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Samples of Unit Plans for Elementary, P12 and Secondary-Level Candidates for Fall 2015, Spring 2016 and Fall 2016

There are two unit samples for each elementary, P12 and secondary levels

Fall 2015

Unit Outline Title

NAME: DATE/s UNIT will be taught: August 24th-September 2nd

GRADE LEVEL: 4th grade TEACHER:

UNIT GOAL/s: Students will read and comprehend text.

UNIT TOPIC: Launching Unit-Reading Comprehension Strategies and Foundations

UNIT TOPIC STANDARDs: Literacy LearningCollege and Career Readiness Anchor Standards for Literacy Learning (Kansas 15%)1. Engage in literacy learning through a collaborative and community effort and in an integrated fashion, rather than as discreet skills in isolation.2. Use meta-cognitive strategies to monitor literacy learning progress.3. Engage the five essential components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) at all grade levels based on individual student needs.Reading: LiteratureKey Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).Range of Reading and Level of Text Complexity (KS 15%)12. Read—both independently and collaboratively—print, non-print, and multi-modal works proficiently and critically to be media literate.Reading: Informational Text

Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.Range of Reading and Level of Text Complexity (KS 15%)12. Read—both independently and collaboratively—print, non-print, and multi-modal works proficiently and critically to be media literate.Reading: Foundational SkillsFluencyRF.4.4. Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary..Lesson 1

Topic: Pre-Test and Lesson 1-What is Reading Workshop?Subject area: EnglishLesson Objective: Students will learn about the power of reading in people’s lives. Students will discuss how reading workshop is a time for them to learn and grow as readers. State Standards/s: WritingW.4.1- Write opinion pieces on topics or texts, supporting a point of view, with reasons and informationW.4.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly W.4.9- Draw evidence from literary or informational texts to support analysis, reflection and researchW. 4.9a-Apply Grade 4 Reading Standards to LiteratureResource/s: Mora, Pat, and Rau N. Tomas and the Library Lady. New York: Knopf :, 1997. Print.

Material/s: Promethean Board, Launching Unit PowerPoint, Tomas and the Library Lady YouTube read aloud video, Reading Workshop paper, PencilActivity Idea: Discuss what a Reading Workshop is. Set up group guidelines for listening to, reading and discussing text in the classroom: One voice at a time, don’t interrupt, listen activity, think about what speaker is saying, come prepared by reading the text, make eye contact when speaking, use a loud/clear voice, link what the speaker is saying to what you already know, etc. Read the book Tom á s and the Library Lady, discuss importance of reading to Tomás.

Lesson 2-Community Member came to read (Public Librarian-Nelda Mallett )Topic: Lesson 2- Learning about Ourselves as Readers and Making Connections

Subject area: EnglishLesson Objective: Students will develop an understanding of their unique identities and histories as readers and learn about other readers in their reading community. Students will learn how they can make connections to tests through their personal and reading community experiences and how this will deepen their understanding and ability to talk about the texts that they read. State Standard/s: Writing W.4.1- Write opinion pieces on topics or texts, supporting a point of view, with reasons and informationW.4.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly W.4.9- Draw evidence from literary or informational texts to support analysis, reflection and researchW. 4.9a-Apply Grade 4 Reading Standards to LiteratureResource/s: Bernheimer, Kate, and Chris Sheban. The Lonely Book. New York: Schwartz & Wade, 2012. Print.Material/s: Launching Unit PowerPoint, Promethean Board, The Lonely Book YouTube video, Language Arts journal, Pencil Activity Idea: Discuss making connections and thinking how details in a text relate to personal experiences. Read and discuss The Lonely Book, using strategies such as stop and think, turn and talk, and making connections while reading. Write or draw connections you made in the story today.

Lesson 3Topic: Lesson 3-Creating a Reading Life

Subject area: EnglishLesson Objective: Readers use their own identities, as well as recommendations from their reading community, to self-select well-matched texts, read for different purpose, and set reading goals. Students will learn how to select appropriate tests for independent reading and monitor for understanding and enjoyment. State Standard/s: WritingW.4.1- Write opinion pieces on topics or texts, supporting a point of view, with reasons and informationW.4.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly W.4.9- Draw evidence from literary or informational texts to support analysis, reflection and researchW. 4.9a-Apply Grade 4 Reading Standards to LiteratureResource/s: Ruddell, Deborah, and Joan Rankin. A Whiff of Pine, a Hint of Skunk: A Forest of Poems. New York: Margaret K. McElderry, 2009. Print.Material/s: A Whiff of Pine, a Hint of Skunk, Launching Unit PowerPoint, Promethean Board, Pencil, Language Arts Journal, IPVO

Activity Idea: Model reading aloud and thinking about the meaning of the poem. Stop and discuss the two vocabulary words: pinstriped and faithfully. Explain that this book is “just right” because you understand it, enjoy it, and knew the meaning of most words.

Lesson 4Topic: Lesson 4-Making Meaning and Digging Deeper (FORMAL ASSESSMENT)

Subject area: EnglishLesson Objective: Readers bring what they know or have experienced to all types of reading (activating their schema) and ask questions as they continually interact with a text. Students will learn how to “stop and jot” to activate their schema and generate questions.State Standard/s: WritingW.4.1- Write opinion pieces on topics or texts, supporting a point of view, with reasons and informationW.4.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly W.4.9- Draw evidence from literary or informational texts to support analysis, reflection and researchW. 4.9a-Apply Grade 4 Reading Standards to LiteratureResource/s: Floca, Brian. Moonshot: The Flight of Apollo 11. New York: Athenaeum for Young Readers, 2009. Print.Material/s: Launching Unit PowerPoint, Promethean Board, Pencil, Language Arts Journal, KWL Flipchart, Moonshot: The Flight of Apollo 11 YouTube video, Apollo 13 informational YouTube videoActivity Idea: Explain the chart and work through it together as you read the book or listen to the video recording. Can use sticky notes to jot ideas as you read from book. “Stop and jot”. Record information on the KWL chart together. Compare the story to the video about Apollo 11. One minute essay!

Lesson 5Topic: Lesson 5-Knowing When I Get It

Subject area: EnglishLesson Objective: Readers know how it feels to understand their reading and pay attention when meaning breaks down. Students will learn how to monitor for meaning at text, paragraph, and word level and to use “fix up” strategies when meaning breaks down. State Standard/s: WritingW.4.1- Write opinion pieces on topics or texts, supporting a point of view, with reasons and informationW.4.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly W.4.9- Draw evidence from literary or informational texts to support analysis, reflection and researchW. 4.9a-Apply Grade 4 Reading Standards to LiteratureResource/s: Ruddell, Deborah, and Joan Rankin. A Whiff of Pine, a Hint of Skunk: A Forest of Poems. New York: Margaret K. McElderry, 2009. Print. Material/s: Promethean board, Launching Unit PowerPoint, IPVO, A Whiff of Pine, a Hint of Skunk book, Language Arts Journal, Dictionaries, PencilActivity Idea: Model using background knowledge, pictures and swooping and looping unknown words to figure out the poem and read for meaning.

Lesson 6Topic: Lesson 6- Sharing Our Thinking

Subject area: English

Lesson Objective: Readers will learn to share their thinking. Students will learn to take evidence from the book and relate it to real-life. Students will do critical thinking to make connections to how the characters would feel and how it relates to their own lives. State Standard/s: WritingW.4.1- Write opinion pieces on topics or texts, supporting a point of view, with reasons and informationW.4.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly W.4.9- Draw evidence from literary or informational texts to support analysis, reflection and researchW. 4.9a-Apply Grade 4 Reading Standards to LiteratureResource/s: Nivola, Claire A., and Claire A. Nivola. Planting the Trees of Kenya: The Story of Wangari Maathai. New York: Farrar, Straus, and Giroux, 2008. Print.Material/s: Promethean board, Launching Unit PowerPoint, Language Arts Journal, Pencil, Planting The Trees of Kenya: The story of Wangari Maathai YouTube read aloud video, Roots Riot Scenes YouTube video Activity Idea: Review ideas from lesson one about sharing and set up group guidelines for listening to, reading and discussing text with a partner: One voice at a time, don’t interrupt, listen activity, think about what speaker is saying, come prepared by reading the text, make eye contact when speaking, use a clear voice, link what the speaker is saying to what you already know, disagree respectfully, etc. Compare the story to the video, discuss your thinking (think, pair share) the whole group on what you and your partner discussed. Jot down what others were think in your language arts journal.

Lesson 7(VIDEO)Topic: Lesson 7- Keeping the Conversation Going

Subject area: EnglishLesson Objective: Readers initiate and build conversations around the big ideas or themes in texts. Students will learn how to infer themes in fiction texts and provide specific evidence from the text to support their points when engaged in conversations.State Standard/s: WritingW.4.1- Write opinion pieces on topics or texts, supporting a point of view, with reasons and informationW.4.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly W.4.9- Draw evidence from literary or informational texts to support analysis, reflection and researchW. 4.9a-Apply Grade 4 Reading Standards to LiteratureResource/s: Napoli, Donna Jo, and Jim LaMarche. Albert. San Diego: Silver Whistle/Harcourt Brace, 2001. Print.Material/s: Promethean board, Launching Unit PowerPoint, Language Arts Journal, Pencil, Albert book, IPVO Activity Idea: Model finding evidence to determine the theme in books. Use the theme of the book and have the students connect to how they can relate to the book. Write this in their journal entries.

Lesson 8 (VIDEO)Topic: Notes and notices (Aha Moments) Review and Post-Test

Subject area: EnglishLesson Objective: Find Aha moments within the book.State Standard/s: NA

Resource/s: YouTube video-Boy who cried wolfMaterial/s: Promethean board, Launching Unit PowerPoint, Language Arts Journal, PencilActivity Idea: Have students try to find the Aha moment within the story. Apply that to different books they are reading. Then have students read looking for anything we have discussed during the Launching Unit.

Unit Outline Title

NAME: DATE/s UNIT will be taught: 8-18 to 9-4

GRADE LEVEL: 4 TEACHER:

UNIT GOAL/s: For the students to have a better understanding about weather and climate, including Earth’s water, air masses, sever weather, weather tools, etc.

UNIT TOPIC: Weather and Climate

UNIT TOPIC STANDARDs: [Main subject area of topic; Write standards out completely! Go to http://www.ksde.org for all Kansas Academic Standards.]

District fourth grade standards: Science4.2.1.3: observes and records how objects interact to create a physical/chemical change (e.g. salt and water and then let it evaporate).4.4.3.2a: Identifies appropriate tools used to collect weather data.4.4.3.2b: Reads and describes weather conditions based on data presented in simple weather maps that include temperature, wind speed, and type of precipitation.4.4.3.2c: Describes seasonal changes in terms of both temperature and type of precipitation.NGSS 3rd grade standard matching district 4th grade curriculum:2-ESS2-3: obtain information to identify were water is found on Earth and that it can be solid or liquid.3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.3-ESS2-2: Obtain and combine information to describe climates and different regions of the world.3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Lesson 1 Topic: Where is Earth’s Water?

Subject area: Science

Lesson Objective: The student will be able to explain and demonstrate where Earth’s water is found and compare/contrast saltwater, useable freshwater, and non-useable freshwater.

State Standard/s: none other than science listed above.

Resource/s: District-wide 4th grade science book

Material/s: teacher: science textbook (teacher edition), PowerPoint, notes for students, pie chart template; students: science textbook, pencil

Activity Idea: This lesson is the first lesson of the unit, done after the pre-assessment was given. During this lesson, the students will be engaged with a PowerPoint made by the teacher (me) that discusses and shows pictures of Earth’s water, including where it is and how much is salt water vs. fresh water. The students will fill in a pie chart, collaboratively in small groups, over the amount of salt water, useable freshwater, and non-usable freshwater (found in glaciers). We will discuss afterwards and students will fill in the blanks for their notes to study for post-assessment at end of unit.

Lesson 2:Topic: How Do Water and Air Affect Weather?

Subject area: Science

Lesson objective: The student will be able to explain how Earth’s water and climate variations affect Earth’s systems and weather, which includes the water cycle.

State standards: none other than science listed above.

Resources: District-wide 4th grade science book

Materials: Teacher: science textbook, PowerPoint, water cycle activity; students: textbook, notes pages, pencil.

Activity idea: Pose the essential question (lesson topic) to the students and show pictures of examples. Do an interactive vocabulary recap with the students using the smartboard. Discuss main points throughout textbook using PowerPoint as an aid. Divide up students and have them participate in a water cycle activity to aid comprehension. Come back as a class and discuss what we learned and fill out notes together as a class.

Lesson 3:Topic: What are air masses?

Subject area: science

Lesson objective: The student will be able to explain what effects the speed and direction of wind and weather, both locally and globally.



Materials: Teacher: science textbook, PowerPoint; Students: science book, science notes pages, pencil.

Activity idea: I will open by asking students the essential question (lesson topic). We will do an interactive Smartboard activity to do a vocabulary recap and introduction. We will go through the key points in their textbooks and use the PowerPoint and pictures as a visual aid to help with comprehension. After, we will discuss what we learned and fill out our science notes as a class.

Lesson 4:Topic: How do we measure and predict weather?


Lesson objective: The student will be able to name, describe, and accurately use instruments used to measure temperature, air pressure, humidity, wind speed, and wind direction.



Materials: Teacher: science textbook, PowerPoint, weather tools; Students: science books, science notes pages, pencil.

Activity idea: I will open by posing the lesson’s essential questions (lesson topic). Introduce the students to the topic by showing them different tools that are used to measure and predict weather. Discuss and read key points in textbook using PowerPoint, pictures, and weather tools as visual aids for comprehension. We will go outside to demonstrate and use different weather tools. Once back inside, we will discuss what we learned and fill in our notes as a class.

Lesson 5:Topic: What are hurricanes?

Subject area: science and reading

Lesson objective: The student will be able to evaluate safety precautions used to lessen destruction caused by natural disasters.


Resources: ReadWorks “Children of the Storm” reading passage, teacher edition District-wide 4th grade science book, hurricane video from discoveryeducation.com

Materials: Teacher: science book, reading passages (1 per student), PowerPoint; Students: science books, pencil.

Activity idea: I will open with a reading passage about a 4th grade student directly affected by Hurricane Katrina 10 years ago. We will discuss passage and discuss cause and effect (that goes along with the passage and why it is important to listen to weather warnings). Have students think about what could happen during and after a hurricane, then turn to face partner and share ideas. Engage students once again with a hurricane video. Discuss key points from their textbook using PowerPoint as an aid for comprehension. Discuss what we learned and fill out notes as a class.

