil rights.

Must include an alphabetical listing of works (internet sites, books, magazines,) researched as well as any woks cited. Use MLA style with parenthetical citations within the text of the paper.  Double space and use Times New Roman 12 point font.


Taken from Wikipedia <http://en.wikipedia.org/wiki/Human_rights>
Civil and political rights are a class of rights that protect individuals' freedom from infringement by governments and private organizations, and ensure one's ability to participate in the civil and political life of the state without discrimination or repression.
Civil rights include the ensuring of peoples' physical and mental integrity, life and safety; protection from discrimination on grounds such as race, gender, national origin, colour, sexual orientation, ethnicity, religion, or disability;^[1][2][3] and individual rights such as privacy, the freedoms of thought and conscience, speech and expression, religion, the press, assembly and movement.
Political rights include natural justice (procedural fairness) in law, such as the rights of the accused, including the right to a fair trial; due process; the right to seek redress or a legal remedy; and rights of participation in civil society and politics such as freedom of association, the right to assemble, the right to petition, the right of self-defense, and the right to vote.


Human rights are moral principles that set out certain standards of human behaviour, and are regularly protected as legal rights in national and international law.^[1] They are "commonly understood as inalienable fundamental rights to which a person is inherently entitled simply because she or he is a human being."^[2] Human rights are thus conceived as universal (applicable everywhere) and egalitarian (the same for everyone). The doctrine of human rights has been highly influential within international law, global and regional institutions, in the policies of states and in the activities of non-governmental organizations and has become a cornerstone of public policy around the world. The idea of human rights^[3] suggests that, "if the public discourse of peacetime global society can be said to have a common moral language, it is that of human rights." The strong claims made by the doctrine of human rights continue to provoke considerable skepticism and debates about the content, nature and justifications of human rights to this day. Indeed, the question of what is meant by a "right" is itself controversial and the subject of continued philosophical debate.^[4]
Many of the basic ideas that animated the human rights movement developed in the aftermath of the Second World War and the atrocities of The Holocaust, culminating in the adoption of the Universal Declaration of Human Rights in Paris by the United Nations General Assembly in 1948. The ancient world did not possess the concept of universal human rights.^[5] The true forerunner of human rights discourse was the concept of natural rights which appeared as part of the medieval Natural law tradition that became prominent during the Enlightenment with such philosophers as John Locke, Francis Hutcheson, and Jean-Jacques Burlamaqui, and featured prominently in the political discourse of the American Revolution and the French Revolution.

Lesson Plans Jan 13-24 - two weeks with two days off!

Second Semester in my classes for Grading ends Jan 17th, 2014!     

 

HOMEWORK - READ 2 BOOKS.  Winter Book Project due Jan 6, 2014.  See information below.  LA Students must read 3 AR books per grading period and take 3 AR tests which count toward your grade. Plan to read 35 minutes every night. The final AR Test for this marking period is be Jan 15 , 2014.

• 100 point each = 300 points per grading period - next deadline is Nov 26 
• Your score on the AR test is your grade.

• LA Homework: Read your choice of AR book on your level for at least 40 minutes each night. Finish Warm-ups. Do FLOCABULARY worksheets.  Quiz on Vocabulary when unit is complete.
• SS Homework: Read and watch the news. Read about American History.

 

Language Art Lessons: Reading, Writing, Speaking, Listening

Warmups 

• Monday - freewrite
• Tuesday - poem and literary terms
• Wednesday - vocabulary and skills
• Thursday - review 
• Friday - test 

 

Two Poems

Dreams

Langston Hughes 

Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.

 Dream Variations

To fling my arms wide
In some place of the sun,
To whirl and to dance
Till the white day is done.
Then rest at cool evening
Beneath a tall tree
While night comes on gently,
Dark like me-
That is my dream!

To fling my arms wide
In the face of the sun,
Dance! Whirl! Whirl!
Till the quick day is done.
Rest at pale evening...
A tall, slim tree...
Night coming tenderly
Black like me.

Reflection:

1. Compare these two poems. How are they alike and different?
2. What is Hughes' idea about a perfect life?
3. What is your opinion of these poems and why?

Underline metaphors/similes and alliteration

Langston Hughes Video

Because I could not stop for Death (712)

  by Emily Dickinson

Because I could not stop for Death – 
He kindly stopped for me –  
The Carriage held but just Ourselves –  
And Immortality.

We slowly drove – He knew no haste
And I had put away
My labor and my leisure too,
For His Civility – 

We passed the School, where Children strove
At Recess – in the Ring –  
We passed the Fields of Gazing Grain –  
We passed the Setting Sun – 

Or rather – He passed us – 
The Dews drew quivering and chill – 
For only Gossamer, my Gown – 
My Tippet – only Tulle – 

We paused before a House that seemed
A Swelling of the Ground – 
The Roof was scarcely visible – 
The Cornice – in the Ground – 

Since then – 'tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses' Heads 
Were toward Eternity – 

- See more at: http://www.poets.org/viewmedia.php/prmMID/15395#sthash.DoqQ8sP0.dpuf

Because I could not stop for Death (712)

  by Emily Dickinson

Because I could not stop for Death – 
He kindly stopped for me –  
The Carriage held but just Ourselves –  
And Immortality.

We slowly drove – He knew no haste
And I had put away
My labor and my leisure too,
For His Civility – 

We passed the School, where Children strove
At Recess – in the Ring –  
We passed the Fields of Gazing Grain –  
We passed the Setting Sun – 

Or rather – He passed us – 
The Dews drew quivering and chill – 
For only Gossamer, my Gown – 
My Tippet – only Tulle – 

We paused before a House that seemed
A Swelling of the Ground – 
The Roof was scarcely visible – 
The Cornice – in the Ground – 

Since then – 'tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses' Heads 
Were toward Eternity – 

- See more at: http://www.poets.org/viewmedia.php/prmMID/15395#sthash.DoqQ8sP0.dpuf

Language Arts 

Core 1- Reading - WINTER BOOK PROJECTS

Vocabulary - Power Plus Lesson 4

Reading EQs: - How do author's structure an argument?
Readings - "Sports in Schools" Scope magazine- January
Skills - analysis of argument


Core 1 - Writing

Writing EQs:

EQs:  What elements are nenecessary for argument writing?


Writing: argument - based on SCOPE article "Are Sports Important to Schools?"

Cores 2,3 - Reading - WINTER BOOK PROJECTS

Vocabulary - Flocabulary

Reading EQs: - same as above
Readings - "Sports" Scope magazine
Skills - character development


Core 1 - Writing

Writing EQs:

EQs:  How do writers persuade the readers toward a point of view?
Writings: argument essay
Skills: structure of essay, hook, thesis statement, supporting details

Technology Integration

• Winter Book Project - use of Animoto, Cartoon Creator etc - see post

RTI - Mon + Tue = Math and Wed + Thur = Reading

Friday = Core class with SSR 

 

Social Studies 

CNN Student News

Watch this special broadcast of news and take notes on the organizer. Discuss the news of the day in small groups and whole class.


History Alive! (brown text) 133-143

Chapter 10: The Bill of Rights
Create and maintain Text Outline and Notes

• 10.2  Creating the Bill of Rights
• 10.3  First Amendments
• 10.4 Citizen Protections
• 10.5 Legal Protections
• 10.6 Other Rights

Essential Questions

• EQ: How did the Federalists add rights to the Constitution?  
• EQ: How did the B of R change our government?          

Cornell Notes, chapter summary 
CNN Student News for events, and geography
Discussion of world news, reflection and commentary.