Lesson 6:Topic: What are tornados?


Lesson objective: The student will be able to compare and contrast different types of severe weather including thunderstorms, lightening, hurricanes, and tornadoes and evaluate safety precautions used to lessen destruction caused by natural disasters.

State standards: W.4.2e – Provide a concluding statement or section related to the information or explanation presented.

Resources: book: “Topeka: A History in Pictures” published by the Topeka Capital Journal in 2001, tornado video from discoveryeducation.com, and the district-wide 4th grade science book

Materials: Teacher: “Topeka: A History in Pictures”, science book, PowerPoint, KWL chart; Students: science book, pencil.

Activity idea: Have students fill out the K and the W on their KWL chart for what they know and want to know about tornados. Do this with face partner. Discuss some ideas from their KWL charts when finished. Have students watch tornado video. Introduce the Topeka 1966 tornado PowerPoint slide, have them look at pictures, and pass around the “Topeka: A History in Pictures” book for them to look at (pictures included in book). Read and discuss key points from textbook, use PowerPoint and pictures as visual aids. Fill out notes as a class discussion. Then, together, discuss what we learned and fill out the L on the KWL chart. Afterwards, have students answer (with expo on their desks): Why is it important to be able to predict severe weather such as tornadoes or hurricanes? Students can line up for PE when finished.

Lesson 7: Topic: Reading Weather Maps (2 parts)


Lesson objective: The student will be able to create and present national weather maps showing different conditions possible throughout the nation.

State standards: none other than science

Resources: Newspapers (Topeka Capital Journal)

Materials: several newspapers for weather map resource, document projector (ziggy), weather map - teacher example, blank map of United States - one for each group, colored pencils, winter weather map - for accelerated workers if time allows

Activity idea: Introduce questions to think about for the lesson. Give each pair of students the weather page from the local newspaper and have them study the weather map. Discuss items on the weather map as a class. Divide students into table groups to collaboratively create their own weather map (give specific items to include). Give example of my weather map that I made. Have students present their maps as a group when finished. Discuss the closing questions (how their maps were alike/different, things included, etc.). As an exit slip, have students jot down 3 important items to include on a weather map and hold up when finished.

Lesson 8:Topic: Graphing Weather Data (2 day lesson, plus post-assessment afterward)

Subject area: science and math

Lesson objective: The student will be able to create and explain information represented in bar graphs and describe weather that is typical to each of the four seasons.

State standards: 4.MD.4: Represent and interpret data3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.

Resources: n/a

Materials: large piece of white construction paper (or cardstock or poster board), markers,, crayons, etc. for students, printout of temperature information (shown on slide #10) - 1 for each group, Graphing weather data worksheet (2 sided - 1 per student)

Activity idea: Show picture collages of each of the four seasons and have students point out what they notice about the collage. Review bar graphs: what they are, what they include, etc. Make example bar graph on the board over class’ favorite season. Split students into 4 groups, give each group a data sheet with average high and low temperatures. Each group is assigned a season. Within the groups, students will create a bar graph from the data in their season. Each group will present their graph. Then, using those graphs, students will combine their data into one yearly bar graph. We will discuss what we learned and then students will answer questions that have them analyze their seasonal graph and the class annual graph. This day is followed by a jeopardy review game day, which is followed by post-assessment day.

Verbos Regulares e Irregulares en el Infinitivo

NAME: DATE/s UNIT: Oct.26 - Nov.9th

GRADE LEVEL: 9th grade TEACHER:

UNIT GOAL/s: To gain knowledge on the conjugation of regular and irregular verbs in the present tense, learn vocabulary about travel and write sentences combining the verbs and the vocabulary. To gain understanding of other cultures while learning basic information about Mexico and about one of Mexico’s major celebrations.

UNIT TOPIC: The Infinitive (regular verbs ending in AR, ER & IR and irregular “boot” verbs) UNIT TOPIC STANDARDs: Standard 1.1 Communication – Interpersonal/Conversational. The student engages in conversations, provides and obtains information, expresses feelings and emotions, and exchanges opinions. Standard 1.2 Communication – Interpretive. The student understands and interprets written and spoken/signed language on a variety of topics. Standard 2.1 Cultures – Practices and perspectives. The student demonstrates an understanding of the relationship between the practices and perspectives of the target language cultures.

Lesson 1 Topic: Day of the DeathLesson Objective: Students will learn about Mexico’s celebration of the Day of the Death.Resource/s: Packet titled “Mexico”, provided by mentor teacher (from “Breaking the Spanish Barrier: -

Level II)Material/s: Computer, PowerPoint and figurines.Activity Idea: Teacher will briefly explain what this celebration is about and then show the PowerPoint

to present pictures, music and examples. Teacher will also show students figures of skeletons and skulls used during this celebration. Students will complete a two-sided worksheet (“Mix and Match” & “Word Search”) and will also decorate “Calacas” (skulls). Teacher and students will decorate the bulletin board with students’ work.

Lesson 2Topic: Day of the Death – Part II Lesson Objective: Students will demonstrate what they learn in lesson one; compare this celebration to

the Halloween celebration in the UAS and will learn travel vocabulary.Resource/s: Handouts (provided by mentor teacher)Material/s: Board; short reading (handout) “Mexico’s Day of the death”; vocabulary list; dictionaries (students)Activity Idea: Class will start with a quick review of what students learned in Lesson 1 about Day of

the Death. After students read the handout of the short reading, the questions on the bottom of the page will be discussed (teacher will write on the board their answers to Question #2). For the second activity students will work in pairs to find the meaning of the vocabulary using the dictionary). Then meanings will be discussed and pronunciation of that vocabulary will be practiced.

Lesson 3 Topic: MexicoLesson Objective: Students will learn basic information about Mexico (location, capital, population, president’s name, currency, places of interest, foods, etc).Resource/s: Mexico’s packetMaterial/s: Pages 1 & 2 from the packet; iPads (students)

Activity Idea: Teacher will start the class by orally reviewing vocabulary list with students. Then go over Page 1 of the packet (facts from Mexico) but teacher will have the students research most current info on population and president’s name. After that, teacher and students will go over more vocabulary, on Page 2 of the packet. For the last activity teacher will say sentences combining both lists of vocabulary and students will take turns translating those sentences.

Lesson 4 Topic: The infinite Lesson Objective: Students will learn how to conjugate regular verbs ending in AR, ER, & IR.Material/s: Board; pages 3-5 of the packet; worksheet for conjugationsActivity Idea: Class will start with a quick review of the vocabulary learned last week. Then teacher

will explain how to conjugate those verbs. Students will complete the conjugation worksheet, for all 21 verbs. After conjugating the verbs, students will complete page 5 of the packet (Practice Exercise). Teacher will call six students to the board to do Part 1 of the worksheet. Part 2 will be discussed orally.

Lesson 5 Topic: Review and “Boot’ verbsLesson Objective: Students will be able to use the vocabulary and verb conjugation learned to write sentences in Spanish. After review students will be introduced to the stem-changing verbs also known as “boot” verbs,Material/s: Board; pages 2; 4 & 6 of the packet; dictionary; Activity Idea: Teacher will randomly ask questions about vocabulary and conjugation as a review.

Teacher will tell each student a sentence that he or she will translate orally. Students will review meanings and pronunciations. As a practice exercise each students will write a sentence with each verb. Teacher will collect work for grading. The last part of the class will be to introduce the stem changing verbs and explain why they are known as “boot” verbs. Teacher will present one example for each ending (AR, ER & IR) and conjugate it on the board then draw the boot to illustrated where the name come from.

Lesson 6 Topic: “Boot” verbsLesson Objective: Students will learn how to conjugate stem changing verbs in the present tense and recognize errors from a written text,Material/s: Board and packet (pages 6-8)Activity Idea: Review what “boot” verbs are, where the name comes from and the rules to conjugate

them. Then Part 1of Practice Exercise (page 7) will be done on the board. Teacher will ask for volunteer but if no volunteers she will call out students to go to the board. The second activity is to read the paragraph on Page 8, underline the errors and write the correct conjugation. Then teacher will read out loud the paragraph. Students will raise their hands when they hear an error on conjugation. Students will tell teacher the correct conjugation and teacher will write it on the board. Students will also translate the paragraph orally, sentences by sentence as teacher reads it.

Art X KPTP Unit Outline

NAME: DATE/s UNIT will be taught:

GRADE LEVEL: 9-12 TEACHER:

UNIT GOAL/s: To introduce students to a reductive print process in multiple colors.

UNIT TOPIC: Elements and Principles of Art.

UNIT TOPIC STANDARDs: Standard 1, Benchmark 5Demonstrates the safe and correct use of simple materials and tools. Standard 2, Benchmark 2Use visual structures of art to communicate ideas. Standard 3, Benchmark 1Recognize meaning can be communicated through the use of subject matter, symbols and ideas. Standard 6, Benchmark 1Know that the visual arts have history.Standard 6, Benchmark 2Know that the visual art have changed over the years and continue to change.Standard 1, Benchmark 6Consistently cleans up and organizes materials and equipment with minimal prompting.Standard 2, Benchmark 1Identifies and interprets art works based on the use of elements and principles. Standard 2, Benchmark 3Employs and defends the use of elements and principles in art works.Standard 5, Benchmark Develops, expresses, and defends opinions surrounding aesthetic issues in art.Standard 6, Benchmark 4Recognizes the education and training required for visual art careers.

Topic: Reductive PrintmakingSubject area: ArtLesson Objective: Educating students on one form of printmaking through the creation of a reductive print series. State Standard/s: Standard 1, Benchmark 5

Demonstrates the safe and correct use of simple materials and tools. Standard 1, Benchmark 6Consistently cleans up and organizes materials and equipment with minimal prompting.Standard 2, Benchmark 3Employs and defends the use of elements and principles in art works.

Resource/s: My co-teacher. Material/s: 3” x 6” rubber plate to carve away, notebook, carving tools, printing ink, brayers, trays or

plexi glass, thick paper, Pencil. Activity Idea:

Day 1: Introduce the lesson via a PowerPoint. Discuss the printmaking process and how many prints can be pulled from one matrix. Discuss that each print will be a negative or reversed image of the original so the use of text or numbers is discouraged for this project. Have the students begin sketching three abstract designs that utilize lines to convey movement.

Day 2: Have the students select one of the sketch’s and enlarge it to fit the size of the block of rubber they will be caring away. Demonstrate how to transfer the final image to the block using graphite on the back of the sketch and tracing the image on top of the block. Trace the image in sharpie.

Day 3: Demonstrate how to ink the block using the brayer to create a solid background. When printing always works light to dark, the last layer should be darkest. Show your students how to carve away using the carving tools, the first layer to be carved away is the area that will remain the background color. It is important to discuss this with your students to make sure they have a clear idea of what needs to be carved away each layer.

Day 4: Once the first layer is carved away it needs to be printed, have each of your students do this five times to make a series.

Day 5: Have them carve away the second layer and print it.

Day 6: Have them carve away the third layer and print the final color, let these dry.

Day 7: Demonstrate how to sign and notarize their series of prints, allow for students to catch up and finish.

Day 8: Critique each student’s work, have them reflect on their choice of color, carving technique and overall design.

Plot and Conflict Unit Plan

NAME: DATE/s UNIT will be taught: 9-28 through 10-2

GRADE LEVEL: 8th CLASSROOM TEACHER: UNIT GOAL/s:

1. Students will be able to identify the main idea of a text, and identify details that support the main idea. 2 Students will be able to use their ability to identify main idea to analyze fiction to identify the five elements of plot within a text and use details to support their identifications. 3 Students will be able identify the various types of conflict, and read a text to find the conflicts that exist in the narrative. 4 Students will be able to identify how the climax of a text resolves the conflicts in a story. 5 Students will be able to explain how the story’s climax resolves the conflict in the text, and how the falling action leads to resolution of conflict. 6 Students will be able to analyze the evidence and arguments to evaluate the quality of the evidence or argument.

UNIT TOPIC: Plot and Conflict, Finding Main ideaUNIT TOPIC STANDARDs: Language Arts, Reading

State Standard/s RL.8.2 – Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3 – Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Day 1— Critereon reference test over Plot and Conflict Standard

Day 2, Lesson 1—Topic: Learning Elements of PlotLesson Objective: 1. Students will be able to identify the main idea of a text, and identify details that support the

main idea. . 2 Students will be able to use their ability to identify main idea to analyze fiction to identify the five elements of plot within a text and use details to support their identifications.

Resource/s: Textbook, Promethean board, plot foldable

Activity Idea: Bellwork: journal/discussion of how technology affects our lives. Instructor models defining new vocabulary words. Students work in pairs to complete the rest. Instructor previews the rest of the unit by reading the introduction section to the short story “The Last Dog.” Students spend time working in pairs to complete work. Instructor uses reading aloud, questioning, and using context clues find definitions. Instructor gives students time to connect the unit theme to their personal lives.

Day 3, Lesson 2 Topic: Learning Elements of PlotLesson Objective: 1. Students will be able to identify the main idea of a text, and identify details that support the



Activity Idea: Students are given foldable worksheet today they will use throughout the lesson. Instructor draws a labels an elements of plot diagram while students follow along. Instructor defines each element as students work with their foldable sheet. Students read together about conflict and as partners define and identify external and internal conflict.




Activity Idea: Today’s work was more student centered. Students are working on their foldables, and students are reading aloud in the story to each other. Instructor stops instruction frequently to use summary to make sure that students are comprehending the story. Students work as pairs to find exposition and rising action. Students work in teams to find examples of conflict in the story.

Informal Assessment: Check student progress in workbook and on plot diagram.

Day 5, intervention and progress check Topic: Learning Elements of PlotLesson Objective: 1. Students will be able to identify the main idea of a text, and identify details that support the


Resource/s: Computer administered quiz, intervention readings



Activity Idea: Teacher will role-model reading fluency demonstrating varying tone. Student then take turns reading to each other at tables. This gives students practice in reading fluency. Teacher will stop the action about every five minutes to do summary, and to have students identify how pieces of the rising action increase the story’s tension and introduce more than one conflict in the story.

Day 7, lesson 5

Lesson Objectives: 1. Students will be able to identify the main idea of a text, and identify details that support the main idea. 2 Students will be able to use their ability to identify main idea to analyze fiction to identify the five elements of plot within a text and use details to support their identifications. 3 Students will be able identify the various types of conflict, and read a text to find the conflicts that exist in the narrative. 4 Students will be able to identify how the climax of a text resolves the conflicts in a story. 5 Students will be able to explain how the story’s climax resolves the conflict in the text, and how the falling action leads to resolution of conflict.

Activities: students are instructed identify on the page the antagonist’s problem, and then what steps he decides to take to resolve it. Teacher and paraprofessional will work individually with teams to help students draw the conclusion that the climax of the story takes places when the problem is solved, and thus the falling action begins. Students will then asked to identify what the ultimate resolution of the story is and to put this on their worksheet and to turn that in at the end of class.

Formal formative assessment, grade workbook work and plot foldable.

Day 8, Lesson 6

Lesson Objectives: 1-6Resource/s:

Textbook, Promethean board, plot foldable

Activities: Teacher will role modeled finding the main idea in sections of the short story and then finding evidence that supports his claim. Teacher will role model choosing poor supporting evidence and explaining why these are poor choices. Students the break into small groups to work on short passages finding main idea and details, and also identifying main idea.

Day 8, Lesson 7 Lesson Objectives: 1-6Resources Textbook, Promethean board, review sheet

Activities: Students work the review section of textbook with partners, work on vocabulary comprehension and do short writing practice.

Day 9: Summative Assessment.

Fall 2016

Kansas Geography

NAME: DATE/s UNIT will be taught: 8/29-9/8

GRADE LEVEL: 4th TEACHER:

UNIT GOAL/s: Students will learn and be able to identify the different regions of Kansas and learn about the different characteristics of each region.Students will know why the Kansas land is the way it is and learn about what happened over the years on our land. Students will be able to look at various types of maps and be able to read the map accordingly.

Students will create their own maps and understand the importance of a scale and a legend/key.

UNIT TOPIC: Kansas prehistoric land, regions and maps

UNIT TOPIC STANDARDs: Standard # 1 Choices have consequences. Standard # 3 Societies are shaped by beliefs, ideas, and diversity.

Day 1Topic: Kansas GeographySubject area: Kansas geographyLesson Objective: Students will become familiar with Kansas and different geographical characteristics

of Kansas. State Standard/s: CCSS.ELA-LITERACY.RI.4.3

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Resource/s: S is for Sunflower 2004 by Devin Scillian Material/s: book, pre-test (21)Activity Idea: I will briefly tell the class that we are going to begin a unit and we are going to learn

about Kansas geography. I will let them know that some of the things that we are going to discuss and learn about in the next couple of weeks will include Kansas’ prehistoric land, regions and maps. I will then handout a pretest so I can assess the students’ prior knowledge on the topic. Once students are done with their pre-test I will read the S is for Sunflower

Day 2Topic: Kansas GeographySubject area: Kansas’ prehistoric landLesson Objective: Students will become familiar with Kansas and the prehistoric land and its effect on

Kansas. State Standard/s: CCSS.ELA-LITERACY.RH.6-8.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.CCSS.ELA-LITERACY.RH.6-8.4Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Resource/s: Kansas Studies Weekly: Week 1 Vol. 16 Issue 1Material/s: KSW week 1 newspapers (22), KSW week 1 worksheetActivity Idea: I will start off by asking students about informational text and giving them information

about the key parts of reading an informational text. Once we have discussed that, I will read the article “Kansas’ prehistoric land” in the KSW paper. While I am reading the students will follow along and fill in the blanks on a worksheet that I have handed them. When we are done with that reading students will spend the remaining of the time reading the article “Primary and Secondary source sleuths” and reading any other article that interest them in the newspaper.

Day 3Topic: Kansas GeographySubject area: Kansas regionsLesson Objective: Students will become familiar with Kansas and their different regions. Students will

learn and find text features in text.State Standard/s: CCSS.ELA-LITERACY.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.Standard # 1 Choices have consequences.

Benchmark: 1.1 The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures.

1.2 The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers.

Standard # 3 Societies are shaped by beliefs, ideas, and diversity. Benchmark: 3.1 The student will recognize and evaluate significant beliefs, contributions, and

ideas of the many diverse peopleResource/s: Read Kansas! Cards, by the Kansas State Historical SocietyMaterial/s: Read Kansas cards, Text features worksheet (21), Elmo, smartboardActivity Idea: I will start off by asking students questions about where they live and what they know

about the different regions in Kansas. I will put student’s in groups or pairs and have them read and look over the “Read Kansas!” cards. When students are done reading their cards I will ask them about text features and we will discuss different text features. I will then hand them a worksheet that they can fill out as a pair/group.


learn and discuss about text features.State Standard/s: CCSS.ELA-LITERACY.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Resource/s: Read Kansas! Cards, by the Kansas State Historical SocietyMaterial/s: Read Kansas cards, computer, smartboard, www.jeopardy.rocks/kansasregions/playActivity Idea: The class will be split up into two groups at random and we will play Kansas regions

jeopardy. When we are done with jeopardy I will hand out a word search that the students can work on or they can read any articles that they have not yet read from week 1’s newspaper.


compare and contrast the three different regions of Kansas. State Standard/s: CCSS.ELA-LITERACY.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.Standard # 3 Societies are shaped by beliefs, ideas, and diversity.

Benchmark: 3.1 The student will recognize and evaluate significant beliefs, contributions, and ideas of the many diverse peop

Resource/s: Kansas Studies Weekly: Week 2 Vol. 16 Issue 1Material/s: KSW week 2 magazines, KSW week 2 worksheet (21), Venn Diagram (21)Activity Idea: I will read the article “Regions of Kansas” in the KSW paper. While I am reading the

students will follow along and fill in the blanks on a worksheet that I have handed them. When we are done with that reading students will spend the remaining of the time reading filling out a Venn diagram to compare and contrast the three different regions. I will make sure that the students know how to use a Venn diagram when comparing three things.

Day 6Topic: Kansas GeographySubject area: Wildlife preserves – Cheyenne BottomsLesson Objective: Students will become familiar with a wildlife preserve in Kansas. Students will do

research and discuss different features about an animal. State Standard/s: CCSS.ELA-LITERACY.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.Standard # 3 Societies are shaped by beliefs, ideas, and diversity.


Resource/s: Kansas Studies Weekly: Week 2 Vol. 16 Issue 1 The Waters of Kansas: Cheyenne Bottoms (2015) by Kansas Humanities

Material/s: KSW week 2 magazines, computer, student iPads or computers, lined paperActivity Idea: I will have the students pull out their KSW week 2 magazines and I will read the article

“Cheyenne Bottoms Wildlife Management Area.” Once we are done reading we will discuss the reading and then I have a 20-minute virtual field trip for the students to watch. When we are done the video I will have the students do a research on one of the kinds of birds that they say in the video or that we read about.

Day 7Topic: Kansas GeographySubject area: Kansas mapsLesson Objective: Students will distinguish between four different types of maps. Students will be able

to scale and identify different items on a map. State Standard/s: CCSS.ELA-LITERACY.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Resource/s: Kansas Studies Weekly: Week 2 Vol. 16 Issue 1Standard # 3 Societies are shaped by beliefs, ideas, and diversity.


Material/s: KSW week 2 magazines, Kansas map skills worksheet (21), smartboard, computerActivity Idea: I will show the class a PowerPoint and we will discuss about the different types of maps

(climate, physical, political, and road) as well as what a legend is and what a scale is. Students will work on a Kansas map skills worksheet and when they finish they can read the fun and interesting article about honeybees in week 2’s newspaper or do the crossword puzzle in the newspaper.

Day 8Topic: Kansas GeographySubject area: Kansas mapsLesson Objective: Students will make a physical map for an imaginary country or state they create.

Students will create landmarks/cities/rivers/roads on a map.

State Standard/s: CCSS.ELA-LITERACY.RH.6-8.4Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.Standard # 3 Societies are shaped by beliefs, ideas, and diversity.

Benchmark: 3.1 The student will recognize and evaluate significant beliefs, contributions, and ideas of the many diverse people

3.4 The student will use his/her understanding of those beliefs, contributions, ideas, and diversity to justify or define how community, state, national, and international ideals shape contemporary society.

Resource/s:Material/s: smartboard, computer, white paper, coloring utensils, pencil, rulers, rubric (22), post-test

(21)Activity Idea: I will review with the students about what we have learned about maps. Students will

create a country or state of their own and create different landmarks on it that will be included in a self-created legend. Students will be required to have at least five different types of items on their legend (i.e. rivers, mountains, cities, states, national parks, lakes, etc).

Unit Outline Title

NAME: DATE/s UNIT will be taught: September 6-16

GRADE LEVEL: 2nd TEACHER:

UNIT GOAL/s: Students will improve their ability to identify causes and their effects. Student’s will improve their ability to recognize and understand story structure while practicing comprehension strategies.

UNIT TOPIC: Animals

UNIT TOPIC STANDARDs: [Main subject area of topic; Write standards out completely! Go to http://www.ksde.org for all Kansas Academic Standards.]

This is a list of ALL standards that will be covered throughout the unit. Ones that specifically pertain to the unit goals are highlighted. Cause and Effect, Story Structure and Both

RF RF.2.3f: recognize and read grade-appropriate irregularly spelled words.

RL RL.2.1: ask and answer questions such as who, what, where, when, why, and how to demonstrate

understanding of key details in a text RL.2.2: recount stories and determine their message, lesson, or moral RL.2.3: describe how characters respond to events and challenges RL.2.4: describe how words and phrases supply rhythm and meaning RL.2.4a: read on-level text with purpose and understanding RL.2.5: describe the overall structure of a story

RL.2.7: use information from illustrations and words to demonstrate understanding of characters, setting, and plot.

RL.2.10: read and comprehend literature

SL SL.2.1a: follow agreed-upon rules for discussions SL.2.1b: build on other’s talk in conversations by linking comments to others’ remarks SL.2.1c: ask for clarification and explanation about topics and texts under discussion SL.2.2: recount or describe key ideas or details from a text read aloud, information presented orally or

through other media. SL.2.4: tell a story or recount an experience with facts and details, speaking audibly in sentences SL.2.6: produce complete sentences to provide detail or clarification

L L.2.4a: use sentence-level context as a clue to the meaning of a word or phrase L.2.4c: use a known root word as a clue to meaning of an unknown word with the same root L.2.5a: identify real-life connections between words and their use L.2.6: use words and phrases acquired through conversations, reading and being read to, and responding

to texts, including using adjectives and adverbs to describe.

RI RI.2.2: identify the main topic of a multiparagraph text as well as the focus of specific paragraphs

within the text. RI.2.3: describe the connection between a series of historical events, scientific ideas or concepts, or

steps in technical procedures in a text. RI.2.5: know and use text features to locate facts or information RI.2.6: identify the main purpose of a text, including what an author wants to answer, explain, or

describe. RI.2.7: explain how images contribute to and clarify text RI.2.10: by the end of the year, read an comprehend informational texts, including history/social

studies, science, and technical texts in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range

W W.2.2: write informative/explanatory texts W.2.8: recall information from experiences or gather information to answer a question

FYI:Before beginning unit---Pre-test content concepts and skills to be taught during unit.Ending unit—Posttest content concepts and skills taught during unit.

Lesson 1 ]Topic: Spiders, Bats, and InsectsSubject area: readingLesson Objective: Students will infer/predict a cause when given an effect and infer/predict an effect when given a cause.State Standard/s:

RF.2.3f: recognize and read irregularly spelled words SL.2.1c: ask for clarification and explanation about topics and texts under discussion. SL.2.2: recount or describe key ideas or details from text read aloud, information presented

orally or through media

L.2.6: use words and phrases acquired through conversations, reading and being read to, and responding to texts

RL.2.1: ask and answer questions to demonstrate understanding of key details RL.2.7: use information from illustrations and words to demonstrate understanding of

characters, setting, or plot RL.2.10: read and comprehend literature RF.2.4a: read on-level text with purpose and understanding RL.2.1: ask and answer questions to demonstrate understanding of key details RL.2.3: describe how characters respond to events and challenges RL.2.4: describe how words and phrases supply rhythm and meaning Social Studies: Choices have consequences. Individuals have rights and responsibilities.

Resource/s: The teacher will use the manual to prepare to teach objectives. The teacher will also research

bats and spiders to prepare for the unit topic. Material/s:

Teacher’s manual, SMART Board slides, Youtube video about bats, cause and effect graphic organizer

Activity Idea: The teacher will read a story about bats to students and then read Diary of a Spider. Students will learn new vocabulary and will learn about cause and effect. Students will also engage in several discussions particularly about “getting along with others” (social studies connection). At the end of the lesson, students will complete a cause and effect graphic organizer.

Lesson 2 Topic: Spiders, Bats, Insects, and cause and effectSubject area: readingLesson Objective: Students will analyze sentences and determine which part is a cause and which part is an effect. Students will demonstrate their understanding of cause and effect by listing their own causes and effects. State Standard/s:

RF.2.3f: recognize and read irregularly spelled words SL.2.1c: ask for clarification and explanation about topics and texts under discussion. SL.2.2: recount or describe key ideas or details from text read aloud, information presented

orally or through media L.2.6: use words and phrases acquired through conversations, reading and being read to, and

responding to texts RL.2.1: ask and answer questions to demonstrate understanding of key details RL.2.7: use information from illustrations and words to demonstrate understanding of

characters, setting, or plot RL.2.10: read and comprehend literature RF.2.4a: read on-level text with purpose and understanding RL.2.1: ask and answer questions to demonstrate understanding of key details RL.2.3: describe how characters respond to events and challenges RL.2.4: describe how words and phrases supply rhythm and meaning RL.2.2: recount stories and determine their message


bats and spiders to prepare for the unit topic. The teacher will utilize YouTube videos to reinforce the topic of cause and effect.

Material/s: Birds on a Wire YouTube video, teacher book, vocabulary cards, cause and effect worksheet

Activity Idea: The teacher will read a story about bats to students and then read Diary of a Spider. Students will learn new vocabulary and will learn about cause and effect. Students will also engage in several discussions particularly about “getting along with others” (social studies connection). At the end of the lesson, students will complete a cause and effect graphic organizer.

Lesson 3 Topic: Spiders, Bats, and Insects and cause and effectSubject area: readingLesson Objective: Students will construct or use a T-chart to organize cause and effect examples. Students will infer/predict a cause when given an effect and infer/predict an effect when given a cause. State Standard/s:

RF.2.3f: recognize and read irregularly spelled words SL.2.1a: follow rules for discussions RL.2.1: ask and answer questions to demonstrate understanding of key details RL.2.2: recount stories and determine their message, lesson, or moral RL.2.7: use information from illustrations and words to demonstrate understanding of

characters, setting, or plot SL.2.1c: ask for clarification and explanation about topics and texts under discussion L.2.5a: identify real-life connections between words and their use L.2.6: use words and phrases acquired through conversations, reading and being read to, and

responding to texts. Resource/s:

The teacher will use the manual to prepare to teach objectives. The teacher will also research bats and spiders to prepare for the unit topic.

Material/s: Teacher’s manual, SMART Board slides, Cause and Effect T-chart, cause and effect cards,

SMART Board slide with new vocabulary.Activity Idea: Students will review cause and effect by drawing a cause out of a hat and then determining a related effect. Students will then engage in independent reading. Next, the teacher will present new vocabulary words and students will practice using the words in context by answering provided questions.

Lesson 4 Topic: Spiders, Bats, and Insects and cause and effectSubject area: readingLesson Objective: Students will construct or use a T-chart to organize cause and effect examples.State Standard/s:

RF.2.3f: recognize and read irregularly spelled words SL.2.1a: follow rules for discussions RL.2.2: recount stories and determine their message RL.2.10: read and comprehend literature RI.2.7: explain how images contribute to and clarify text L.2.4.a: use sentence-level context as a clue to the meaning of a word or phrase.


bats and spiders to prepare for the unit topic. Material/s:

Informational YouTube video about spiders, teacher book, printed information about spiders to generate questions, 5x7 notecard for each student, research project example, cause/effect worksheet

Activity Idea: The teacher will read the fable A Swallow and a Spider to students and discuss the moral of the fable. Students will then compare and contrast Diary of a Spider and A Swallow and a Spider. To establish a cross-curricular connection, students will learn new facts about spiders. Finally, students will use the information gathered during their research project to create a spider informational card presenting at least three facts about the spider they selected to research.

Lesson 5 Topic: Spiders, Bats, and Insects and cause and effectSubject area: readingLesson Objective: Students will analyze sentences and determine which part is a cause and which is the effect. Students will construct or use a T-chart to organize cause and effect examples. Students will demonstrate their understanding of cause and effect by listing their own causes and effects . Students will infer/predict a cause when given an effect and infer/predict an effect when given a cause. State Standard/s:

RL.2.3: describe how characters respond to events and challenges RI.2.3: describe the connection between a series of historical events, scientific ideas or

concepts, or steps in technical procedures in a text. RL.2.10: students will read and comprehend literature SL.2.1a: follow rules for discussion SL.2.1b: build on others’ talk in conversations by liking comments to others’ remarks SL.2.1c: ask for clarification and explanation about topics and texts under discussion L.2.5a: identify real-life connections between words and their use L.2.6: use words and phrases acquired through conversations, reading and being read to, and

responding to text. Resource/s:

The teacher will use the manual to prepare to teach objectives. The teacher will also research bats and spiders to prepare for the unit topic. The teacher will also review the comprehension test.

Material/s: Sentences for the SMART Board, Cause and Effect song from YouTube, Four-Square Map,

SMART Board slide for new vocabulary definitions, teacher manual, shared reading test, cause and effect pre-assessment, brain break

Activity Idea: The teacher will review cause and effect by having students watch a song from YouTube. Next, students will partner read Diary of a Spider. Then, students will learn new vocabulary words and practice using them in context. Finally, students will complete the shared reading and cause and effect post-assessment.

Lesson 6

Topic: Pets and story structureSubject area: readingLesson Objective: Students will identify and describe a story’s characters, setting, and plot. Students will infer/predict what will happen next in a story. State Standard/s:

RL.2.1: ask and answer questions to demonstrate understanding of key details SL.2.1c: ask for clarification and explanation about topics and texts under discussion SL.2.2: recount or describe key ideas or details from text read aloud, information presented

orally, or through other media L.2.6: use words and phrases acquired through conversations, reading and being read to, and

responding to texts RL.2.5: describe the overall structure of a story RL.2.10: read and comprehend literature

RL.2.4a: read on-level text with purpose and understanding RL.2.7: use information from illustrations and words to demonstrate understanding of

characters, setting, or plot RL.2.4: describe how words and phrases supply rhythm and meaning

Resource/s: The teacher will use the manual to prepare to teach objectives. The teacher will also review

elements of story structure. Material/s:

Teacher’s manual, excerpt for visualization, SMART Board slides, map of the community, blank story map

Activity Idea: The teacher will read about pets in the classroom. The teacher will discuss both reading selections with students and ask comprehension questions. Students will then learn new vocabulary words. Then students will practice visualization. Finally, students will complete a story map over Teacher’s Pets.

Lesson 7 Topic: Pets and story structureSubject area: readingLesson Objective: Students will identify and describe a story’s characters, setting, and plot. Students will infer/predict what will happen next in a story. State Standard/s:

RL.2.1: ask and answer questions to demonstrate understanding of key details SL.2.1c: ask for clarification and explanation about topics and texts under discussion SL.2.2: recount or describe key ideas or details from text read aloud, information presented

orally, or through other media L.2.6: use words and phrases acquired through conversations, reading and being read to, and

responding to texts RL.2.5: describe the overall structure of a story RL.2.10: read and comprehend literature RL.2.4a: read on-level text with purpose and understanding RL.2.7: use information from illustrations and words to demonstrate understanding of

characters, setting, or plot RL.2.4: describe how words and phrases supply rhythm and meaning

Resource/s: The teacher will use the manual to prepare to teach objectives. .

Material/s: Story map for the SMART Board, teacher manual, plot map for Teacher’s Pets, questions for

closing activityActivity Idea: Students will complete a story map of Teacher’s Pets. Next, teacher will reread Teacher’s Pets and participate in guided retelling. Then students will answer comprehension questions to show understanding of the text. Finally, students will complete a worksheet explaining the problem and the solution in Teacher’s Pets.

Lesson 8


RL.2.1: ask and answer questions to demonstrate understanding of key details RL.2.5: describe the overall structure of a story

RF.2.4c: use context to confirm or self-correct word recognition and understanding SL.2.1a: follow rules for discussions SL.2.1b: build on others’ talk in conversation by linking comments to others’ remarks SL.2.1c: ask for clarification and explanation about topics and text under discussion L.2.5a: identify real-life connections between words and their use L.2.6: use words and phrases acquired through conversations, reading and being read to, and

responding to textsResource/s:

The teacher will use the manual to prepare to teach objectives. . Material/s:

Story map for the SMART Board, Pigeons YouTube video, SMART Board slide for new vocabulary

Activity Idea: The teacher will review story structure with students by watching the Disney short film “Pigeons”. Students will complete a story map over the video. Then, students will read Teacher’s Pets independently. Finally, they will learn new vocabulary and make connections by answering questions in a class discussion.

Lesson 9


RL.2.7: use information from illustrations and words to demonstrate understanding of characters, setting, or plot

RL.2.10: read and comprehend literature RI.2.5: know and use text features to locate facts or information SL.2.6: produce complete sentences to provide detail or clarification L.2.4c: use a known root word as a clue to meaning of an unknown word with the same root.

Resource/s: The teacher will use the manual to prepare to teach objectives.

Material/s: SMART Board slides with retell questions, community resource video, teacher manual, poster

boardActivity Idea: First, the teacher will review the story structure of Teacher’s Pets with students playing the roll and retell game. Next, the teacher will read the informational text about maps and places around the community. Students will practice reading the map. Next, students will learn about base words and –ed and –ing endings. Finally, students will complete a poster about the pet they researched. They will draw a picture and list four things that need to be done to care for the pet.

NAME: DATE/s UNIT will be taught: 9/6/2016-9/15/2016

GRADE LEVEL: 1st TEACHER:

UNIT GOAL/s:

1. The student will be able to demonstrate the manipulation of a variety of objects in multiple ways.2. The student will be able to correct movement errors when given feedback.3. The student will recognize movement skills safely and appropriately. 4. The student will follow instructions and classroom procedures while participating in physical

education.5. The student will be able to work in diverse group setting without interfering with others. 6. The student will willingly try new movements and skills.

UNIT TOPIC: Variety

UNIT TOPIC STANDARDs: Content Standard: Learning Concepts

● Standard 2: The student demonstrates understanding of movement concepts, principles strategies, and tactics as they apply to the learning and performance of physical activities.

○ Benchmark 2: The student will demonstrate movement skills safely and appropriately.

Content Standard: Learning Concepts● Standard 2: The student demonstrates understanding of movement concepts, principles

strategies, and tactics as they apply to the learning and performance of physical activities. ○ Benchmark 3: The student will develop performances as a response to corrective

feedback.

Content Standard: Active Participation ● Standard 3: The student participates regularly in physical activity.

○ Benchmark 1: The student will be able to participate in a wide variety of non-structured and structured physical activities at moderate to vigorous levels both in and out of physical education.

Content Standard: Personal and Social Behavior ● Standard 5: The student exhibits responsible personal and social behavior that respects self and

others in physical activity settings. ○ Benchmark 1: The student will demonstrate self-management.

Content Standard: Activity Appreciation ● Standard 6: The student values physical activity for health, enjoyment, challenge, self-

expression, and/or social interaction. ○ Benchmark 1: The student will appreciate various physical activities.

Lesson 1 (9/6)Topic: Exploring with Luna Sticks and Ogo DiscsSubject area: ManipulativesLesson Objective:

1. The student will be able to demonstrate the manipulation of a variety of objects in multiple ways.

2. The student will be able to correct movement errors when given feedback. 4. The student will follow instructions and classroom procedures while participating in physical education. 6. The student will willingly try new movements and skills.

State Standard/s: Standards 2, 5, and 6Resource/s: Mrs. Nash & Mr. St. Clair

Material/s: 18 sets of Luna Sticks, 18 Ogo Disks, 18 Koosh BallsActivity Idea: Most of the students have experience with the Ogo Disks and Luna Sticks from

Kindergarten and Pre-School. I will start the class with a set of 10 bodyweight squats and 10 sit-ups as our exercises. I will then demonstrate both of the activities. Using the Ogo Disks and Koosh balls, the students will simply hold the disk with 2 hands, and bounce the ball repeatedly with the Ogo Disk as many times as they can without dropping the ball. Using the Luna sticks, the student will work on rolling the baton up and down the sticks as well as tossing and catching the baton with the sticks.

Lesson 2 (9/7) Topic: Jump Rope and Tag GameSubject area: Cardiovascular healthLesson Objective:

1. The student will be able to demonstrate the manipulation of a variety of objects in multiple ways.

2. The student will be able to correct movement errors when given feedback.3. The student will recognize movement skills safely and appropriately.

4. The student will follow instructions and classroom procedures while participating in physical education. 6. The student will willingly try new movements and skills.

State Standard/s: Standards 2, 3, 5, and 6Resource/s: Mrs. Nash & Mr. St. Clair. http://mrgym.com/MiscGames/Squirrels_in_the_Trees.htmMaterial/s: 18 Jump Ropes, 5 Red Pinnies, 4 Foam NoodlesActivity Idea: I will begin the class by reviewing the 2 exercises we performed in the previous class: 10

bodyweight squats and 10 curl-ups. After exercises, I will give a review over the basics of jumping rope. First grade did have some experience with jumping rope in preschool and kindergarten. I will remind them how to hold the handles, jumping with two feet together, etc. After 5 minutes of jump rope, I will have the students return to their numbers so that I can explain the tag game. The game we will play is called “3-in-a-tree”.

Lesson 3 Topic: Fitness Tag GameSubject area: Fitness (Strength, flexibility, cardiovascular)Lesson Objective:

2. The student will be able to correct movement errors when given feedback.3. The student will recognize movement skills safely and appropriately. 4. The student will follow instructions and classroom procedures while participating in physical education.5. The student will be able to work in diverse group setting without interfering with others. 6. The student will willingly try new movements and skills.

State Standard/s: Standards 2, 3, 5, and 6Resource/s: Mrs. Nash and Mr. St. Clair. https://www.pinterest.com/pin/461196818066676209/Material/s: 8 8in. pool noodles (kryptonite), 8 cones, & 8 exercise postersActivity Idea: We will begin class with exercises: 5 superman’s and 5 push-ups. After exercises we will

play Superman Fitness Tag. There will be 8 foam noodles (kryptonite), slit open, with 1 exercise written on the inside of the noodle. There will be 8 cones with exercise posters around the circle in the center of the gym. 8 students will begin with the kryptonite, and they are the taggers. The students will begin running around the

gym outside of the center circle. Those with the kryptonite will tag another student and hand the kryptonite to the tagged student. The tagged student will walk to the center circle, open the kryptonite and read what exercise is written. They will then match the exercise with the correct poster, then perform the corresponding exercise. When they perform the exercise, they then exit the exercise circle and become a tagger.

This is a great game because it incorporates reading and/or letter recognition as the students match the word in the noodle to the correct poster. The game incorporates many aspects of physical fitness as well.

Lesson 4 Topic: Bean Bag Toss Game.Subject area: Hand-eye/ Foot-eye coordination. Offense and Defense. Lesson Objective:

2. The student will be able to correct movement errors when given feedback.3. The student will recognize movement skills safely and appropriately. 4. The student will follow instructions and classroom procedures while participating in physical education.5. The student will be able to work in diverse group setting without interfering with others. 6. The student will willingly try new movements and skills.

State Standard/s: Standards 2, 3, 5, and 6Resource/s: Mrs. Nash and Mr. St. ClairMaterial/s: 18 plastic bowling pins, 18 poly spots, 30 bean bags. Activity Idea: I will begin the class by reviewing the same 2 exercises as yesterday: Superman’s and

Push-ups. Next we will practice a dance to the song “Hey Baby”, because we will be performing the dance at the assembly next Monday. The students will already be familiar with the dance, so we will perform it just one time for review. After the dance warm-up, we will play a basic bean bag toss game. This is a simplified version of a game called “4-Corner Frizz Pin” that the older students play. In the simplified version, the students will have a bowling pin setting on a polyspot. Their goal is to slide beanbags into other players pins, while guarding their own. I will remind the students the proper way to underhand toss the bean bags. This is a great game to teach students the meaning of offense and defense. It teach the students the basic skills necessary to lead up to playing “4-Corner Frizz Pin” next year.

Lesson 5 Topic: Drums Alive & Cup StackingSubject area: Rhythm, dance, and manipulativesLesson Objective:

2. The student will be able to correct movement errors when given feedback.3. The student will recognize movement skills safely and appropriately. 4. The student will follow instructions and classroom procedures while participating in physical


State Standard/s: Standards 2, 3, 5, and 6 Resource/s: Mrs. Nash and Mr. St. Clair. YouTube “Drums Alive” videos. Material/s: Music and stereo, 18 inflatable rubber balls, 18 plastic 5 gallon buckets, 18 sets of drum

sticks, and 36 cup stacking cups. Activity Idea: I will begin class with the exercises for the day: jumping jacks and helicopters. Both of

these are review from earlier in the school year, but some students will likely still need some extra explanation and demonstration for the jumping jacks. After exercises we will go straight into a warm-up activity: Drums Alive. The students will each have their own drum set (an inflatable ball on top of a 5 gallon bucket), and 2

drum sticks. I will lead them through a song in which they will follow along with me as I drum along with the song, incorporating several exercises with the drumming (squats, jumping jacks, shuffle, and marching).

Following the drumming warm-up, I will transition the class into a cup stacking exercise. I will explain the 2-1 stack. The students will pair up with a partner. One partner will be the “builder” and the other will be the “dozer” in each pair. I will explain that they builders will build the cup stack and the dozers will take the stacks down. After 5 minutes, the partners will switch rolls.

Lesson 6 Topic: Drums Alive & Fitness TagSubject area: Rhythm, dance, and fitness (cardiovascular, strength, flexibility)Lesson Objective:

2. The student will be able to correct movement errors when given feedback.3. The student will recognize movement skills safely and appropriately. 4. The student will follow instructions and classroom procedures while participating in physical


State Standard/s: Standards 2, 3, 5, and 6Resource/s: Mrs. Nash and Mr. St. Clair. https://www.pinterest.com/pin/461196818066676209/Material/s: Music and stereo, 18 inflatable rubber balls, 18 plastic 5 gallon buckets, 18 sets of drum

sticks, 8 8in. pool noodles (kryptonite), 8 cones, & 8 exercise posters.Activity Idea: We will begin the class with the same exercises as yesterday. After exercises, we will

transition to Drums Alive. We will either drum to the same song as yesterday and make changes, or practice a new song. I may also let the students have some say in what song we do. After performing the drumming exercise, we will transition to Superman Tag. This will be a short review, since will have played it last week. This will allow for more play time for the students.

Lesson 7 Topic: SoccerSubject area: Dribbling and ball controlLesson Objective: 1.The student will be able to demonstrate the manipulation of a variety of objects in multiple ways.2. The student will be able to correct movement errors when given feedback.3. The student will recognize movement skills safely and appropriately. 4. The student will follow instructions and classroom procedures while participating in physical education.5. The student will be able to work in diverse group setting without interfering with others. 6. The student will willingly try new movements and skills.

State Standard/s: 2, 3, 5, and 6Resource/s: Mrs. Nash and Mr. St. Clair. http://www.freeyouthsoccerdrills.com/youth-football-

drills.htmlMaterial/s: 18 large gator skin ballsActivity Idea: Exercises: Calf Raises and Frankenstein Kicks (10 each). New exercises so extra

technique explanation is necessary. After exercises I will explain the correct technique for dribbling a soccer ball. Student will then each retrieve a ball and begin free dribbling throughout the gym. After 5 minutes, we will play a game called “Soccer Car Driver” for the last 5 minutes. Student will learn a series of ball control exercises: tapping the ball back and forth with both feet, dribbling fast and slow, and tapping the top of the ball with both feet in place. Tomorrow we will be able to build upon this activity by adding defenders.

Lesson 8 Topic: SoccerSubject area: Dribbling, ball control and defenseLesson Objective: 1.The student will be able to demonstrate the manipulation of a variety of objects in multiple ways.2. The student will be able to correct movement errors when given feedback.3. The student will recognize movement skills safely and appropriately. 4. The student will follow instructions and classroom procedures while participating in physical education.5. The student will be able to work in diverse group setting without interfering with others. 6. The student will willingly try new movements and skills.

State Standard/s: 2, 3, 5, and 6

Resource/s: Mrs. Nash and Mr. St. Clair. http://www.freeyouthsoccerdrills.com/youth-football-drills.html

Material/s: 18 large gator skin balls, 6 blue pinniesActivity Idea: Same exercises as previous day: calf raises and frankenstein kicks. Following exercises,

the students will spend 5 minutes performing the same “Soccer Car Driver” game as yesterday. After the warm-up I will stop the students and explain the next game. Now while all of the students are dribbling, there will be 6 defenders wearing blue pinnies. The goal of the defenders is to steal the ball from the students dribbling and dribble the stolen ball to the perimeter of the gym past the black boundary line. If a student has their ball stolen and kicked past the black line, they have to retrieve their ball and perform 3 jumping jacks. Then they may enter back into the game.

Rhythm Unit

NAME: DATE/s UNIT will be taught: 8/30 – 9/14


UNIT GOAL/s:• Students will be fluent in reading rhythms in 4/4 and 3/4 time• Students will work in teacher-designated pairs to compose a 4 measure rhythmic composition, complete

with a time signature, bar lines, and double bar lines, in standard music notation.• Students, in teacher-designated pairs, will perform their 4 measure composition with the instruments of

their choice.

UNIT TOPIC: Basic Rhythm

UNIT TOPIC STANDARDS:Anchor Standard 2: organize and develop artistic work.Anchor Standard 3: refine and complete artistic work.

Lesson 1

Topic: Shut the Box!

Subject area: Music (Rhythm)Lesson Objective: Students will be able to quickly recognize the rhythmic value of each note and be able to add notes of different values together.State Standard/s: Anchor Standard 7: perceive and analyze artistic work.Resource/s: Mentor TeacherMaterial/s: Shut the Box game sheets, Rhythm dice, Dry erase markers, ErasersActivity Idea: The goal of Shut the Box! is to color in every square on the game sheet. In order to do this, the student must roll the dice, add up the beat value of the rhythms displayed on the dice, and color in the square with the corresponding totals on the game sheet.

Lesson 2

Topic: 4/4 MeterSubject area: Music (Rhythm)Lesson Objective: Students will be able to identify the meaning of 4/4 in a time signature.State Standard/s: Standard 4.2: Analyze the structure and context of varied musical works and their implications for performance.Resource/s: noneMaterial/s: White board and marker, Smart board, Mad Minute Rhythm worksheetActivity Idea: The opener for class is Mad Minute Rhythm worksheets, so students can see how many rhythms they can add or subtract in one minute. The actual instructional content is leading students to discover the pattern of 4/4 time signatures (4 beats, or pulses, per line of poetry) by having them clap a steady beat to a familiar nursery rhyme (Mary Had a Little Lamb). Students draw 4 lines under the words, representing 4 beats. Then the students clap along with the rhythm of the words and write down the rhythms that they hear into the 4 lines they drew underneath the words. Remaining time is spent in individual practice of writing down the rest of the rhythms they hear in the nursery rhyme,

Lesson 3

Topic: 4/4 meter (compose) in Snake RhythmsSubject area: Music (Rhythm)Lesson Objective: Students will work together individually and in small groups to create their own 4 beat rhythmic patterns, and will be able to use bar lines to separate measures.State Standard/s: 2.1 Plan and Make: select and develop musical ideas for defined purposes and contexts.Resource/s: noneMaterial/s: Smart Board, Laminated paper circles to represent beats, Dry erase markers, Rhythm sticksActivity Idea: As an opener, teacher introduces her own 4 beat rhythm pattern to the class, asking them what is wrong with it. There are 3 examples, and the problem is either that the rhythms used add up to too many beats, or not enough. Students then practice making their own 4 beat patterns, then work in small groups to create 4-5 measures of rhythmic patterns.

Lesson 4

Topic: Rhythm GossipSubject area: Music (Rhythm)Lesson Objective: Students will be able to feel a rhythm pattern tapped on their back, and remember it to pass on silently to another student without hearing or saying it out loud (they will be able to internalize the beat and rhythms).State Standard/s: 5.1: Rehearse, Evaluate, Refine: Evaluate and refine personal and ensemble performances, individually, or in collaboration with others.

Resource/s: Singing Games Children Love Vol. 4, compiled by Denise GagneMaterial/s: One white board, marker, eraser per team; 2 rhythm sticks per personActivity Idea: As an opener, students will learn the song Ma Ku Ay (to combine with rhythm sticks later in the week, as a preparation for ¾ meter). For Rhythm Gossip, students group into teams. Teacher taps a rhythm on the last student in each team on the back, and that student passes the rhythm on to the next person by tapping the person in front of him/her. When it reaches the first person in the group, that person writes the rhythm they received on the white board. The team that correctly passes their rhythm all the way down the team, wins a point.

Lesson 5

Topic: Rhythm BingoSubject area: Music (Rhythm)Lesson Objective: Students will be able to correctly identify rhythms that include patterns of 8 th notes and 16th notes in 4/4 time.State Standard/s: Rehearse, Evaluate, Refine: Evaluate and refine personal and ensemble performances, individually, or in collaboration with others.Resource/s: Singing Games Children Love Vol. 4, compiled by Denise GagneMaterial/s: Bingo cards, tokens, rhythm sticksActivity Idea: As an opener, students will continue to learn the Ma Ku Ay (a Maori song in 3/4 meter that involves playing rhythm sticks). Rhythm Bingo involves the teacher playing a 4 beat pattern that includes the various soda pop rhythms the students have been working on (patterns with 8th notes and 16th notes). Students focus on listening and finding the corresponding rhythm on their bingo sheets to win.

Lesson 6

Topic: 3/4 TimeSubject area: Music (Rhythm)Lesson Objective: Students will be able to perform a song in 3/4 time, read new rhythms in 3/4 time and construct their own rhythms in 3/4 time.State Standard/s: 4.2.4b: When analyzing selected music, read and perform iconic and/or standard notation.Opener: Perform Ma Ku Ay (Maori stick song in 3/4 time) with sticks. (1 min)Resource/s: Singing Games Children Love Vol. 4, compiled by Denise GagneMaterial/s: Rhythm Sticks, white boards, markers, erasersActivity Idea: Following the opener, teacher will ask student to show how many beats are in each line of the song they just performed (demonstrate by drawing 3 lines under the words, where the beats fall). Teacher directly instructs students that musicians show that they want 3 beats in a measure instead of 4, by writing a 3/4 time signature. Teacher asks students to write one on their individual white boards, along with 3 lines representing beats. Students will practice writing what the teacher plays, and creating their own rhythms in 3/4 time.Closer: Students will read through a rhythm piece in 4/4 to prepare for class the next day.

Lesson 7

Topic: Reading music in 4/4 timeSubject area: Music (Rhythm)Lesson Objective: Students will be able to successfully read real sheet music in 4/4 time, identifying time signature, measure, bar line, and double bar line.

State Standard/s: 4.2 Analyze the structure and context of varied musical works and their implications for performance. 5.1 Rehearse, evaluate, and refine: evaluate and refine personal and ensemble performances, individually or in collaboration with others.Resource/s: Hand Drums on the Move! By Chris Judah-Lauder; YouTube; Kahoot!Material/s: Hand Drums, smart board, computer, iPadsOpener: Fun Friday Video (2 min)Activity Idea: Following opener, students will analyze (1 min), rehearse (10 min) and perform a song (1 min) in 4/4 with hand drums. Lesson will end with a Kahoot! quiz on 4/4 time signatures.

Lesson 8

Topic: Composing Rhythms on PaperSubject area: Music (Rhythm)Lesson Objective: Students will practice using standard notation to prepare themselves for composing a rhythmic composition.State Standard/s: 2.1.4b Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.Resource/s: YouTubeMaterial/s: Smart board, whiteboard, markers, paper, pencils, instrumentsOpener: Fun Friday Video of percussionists performing a piece they wroteActivity Idea: Students will review rhythms, staff components. Students, in pairs, will practicing making their own staffs, and composing their own 2 measure compositions, and rehearse clapping and playing the compositions.

Lesson 9

Topic: Composing for PercussionSubject area: Music (Rhythm)Lesson Objective: Students will work in pairs to compose 4 measure excerpts in either 4/4 or 3/4 time, using standard notation.State Standard/s: 2.1 Plan and Make: Select and develop musical ideas for defined purposes and contexts.Resource/s: [e.g., book citations YOU would use and research for content information]Material/s: Paper, pencil, instrumentsActivity Idea: Students will work in pairs to begin composing their own 4 measure excerpt using half notes and rests, quarter notes and rests, eighth notes, and sixteenth notes. They can use either 4/4 time or 3/4 time.

Lesson 10

Topic: Performing for PercussionSubject area: Music (Rhythm)Lesson Objective: Students will perform their own compositions and give a self evaluation.State Standard/s: 5.1 Rehearse, evaluate, and refine: Evaluate and refine personal and ensemble performances, individually or in collaboration with others.Resource/s: [e.g., book citations YOU would use and research for content information]Material/s: Various percussion instruments, hand written sheet music.Activity Idea: Students will perform (in pairs) the 4 measure excerpts they composed for the class, and complete a self evaluation.

GEOMETRY UNIT 2: TRANSFORMATIONS AND THE COORDINATE SYSTEM

NAME: DATE/s UNIT will be taught: September 9-23

GRADE LEVEL: 9-12th TEACHER: Mentor:

UNIT GOAL/s: Experiment With Transformation In The Plane. Translate Between The Geometric Descriptions And The Equation For A Conic Section.

Use Coordinates To Prove Simple Geometric Theorems Algebraically

UNIT TOPIC: Unit 2 of Geometry: TRANSFORMATIONS AND THE COORDINATE SYSTEM

UNIT TOPIC STANDARDs: GEOMETRYMA.GEO.G-CO.02: Represent transformations in the plane using, e.g., transparencies and geometry software: describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). (This is the basis for rigid motions in geometric concepts.)

MA.GEO.G-CO.03: Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. (This is the basis for rigid motions in geometric concepts.) MA.GEO.G-CO.04: Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. (This is the basis for rigid motions in geometric concepts.)

MA.GEO.G-CO.05: Given a geometric figure and a rotation, reflection, or translation, draw t he transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.(This is the basis for rigid motions in geometric concepts.)

MA.GEO.G-GPE.01: Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.

MA.GEO.G-GPE.04: Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1,1.73) lies on the circle-centered at the origin and containing the point (0,2). (Include the distance formula and relate to the Pythagorean Theorem, include simple proofs involving circles.)

MA.GEO.G-GPE.05: Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). (Relate G-GPE.5 to work on A-REI.5 in algebra involving systems having no or infinite solutions.)

MA.GEO.G-GPE.07: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. (Mathematical Modeling) (G-GPE.7 provides practice with the distance formula and its connection with the Pythagorean Theorem.)

FYI:Before beginning unit---Pre-test content concepts and skills to be taught during unit.

PreAssessment has been completed for Unit 2. I created a preassessment for the Geometry Class.

Ending unit—Posttest content concepts and skills taught during unit.Summative Assessment: I will use the assessment that the math department has created.Lesson 1 MA.GEO.G-CO.02 Experiment with transformations in the plane.

Topic: Transformations in the PlaneSubject area: Friday, September 9: Transformations: Preimage and ImageUse a variety of ways to develop definitions of different transformations.Compare transformations and identify properties that determine if they are rigid.

Lesson Objective: By the end of the lesson, the students will be able to:List the properties of a geometric figure that are present in its image after reflection over a line.

Graph a rectangle on coordinate axes and find the coordinates of its image after reflection over the following lines:

a. The x-axisb. The y-axisc. The line with equation x=-1

Define the clockwise or counterclockwise directions of the 4 vertexes of a rectangle after a reflection.

State Standard/s: Not Applicable from another Subject AreaResource/s: Chapter 7.1 CME Project Book, Computer and ScreenMaterial/s: Whiteboard and MarkersActivity Idea: Showing the students a resource to assist with transformations. “Math is Fun”

Lesson 2

Topic: Mapping and TransformationsSubject area: September 12: Unit 2Classify Rules as Particular Transformations When Mapping Points Onto Other Points.

Lesson Objective: By the end of the lesson, the student will be able to:

1. Determine the points that are mapping onto themselves by reflection.

2. Draw a geometric object (line, triangle, circle) so that its image is a reflection.

3. Determine if all the points of the reflected object in #2 are fixed.

4. Describe all the fixed points for the reflection in #2.

State Standard/s: Not Applicable from another content area.Resource/s: CME Chapter 7.2Material/s: Jigsaw Materials for all groups, Use of Whiteboard and MarkersActivity Idea: Group Work using a Jigsaw Framework.

Lesson 3 MA.GEO.G-CO.05 Given a geometric figure and a rotation, reflection or translation, draw the transformed figure. Specify a sequence of transformations that will carry a given figure onto another.

Topic: TranslationSubject area: September 13: Unit 2Transform a geometric figure using translation


Draw a transformed figure after a rotation, reflection and a translation.Specify a sequence of actions that represent the transformation.

State Standard/s: A-REI.5 Algebra: solving systems having no or infinite solutions.Resource/s: CME Book Chapter 7.3Material/s: Rubric for Group Work, White Board and Markers Activity Idea: Pair Up

No Geometry Class on September 14: Honors Geometry which is not part of the KPTP and it is also Trojan Time.

Lesson 4 Topic: RotationSubject area: September 15: Unit 2Transform a Geometric Figure by using Rotation.


Rotate a QuadrilateralCompute Angles and Determine CongruencyCalculate Angle of RotationMap and Image onto a Preimage

State Standard/s: Not applicable from another content area.Resource/s: CME Chapter 7Material/s: Whiteboard and Markers, Individual Boards for all Students with MarkersActivity Idea: In–Class, Students will choose problems that will be completed.

Lesson 5 Topic: Isometric Composition

Subject area: September 16 : Unit 2

Employing the Techniques of Reflection, Translation and Rotation to Map a Segment as an Isometric Composition.

Lesson Objective: By the end of the lesson, the student will be able to:Find the equation of a line parallel to a given line that passes through a given point.

Find the equation of a line perpendicular to a given line that passes through a given point

Use coordinates to prove or disprove a claim about a geometric figure.

State Standard/s: A-REI.5 Algebra: solving systems having no or infinite solutions.Resource/s: CME Chapter 7Material/s: Whiteboard and Markers, Coordinate System Drawn on the Board.

Activity Idea: Group Work and I will have some incorrect solutions. The students will offer solutions to the incorrect problems.

Lesson 6 Topic: Coordinates

Subject area: September 19: Using the Coordinate SystemLesson Objective: By the end of the lesson, the student will be able to:

Find the following coordinates of points on a rectangle:a. The fourth vertex.b. Four points that are inside the rectangle.c. Four points that are outside the rectangle.d. Four points that lie on the rectangle.

Calculate the distance between 2 points with given coordinates.

Calculate the coordinates of the midpoint of a line segment.

Calculate the area of a triangle using coordinates of the vertices.

State Standard/s: Not applicable from another subject area.Resource/s: Chapter 7.5, Cornell NotesMaterial/s: For Guided Practice Use Cornell Notes

Activity Idea: Wil use Concept Mapping.

Lesson 7 Topic: Midpoint and Distance Formula

Subject area: September 20: Using the Midpoint and Distance Formulas on Coordinate SystemLesson Objective: By the end of the lesson, the student will be able to:

Define the coordinates of the vertices of a rectangle: (x, y)

Describe the relationship between the coordinate vertices of a rectangle (Example: xi = yi +1, i is the designation given to a vertex.)

Use the coordinate plane and the distance formula to compute the area of a triangle.

Demonstrate how the distance formula is connected to the Pythagorean Theorem.

State Standard/s: Not applicable from another Standard.Resource/s: CME Chapter 7.6Material/s: Whiteboard and Markers. Coordinate System on the Board.

Activity Idea: Reading Idea. Using groups and guided instruction on connecting the distance formula to the Pythagorean Theorem.

No Geometry Class on September 21: Honors Geometry which is not part of the KPTP and it is also Trojan Time.

Lesson 8 Topic: Plotting Points on Coordinate System

Subject area: September 22: Parallel Lines and Collinear PointsLesson Objective: By the end of the lesson, the student will be able to:

Plot points given the x and y coordinates.

Recognize when points are collinear.

Recognize when two lines are parallel

State Standard/s: No other standards from another content area are applicable.Resource/s: CME Chapter 7.7.Material/s: Original project that I developed. Need whiteboard, markers and coordinate system.Activity Ideas: Use of an original project for the different pairings of students.

Lesson 9

Topic: Perpendicular LinesSubject Area; September 23: Use the coordinate plane to determine if lines are perpendicular.


Draw 2 lines with slopes that have a product of -1.

Prove the following Theorem: If the product of the slopes of two lines is -1, then the lines are perpendicular.

State Standards: A-REI.5 Algebra: solving systems having no or infinite solutions.Resource: CME Chapter 7.8Materials: Whiteboard and Markers, Coordinate SystemActivity Ideas: Group work in proving the Theorem. Submit in writing an exit slip.

Note: I am including 2 lesson plans. Not sure of the dates of all of observations by Mr. Dirks. I selected September 9th (First Day of Unit 2) and September 12th (Observation Day by Mr. Dirks).

September 9, 2016Standard(s) Addressed Unit Goal(s)

MA.GEO.G-CO.02: Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). (This is the basis for motions in geometric concepts.)

MA.GEO.G-CO.03: Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. (This is the basis for rigid motions in geometric concepts.)

Unit 2 Goals : Experiment with Transformations in the Plane.

Translate between the geometric description and the equation of a conic section.

Use coordinates to prove simple geometric theorems algebraically.

Lesson Objective(s) [measured by assessment(s)]By the end of the lesson, the student will be able to:

Graph a rectangle on a coordinate axis.

List the properties of a geometric figure (rectangle) that are present in its image after reflection over a line.

Graph a rectangle on coordinate axes and find the coordinates of its image after reflection over the following lines:

a. The x-axis

b. The y-axisc. The line with equation x=-1

Graph 3 points on coordinate and find the image after reflection over y=2. Find the distances between the 3 points on the image and preimage and to y=2.

Where does this lesson fit within the unit?Image, Line of Reflection, Preimage, Transformation, Coordinate System, x-axis, y-axis

This lesson is at the beginning of the unit. It will help the student learn to graph on a coordinate system. Reflection is the first type of transformation that will be studied. Consecutive lessons will teach translation and rotation.

Safety Precautions (if applicable) List of Resources/Materials/Technology

There are no safety precautions. The only environmental issue is that there is a clear path in the room for students and the teacher to move around.

TeacherC.M.E. Book. Chapter 7.1RulerWhite BoardMarkersPatty Paper

StudentsPencilsRulerPatty PaperSmall White BoardsMarkers

Instructional Method: (check all that apply)X Direct Instruction X Investigation

Learning Centers

Simulation

Other:

Instructional Setting: (check all that apply)X Whole GroupX Small GroupX Individual (e.g. focus student)

Other:

Instructional Elements: (check all that apply)X Bloom’s Taxonomy

Differentiation

Reading StrategyX Technology

Community Resources

Other:

Instructional Integration:(check all that apply)

IU

Across Content AreasX Within Content Area

Introduction/Anticipatory Set [Motivation/Student Engagement/Interactive]Vocabulary for Students before Content Instruction. Use a matching method with a reward at the conclusion. (5 minutes)

Instructional Procedures Questions to Check for Understanding (Informal & Formative) woven throughout procedures

Content Instruction: (5 Minutes) CME Chapter 7.1. List Learning Targets for the class (will be on the board on white sheet). Discuss image and preimage using a drawing on the board (in the CME Book on page 537). Also discuss the coordinate system and the x and y axis. (5 minutes)

Modeling: (10 Minutes) On a piece of plain-paper, draw a capital F and inch or two high. Model how to find the image of the letter F (the preimage) after reflection over a fold line. The students will also do this. Discuss the fact that the letter F can be reflected over a line, and what it looks like. Let the students have patty paper and show them how place on the letter F, fold the paper over the F and trace the letter on the back of the paper. Unfolding the paper will give the image of the preimage.

Guided Practice: (30 Minutes)1. On a plain piece of paper, use a ruler to draw a line segment AB. Fold the paper by matching point A to point B. Call the point where the line “l” and AB intersect point X.

2. Using Graph Paper (on the front board), graph a rectangle ABCD with the vertices: A (-3,4),B(-1,4),C(-1,1) and D(-3,1). This is the preimage. Find the coordinates of its image after reflection over each of the lines: x-axis, y-axis and x= -1.

3. Using Graph Paper (on the front board and on their small white boards) , graph the points U(-3,-4), V(5,0) and W (2,5). Reflect these points over the line y=2 , for U’,V’ and W’,

Independent Practice: Homework: Page 538-539- 6,7,8

Modeling:Mark points on your paper. From each point draw a segment to the corresponding point on the image. How do these segments relate to each other? How do these segments relate to the fold line?

Guided Practice: 1. a. Which segment has greater length, BX or AX? Please explain.b. Choose a point C on the line “l”, what is the measure of Angle AXC? c. Does the triangle ABC have any special characteristics?d. What is the relationship between line “l” and AB?

2. What are the coordinates of its image after reflection over each of the lines: x-axis, y-axis and x= -1?

3. What are the following distances?a. U to U’ b. U to the line y=2 c.V to V’d. V to the line y=2 e. W to W’ and f. W to the line y=2.

Formative Assessment [Evidence of learning]FormalThe use of the vocabulary matching will indicate the understanding the students might have about this lesson.

InformalShow of “thumbs up” to communicate understanding.Also I intend to have volunteers work with

Summative Assessment (if applicable)

Closure

Talk about “Math is Fun” To Practice Reflections. Hand out the informational page I made. (3 minutes) https://www.mathsisfun.com/geometry/reflection.html

September 12, 2016

Standard(s) Addressed Unit Goal(s)MA.GEO.G-CO.03 Given a rectangle, parallelogram, trapezoid or regular polygon, describe the rotations and reflections that carry it onto itself, in a plane.

MA.GEO.G-CO.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel, and line segments.

MA.GEO.G-CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure. Specify a sequence of transformations that will carry a given figure onto another.

Unit 2 Goals:

Experiment with Transformations in the Plane.

Translate between the geometric description and the equation of a conic section.

Use coordinates to prove simple geometric theorems algebraically.

Lesson Objective(s) [measured by assessment(s)]

By the end of the lesson, the student will be able to:

1. Determine the points that are mapping onto themselves by reflection.

2. Draw a geometric figure (line, triangle, circle) so that its image is a reflection.

3. Determine if all the points of the reflected

object in #2 are fixed.

4. Determine if preimage and image of a geometric Figure is congruent after reflection.

5. Describe the mapping of a line segment onto another.

Key Vocabulary Where does this lesson fit within the unit?Fixed Point, Line of Symmetry, Reflection, F’(F Prime),F”(F Double Prime)

The previous lesson discussed points, transformations and reflections. This lesson extends the learning by working with reflections and geometric figures.

Safety Precautions (if applicable) List of Resources/Materials/Technology

There are no safety precautions. The only environmental issue is that there is a clear path in the room for students and the teacher to move around.

TeacherChapter 7.2 in CME BookPatty PaperWhiteboardMarkersGraph PaperHandout for Geometry WebsiteComputer and Flash Drive with Information about Geometry Website

StudentsPatty PaperSmall WhiteboardMarkersGraph Paper

Instructional Method: (check all that apply)X Direct Instruction X Investigation

Learning CentersX Simulation

Other:

Instructional Setting: (check all that apply)X Whole GroupX Small GroupX Individual (e.g. focus student)

Other:

Instructional Elements: (check all that apply)X Bloom’s Taxonomy

Differentiation

Reading StrategyX Technology

Community Resources

Other:

Instructional Integration:(check all that apply)

IU

Across Content AreasX Within Content Area

Introduction/Anticipatory Set [Motivation/Student Engagement/Interactive]Show the Geometry Website that they can use to practice transformations. Since they have been introduced to reflections of point on Friday, this will help them extend their knowledge to geometric figures.

`(5 Minutes: The information will be on the screen as students enter the class)

Instructional Procedures Questions to Check for Understanding (Informal & Formative) woven throughout procedures

Content Instruction: (5 Minutes) Discuss points that are mapping onto themselves after transformation. Talk about what “mapping onto themselves” means: after transformation the point does not move; it stays in place.

Also state the definition of a fixed point: A point that is its own image after a transformation is a fixed point. Draw on the Board a Reflected F, reflect over a vertical line.

Modeling: (10 Minutes)a. Show a white piece of paper (regular size) with a line drawn on it. (There will also be a drawing of this on the whiteboard.) Fold the paper on the reflection line.

b. Give the students patty paper and let them draw a geometric object (line, triangle or a circle).

Guided Practice1. (20 Minutes) This practice involves a reflection over a line. The students as a class need to determine if each statement is always, sometimes or never true for the given reflection. (Problem from Chapter 7.2: Page 542) Draw on the whiteboard and have each student work on their own whiteboards. It might be helpful to use the patty papers for the students since they can see through them. a. A segment in a preimage must be the same length as the corresponding segment in the image. b. An angle in a preimage must have the same measure as the corresponding angle in the image. c. Collinear points in a preimage must have collinear image points. d. The slope of a segment in an image must be the same as the slope of the corresponding segment in the preimage. e. Segments in an image that correspond to segments that are parallel in the preimage must be parallel to each other. f. Segments in an image that correspond to segments that are perpendicular in the preimage must also be perpendicular.

2. (10 Minutes) On the whiteboards (large one in front and the smaller individual ones for the students): a. Reflect segment AB with endpoints A(2,5) and B(4,2) over the line

Content Instruction:

What is the point that remains fixed?

Modeling: a. On this paper, can you see points that are mapped onto themselves when I fold the reflection line?

b. Are all of its points fixed?

Guided Practice a. Always.

b. Always

c. Always

d. Sometimes. Ask the following questions : How do you calculate the slope of a line? What is the slope of my drawing on the board? For A (2,4) and B(5,7) (let the reflection be y=x),then A’(4,2) and B’ (7,5) the slopes are both what? (Answer: 1)(Note: Determine the slopes by using only the coordinates.) For C(5,9) and C’(9,5), the slopes are what? (Answer: 5/3 and 3/5) e. Always f. Always

2. a. What are the coordinates of the A’B’ image?

with equation x=4. b. Reflect the image of AB over the line with equation x=8.

Independent Practice: Homework Assignment: to be submitted on September 13. Chapter 7.2, Page 542: 5,6,7,10, 11, 12

b. What are the coordinates of the A”B” image?

c. How can line segment AB be mapped onto segment A”B” with a single transformation?

Formative Assessment [Evidence of learning]Formal Informal

The students will be using their whiteboards. I will walk around the room and look at and ask for their answers to the questions in in Guided Practice.

Summative Assessment (if applicable)

Closure

Hand out the informational page I made. (3 minutes) This sheet has the information about the Geometry Website that is discussed in the Anticipatory Part of the Lesson. https://www.mathsisfun.com/geometry/reflection.html

Macbeth Unit Plan

NAME: DATE/s UNIT will be taught: 9/13-10/6


UNIT GOAL/s: To gain an understanding of the themes present in Macbeth, enhance students’ vocabulary, and plan and perform a scene from the play as a small group.

UNIT TOPIC: Macbeth

UNIT TOPIC STANDARDs: [Main subject area of topic; Write standards out completely! Go to http://www.ksde.org for all Kansas Academic Standards.]RL.11-12.2 – Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.3 – Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.4 – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.5 – Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6 – Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.7 – Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)RL.11-12.10 – By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 11-CCR text complexity band independently and proficiently.SL.11-12.1b – Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.L.11-12.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.4a – Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.6 – Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.W.11-12.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.1a – Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidenceW.11-12.1c – Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.W.11-12.1d – Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e – Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.3 – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.11-12.3d – Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.11-12.3e – Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.W.11-12.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes

Lesson 1 Topic: Introduction to ShakespeareSubject area: Language ArtsLesson Objective: Students will be able to Identify and Define key vocabulary terms from the play Macbeth.

Students will be able to Explain the importance of pronunciation and its effect on interpretations of the play. Students will be able to Create their own Shakespearean insults and Explain the meaning.

State Standard/s:

RL.11-12.4 – Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

W.11-12.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes

Resource/s: For this lesson, I used vocabulary terms from the textbook (Pearson Common Core Literature: The British Tradition) to develop a vocabulary pretest. I also used Wordle to create a word map of the entire play. There is also a video my cooperating teacher has of actors from the Globe Theatre talking about pronunciation differences. There is another worksheet I developed from the Internet about Shakespearean insults. Finally, a PowerPoint I developed using the textbook about the history of Shakespeare.

Material/s: Pretest, Word Map Handout, Insult Handout, Projector, Smart Board, Pronunciation Video, Textbook.Activity Idea: In order to get to Shakespearean language, the students will manipulate words in this activity. I

will give the students a handout with a list of Shakespearean insults. In small groups they will come up with their own insults. Then they will have a “rap battle” with their insults in which the audience decides who came up with the best insult.

Lesson 2Topic: ACT ISubject area: Language ArtsLesson Objective: Students will be able to Identify key moments in the play and Answer questions on their

guided reading packet. Students will be able to Compare and Contrast their interpretation of the play after reading and watching it.

State Standards: RL.11-12.2 – Determine two or more themes or central ideas of a text and analyze their development over

the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.3 – Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).


RL.11-12.5 – Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.6 – Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

RL.11-12.7 – Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

RL.11-12.10 – By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 11-CCR text complexity band independently and proficiently.

L.11-12.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.4a – Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

L.11-12.6 – Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Resource/s: For this unit, I developed a guided reading packet from several unit plans and acquired The Globe Production of Macbeth. I also have a copy of “No Fear Shakespeare” from Sparknotes to hand out at the end of each act.Materials: Guided Reading Packet, Performance Assessment Prompt, Textbook, Projector, Smart Board, The Globe Production of Macbeth, No Fear Shakespeare handout.Activity Idea: The majority of the students in this class are low achieving and this is a difficult piece to cover. This act will be read while an audio recording is being played. This will help the students with pronunciation and keeping characters in order in their head. They will also be filling out the questions to the guided reading packet as we read. After reading ACT I, we will watch The Globe Production of Macbeth.

Lesson 3Topic: ACT IISubject area: Language ArtsLesson Objective: Students will be able to Identify key moments in the play and Answer questions on their

guided reading packet. Students will be able to Compare and Contrast their interpretation of the play after reading and watching it. Students will be able to Make use of time given to them to Discuss technical details of the scene they will perform in groups. Students will be able to Develop their own interpretation of a scene from Macbeth in groups.

State Standards: RL.11-12.2 – Determine two or more themes or central ideas of a text and analyze their development over the

course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.










SL.11-12.1b – Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.


Resource/s: For this unit, I developed a guided reading packet from several unit plans and acquired The Globe Production of Macbeth. I also have a copy of “No Fear Shakespeare” from Sparknotes to hand out at the end of each act.

Materials: Guided Reading Packet, Textbook, Projector, Smart Board, The Globe Production of Macbeth, No Fear Shakespeare handout.Activity Idea: In order to ease them into reading a play and get used to the language, characters will be assigned to students and we will read as a class. We will stop and discuss the questions on the guided reading packet as the answers appear. After we finish the act, we will watch The Globe Production of Macbeth.

Lesson 4Topic: ACT IIISubject area: Language ArtsLesson Objective: Students will be able to Identify key moments in the play and Answer questions on their















Resource/s: For this unit, I developed a guided reading packet from several unit plans and acquired The Globe Production of Macbeth. I also have a copy of “No Fear Shakespeare” from Sparknotes to hand out at the end of each act.

Materials: Guided Reading Packet, Textbook, Projector, Smart Board, The Globe Production of Macbeth, No Fear Shakespeare handout, Kahoot quiz, laptop/cell phones.Activity Idea: As a formative assessment and a way to implement technology into my unit, the students will take

a comprehension quiz on Kahoot. It will be an informal formative assessment to give me an idea of how well the students are comprehending the play and vocabulary so far.

Lesson 5Topic: ACT IVSubject area: Language ArtsLesson Objective: Students will be able to Identify key moments in the play and Answer questions on their















Resource/s: For this unit, I developed a guided reading packet from several unit plans and acquired The Globe Production of Macbeth. I also have a copy of “No Fear Shakespeare” from Sparknotes to hand out at the end of each act.Materials: Guided Reading Packet, Textbook, Projector, Smart Board, The Globe Production of Macbeth, No Fear Shakespeare handout.Activity Idea: Another reading strategy I will use is having the students break up into small groups and read to

each other. They will also be responsible for answering the questions in the guided reading packet. This will then be covered as a whole class in case some students missed out on some of the answers.

Lesson 6Topic: ACT VSubject area: Language ArtsLesson Objective: Students will be able to Identify key moments in the play and Answer questions on their

guided reading packet. Students will be able to Compare and Contrast their interpretation of the play after reading

and watching it. Students will be able to Make use of time given to them to Discuss technical details of the scene they will perform in groups. Students will be able to Develop their own interpretation of a scene from Macbeth in groups.














Resource/s: For this unit, I developed a guided reading packet from several unit plans and acquired The Globe Production of Macbeth. I also have a copy of “No Fear Shakespeare” from Sparknotes to hand out at the end of each act.Materials: Guided Reading Packet, Textbook, Projector, Smart Board, The Globe Production of Macbeth, No Fear Shakespeare handout.Activity Idea: Part of their assessment is to act out a scene from the play. After each act, the students will have

time to work with their group to practice and think about and discuss the technical aspects of their performance (entrances/ exits, who to look at when talking, body language, etc.) The students are assigned to groups, but as a group must assign roles.Lesson 7

Topic: Review and Performance AssessmentSubject: Language ArtsLesson Objective: Students will Perform in small groups to the class their interpretation of their scene from

Macbeth.State Standards:





Resources: Rubric created from RubistarMaterials: Guided Reading Packet, Performance Assessment promptActivity Idea: The tables and chairs will be pushed to the back of the classroom, creating a stage for the students.

Each group will then perform their scene for the whole class.

Lesson 8Topic: AssessmentSubject: Language ArtsLesson Objective: Students will be able to Identify key moments in the play and Answer questions on their

guided reading packet. Students will be able to Compare and Contrast their interpretation of the play after reading and watching it.

State Standards: RL.11-12.2 – Determine two or more themes or central ideas of a text and analyze their development over

the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.







W.11-12.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.1a – Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence

W.11-12.1c – Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W.11-12.1d – Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.11-12.1e – Provide a concluding statement or section that follows from and supports the argument presented.

W.11-12.3 – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.11-12.3d – Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

W.11-12.3e – Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

W.11-12.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.


Resources: Test developed from guided reading packetMaterials: TestActivity Idea: The test is comprised primarily of matching and multiple choice questions. I decided to use this format due to the number of IEPs in the classroom. There will also be a few short answer questions as well as an essay question, but the information will not be anything we have not covered previously in class.

Spring 2016

UNIT PLAN – OPERATIONS WITH FRACTIONS

NAME: DATE/s UNIT will be taught: 01/19 – 02/02

GRADE LEVEL: 5th Grade TEACHER:

UNIT GOAL/s: Students will be able to use different operations to solve fraction problems.

UNIT TOPIC: Operations with Fractions

UNIT TOPIC STANDARDs:

MathematicsApply and extend previous understandings of multiplication and division to multiply and divide fractions. 5.NF.3. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve

word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. 29

a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b.b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

5.NF.5. Interpret multiplication as scaling (resizing), by:a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in

a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multi-plying a/b by 1.

5.NF.6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.b. Interpret division of a whole number by a unit fraction, and compute such quotients.c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem.

Standards for Mathematical Practice1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.Language Arts CCSS.ELA-LITERACY.RI.5.4. Determine the meaning of general academic and domain-specific

words and phrases in a text relevant to a grade 5 topic or subject area. CCSS.ELA-LITERACY.W.5.3. Write narratives to develop real or imagined experiences or events

using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.W.5.4Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Day 1 Morning – Pre-assessment over Operations with Fractions including: multiplication of fractions, using area model to multiply fractions, finding equivalent fractions, creation of number stories with multiplication of fractions, and division of fractions.

Day 1, Lesson 1 – Topic: Fractions of FractionsSubject area: MathematicsLesson Objective: Students will be able to apply the algorithm for the multiplication of fractions.Resource/s: N/AMaterial/s: Math Journals, white boards, dry erase markers, paper for folding and markers or crayons.Activity Idea: I will display a couple fraction of problems on the board, one of which students are already aware of. They will most likely struggle with the second one, and I will go into the explanation of how we can find the answer to that problem. The problem is ½ of ¾: students will take a piece of notebook paper and fold it in half and shade one half, and then they will fold it in fourths the other directions and shade 3 of the fourths. Where the students double shaded is their answer of 3/8. We will do this one more time, and then we will do the same thing but on paper and students will just draw the lines where the fold would be. Students will complete a page in their math journal as I move around the room helping struggling students.

Day 2, Lesson 2 – Topic: Area Models for Fraction MultiplicationSubject area: MathematicsLesson Objective: Students will be able to use the area model for multiplication of fractions.Resource/s: N/AMaterial/s: Math Journals, writing utensil, graph board, white boards and dry erase markers.Activity Idea: As a class we will start with a warm-up/review of how to use fraction of problems and the paper folding technique. Then we will do a quick review of what area is and how to represent it and then use the same area model to work with fractions. I will display a graph chart on the board and I will help the students label the chart. We will work together through another example and then they will work in there math journals as I move around the room to help struggling students.

Day 3, Lesson 3 – Topic: Understanding an Algorithm for Fraction MultiplicationSubject area: MathematicsLesson Objective: Students will be able to apply the algorithm for the multiplication of fractions.Resource/s: N/AMaterial/s: Math Journals, writing utensil, white boards and dry erase markers.Activity Idea: As a class we will review how to use the area model to represent multiplication of fractions. Through the review, I will ask probing questions and get student responses as to what patterns they see, which hopefully one of the students will see; otherwise I will help them see it. Through this we will work through some examples and then students will work in their math journals to complete their classwork.

Day 4, Lesson 4 – Topic: Explaining the Equivalent Fractions RuleSubject area: MathematicsLesson Objective: Students will be able to find equivalent fractions.Resource/s: N/AMaterial/s: Math Journals, writing utensil, white boards and dry erase markers.Activity Idea: Students will begin by working through an opening lesson in their math journals. This will help prepare them for the lesson in which they must first find what the value of 1 is in fraction form. This should be review for students and they should be able to answer that it is any number over itself, and this will be applied to fractions. The multiplication algorithm of fractions will help them use 1, or a fraction over a fraction, to find equivalent fractions. Students will work in partners and use a collection box to find equivalent fractions using any form of 1,as a fraction, they would like to, and then share with another group and discuss if all of the examples and answers work.

Day 5, Lesson 5 – Topic: Fraction Multiplication Number StoriesSubject area: MathematicsLesson Objective: Students will be able to create number stories to solve problems.Resource/s: N/AMaterial/s: Math Journals, writing utensil, white boards and dry erase markers.Activity Idea: Today students will be using what they have learned about multiplication of fractions and apply it to create number stories that have multiplication of fraction problems in them. A quick discussion of the number of ways to represent why you would use multiplication in a number sentence, and then a review of what different key words are used in common word problems. Students will work in pairs to come up with sentences, and then they will share at least one good sentence with the class. The class will decide if their sentence was a good example, or what the team could change to make it a better example.

Day 6, Lesson 6 – Topic: Fraction Division, Part 1Subject area: MathematicsLesson Objective: Students will be able to apply the algorithm for the division of fractions.Resource/s: N/AMaterial/s: Math Journals, writing utensil, white boards and dry erase markers.Activity Idea: Students will first try and work out 3 different examples that deal with division. We will then discuss each example, which students should struggle with the last example. I will help them visualize what the division of a fraction would look like when it is being divided by a whole number. We will discuss key terminology as we are working so students understand what is being divided, and they will use this and apply it to other visual examples to help students see what is being divided. They will work through two more examples and then work in their math journals.

Day 7, Lesson 7 – Topic: Fraction Division, Part 2Subject area: MathematicsLesson Objective: Students will be able to apply the algorithm for the division of fractions.Resource/s: YouTube video: (https://www.youtube.com/watch?v=fG4qmnM1aDA)Material/s: Promethean Board, YouTube video, white boards and dry erase markers.Activity Idea: As a class, we will do a quick review of what we did the previous day which ties into what we are doing today, which is displayed on the board. I will have students come up to the board and manipulate pictures and shapes to show division of whole numbers by a fraction. Then I will show a video of a different teacher explaining the same lesson but in a different perspective. We will work through some more examples, and then students will work in their workbooks.

Day 8, Review – Topic: Operations with Fractions ReviewSubject area: MathematicsLesson Objective: All objectives.Resource/s: Kahoot!Material/s: Ipads, Kahoot!Activity Idea: Kahoot! is a great review/game style program which allows you to create questions for students to answer. The faster the students answer correctly, the more points they get. Then they can compete for top spot through the rest of the game. In-between each question, it will allow you to see how many students go the answer correct, and how many got the answer wrong, which allows for review right then and there. Then after the quick review, you can continue on with the game. It is fun for students and keeps them engaged and learning.

Day 9 – Post-assessment over Operations with Fractions including: multiplication of fractions, using area model to multiply fractions, finding equivalent fractions, creation of number stories with multiplication of fractions, and division of fractions.

Unit Outline: Summarizing

NAME: DATE/s UNIT will be taught:1/25/16 – 1/28/16 and 2/1/16 - 2/4/16

GRADE LEVEL: 2nd Grade TEACHER: UNIT GOAL/s:

The student will be able to define the meaning of summarizing. The students will be able to list the 5 different components to summarizing. (Somebody,

Wanted, Bus, So, Then)(SWBST) The students will be able to apply the knowledge of summarizing to multiple fiction

stories. The students will participate in creating their own fiction stories to be summarized. The students understand the process of summarizing fiction stories.

UNIT TOPIC: SummarizingUNIT TOPIC STANDARDs: CCSS.ELA-Literacy.W.2.8Recall information from experiences or gather information from provided sources to answer a question.CCSS.ELA-Literacy.RF.2.3Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-Literacy.RF.2.4Read with sufficient accuracy and fluency to support comprehension.CCSS.ELA-Literacy.RL.2.3Describe how characters in a story respond to major events and challenges.CCSS.ELA-Literacy.RL.2.5Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Lesson 1-Pre-Assessment and introduction Topic: Pre-Assessment over summarizing components (Somebody, Wanted, But, So, Then) Subject area: Reading Lesson Objective: The students will be able to list the 5 different components to summarizing. (Somebody, Wanted, Bus, So, Then)State Standard/s:

CCSS.ELA-Literacy.RL.2.3Describe how characters in a story respond to major events and challenges.

CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Resource/s: Anchor chart that I created. I Material/s: Computer, promethium board, ELMO, Anchor Chart, Youtube website <www.youtube.com>Activity Idea: At the beginning of the day I plan on giving the pre-assessment on summarizing where the students will be introduced to the 5 different components of summarizing (SWBST). Once the pre-assessment is over with I will pull out the anchor chart that I created, and we as a class will put it together. Once the anchor chart is all put together then I will quickly go over it again for. Then I will pull out a mentor text that I will read, and as I read I will be thinking out loud about what parts I can summarize.

Lesson 2- Topic: Go over summarizing components and apply them to a new book. Subject area: Reading Lesson Objective:


Wanted, Bus, So, Then) (SWBST) The students will be able to apply the knowledge of summarizing to multiple fiction

stories.State Standard/s:

CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.

Resource/s: Lead 21: Teacher’s Edition, (2011) by Macmillan/McGraw-Hill CompanyMaterial/s: Anchor Chart, Kumak’s Fish, Promethium Board, Lead 21: Teachers Edition, Projector (ELMO)Activity Idea: Once the students are in the classroom we will go over the anchor chart that we worked on creating the day before. Once the is done we will chorally read the book Kumak’s Fish and then as a group apply the five summarizing components to the new fiction book that we just read as a class. This will help them recognize that we can apply summarizing to all different kinds of stories.

Lesson 3 Topic: Recall and SummarizingSubject area: Reading

Lesson Objective: The student will be able to define the meaning of summarizing. The students will be able to list the 5 different components to summarizing. (Somebody,



CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.


Resource/s: Lead 21: Teacher’s Edition, (2011) by Macmillan/McGraw-Hill CompanyMaterial/s: Anchor Chart, Kumak’s Fish, Promethium Board, Projector (ELMO), Fiction recall worksheetActivity Idea: To begin the lesson we started off with the students doing Rally Robin with their table groups. They were to rally robin the five different components and what they are each asking us to look at in the text. Once that was done we did a quick review of the components. After that we review Kumak’s Fish, and then I handed out the Foldable Fiction Recall Worksheet that the students were to complete as a Formal Formative Assessment. The students worked on this for the remainder of the reading time.

Lesson 4 Topic: Review the week’s lessonsSubject area: Reading Lesson Objective:




CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.


Resource/s: Lead 21: Teacher’s Edition, (2011) by Macmillan/McGraw-Hill CompanyMaterial/s: Anchor Chart, Promethium board, Projector, Olivia and the Missing Toy (book), Poster for Kagan’s Showdown, Showdown materials (white board, markers, eraser, captain’s cards)Activity Idea: This day’s activity will be over a new fiction book called Olivia and the Missing Toy, but first we will review the anchor chart. Once I am done reading the book to them I give them think time to think about the five different components to the new book and what they think they are. I will have the groups already assigned for the Kagan Strategy Showdown, and I will also have the team captains already picked out to avoid any conflict with picking. Once we are set in the groups then I will proceed to explain the Showdown rules and procedures. While the students are playing showdown I will be walking around the class making sure that all teams are playing correctly and also playing respectfully with the other team mates. I will also pay close attention to their answers that they are giving during the game.

Lesson 5 Topic: Review and begin writingSubject area: Reading/Writing

Lesson Objective: The students will be able to list the 5 different components to summarizing. (Somebody,


stories. The students will participate in creating their own fiction stories to be summarized. The students understand the process of summarizing fiction stories.

State Standard/s: CCSS.ELA-Literacy.W.2.5

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Material/s: Anchor Chart, Template for writing with all components, Promethium BoardActivity Idea: At the beginning of the lesson we will do a quick review, then we will start to talk about the writing that we are going to complete with our cooperative writing groups. The students will be able to start brainstorming their story ideas with their groups once I am done explaining the procedures.

Lesson 6Topic: Writing and Group WorkSubject area: Reading/WritingLesson Objective:

The students will be able to list the 5 different components to summarizing. (Somebody, Wanted, Bus, So, Then) (SWBST)

The students will be able to apply the knowledge of summarizing to multiple fiction stories.

The students will participate in creating their own fiction stories to be summarized. The students understand the process of summarizing fiction stories.

State Standard/s: CCSS.ELA-Literacy.W.2.5



Material/s: Anchor Chart, Template for writing with all components, Promethium BoardActivity Idea: The students will continue to work on their stories with their cooperative writing groups. I will walk around and monitor their progress, and also assist those groups that are lagging behind.

Lesson 7 Topic: Writing and Group WorkSubject area: Reading/Writing Lesson Objective:

The students will be able to list the 5 different components to summarizing. (Somebody, Wanted, Bus, So, Then) (SWBST)

The students will be able to apply the knowledge of summarizing to multiple fiction stories.

The students will participate in creating their own fiction stories to be summarized. The students understand the process of summarizing fiction stories.

State Standard/s:

CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.


Material/s: Anchor Chart, Template for writing with all components, Promethium Board Activity Idea: The students will continue to work on their stories with their cooperative writing groups. I will walk around and monitor their progress, and also assist those groups that are lagging behind. When a group is finished with their story I will have them draw a picture that goes with their groups stories. Once I have collected all of the stories and pictures I will put together the stories and pictures to create a class book.

Lesson 8 Topic: Reading and ReviewSubject area: Reading/WritingLesson Objective:



stories. The students will participate in creating their own fiction stories to be summarized. The students understand the process of summarizing fiction stories. State Standard/s: CCSS.ELA-Literacy.W.2.5



Material/s: Anchor Chart, Template for writing with all components, Promethium BoardActivity Idea: By this time, we will be done with all the stories and the pictures. The class will come to the front of the room and we will read each story that the groups have created. After I am done reading each story I will give the students time with their shoulder partner to talk about the five summarizing components for each story. We will do this for each story that the class has created. Also this is the day of our summative assessment.

UNIT PLAN

Unit Plan For: Jump RopingGrade Level: 5th-6th Grade Class time: 25 Minutes

Number of Students: 19 Number of Days in Unit: 8

Equipment for Unit:

Space for Unit: All activities can be performed indoors with a full gym

Unit Motivation:

Students will receive positive specific feedback throughout each lesson in this unit.

Students will have different options throughout the

but some can also be performed outside on a flat surface or open area that is safe for activity.

lesson allowing for intrinsic motivation.

Students will be able to modify different activities on their own to fit their needs.

Students will be challenged by the activities performed in each lesson.

Students will go through a series of skill checks as the unit progresses.

Safety Considerations for Unit:

Students must be aware of their surroundings, their personal space, and the personal space of others throughout each activity because jump ropes can take up a large amount of space and hurt when they hit you.

Community Resources:Fort Riley Army Base

Check Kansas Standard Met:

__X_ Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

__X_ Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

____ Standard 3: Participates regularly in physical activity.

____ Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

__X_ Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

__X_ Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

UNIT GOALS

Psychomotor Domain:

KSStandard

Goal 1

1 Throughout the unit students will be able to increase the number of jumps they can perform in one minute by 10% as recorded by their assigned partner. This will be assessed according to a pre-test on the first day and a post-test on day four before we start our Jump Rope For Heart activities.

Cognitive Domain:

KSStandard

Goal 2

2 Students will be given a written pre-test where they are asked to explain how to perform a jump rope skill just by seeing the name of the skill. By day four of the unit students will be able to correctly explain 50% of the skills as assessed by a brief written rubric.

Affective Domain:

KSStandard

Goal 3

5 Students will show respect for their peers and cooperate with others while practicing jump rope skills. This will be assessed by the teacher each day through visual observation.

Unit Outline

Day 1

Instant/Fitness:

Focus/Closing:

Minute Jump Rope pre-test and Written pre-test

Short Rope basics

Day 2

Instant:

Fitness:

Focus/Closing:

Board Exercises

Racecar Scarves

Short Rope Advanced (Scissor, 360, Jogger, Rocker)

Day 3

Instant:

Fitness:

Focus/Closing:

Veins and Arteries tag

Group Relays

Short Rope Advanced Practice

Day 4

Instant:

Fitness:

Focus/Closing:

Four Corners

Minute Jump Rope post-test and written post-test

Fitness Dice Challenge

Day 5

Instant:

Fitness:

Focus/Closing:

Four Corners

Long rope basics

Turnstyles

Day 6

Instant/Fitness:

Focus/Closing:

Long Rope – record on iPad and give feedback in groups

Leap the Brook

Day 7

Instant:

Fitness:

Focus/Closing:

Jump rope with music

Longest jump contest

Thunderstick

Day 8

Focus Glow-stick jump rope dance party

UNIT PLAN RESOURCES

http://www.pecentral.org http://www.sparkpe.org

UNIT PLAN

Unit Plan For: FrisbeeGrade Level: Class time:

http://www.sparkpe.org/

http://www.pecentral.org/

5th grade 40 minutes

Number of Students:

39 students

Number of Days in Unit:

8 days

Equipment for Unit:

Boombox, 1 Ipad, 10 frisbees, 6 big cones, 50 hula hoops, 40 jerseys (8 different colors), 50 bean bags, 6 little cones, 60 poly spots

Space for Unit:

Gym

Unit Motivation:

Positive specific feedback

General feedback

Intrinsic motivation

Allow students to modify activities

Student skill checks

Give students opportunities to choose their own equipment

Safety Considerations for Unit:

Ample space between one another while throwing the frisbees

Consider all potential safety hazards

Remove any attractive nuisances

Community Resources:

Frisbee Golf/ Ultimate Frisbee Leagues-Topeka Parks and Recreation

Ultimate Frisbee tournaments- Topeka Parks and Recreation

Check Kansas Standard Met:

_X__ Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

_X__ Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

_X___ Standard 3: Participates regularly in physical activity.

____ Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

_X___ Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

_X___ Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

UNIT GOALS

Psychomotor Domain:

KSStandard

Goal 1

S1 At the end of the unit students will be able to demonstrate a variety of different frisbee throws and catches while participating in a multitude of frisbee activities with at least 75% competency or higher as determined by a yes/no checklist.

Cognitive Domain:

KSStandard

Goal 2

S2 At the end of the frisbee unit students will be able to identify and answer a variety of different throwing and catching technique questions associated with frisbee while in the gym with 80% competency or higher, as determined by a written test.

Affective Domain:

KSStandard

Goal 3

S5, S6 At the end of the frisbee unit students will be able to demonstrate positive, attitudes, cooperation, sportsmanship, respect for themselves, others and equipment, and follow safety practices while participating in a variety of different frisbee activities with 80% competency or higher, as determined by a rating scale.

UNIT ASSESSMENTS

Goal 1: Psychomotor Domain Assessment

Psychomotor Domain

Unit Assessment- Frisbee

Throwing: Yes No

1. Make a peace sign, then turn hand so palm is up _______ ________

2. Place frisbee in between your peace sign (in between index and middle finger) _______ ________

3. Place index finger along outside rim and thumb on top _______ ________

4. Curl the rest of the fingers into your palm _______ ________

5. Elbow in (but not tight), palm up, face target _______ ________

6. Step toward target with the same foot you hold the frisbee with, snap wrists

and fingers on follow through _______ ________

7. Keep palm up throughout throw (most common error) _______ ________

Catching:

Alligator Catch

1. Both arms far out in front of the body _______ _______

2. Get your arms and body in line with the direction of travel of the disc _______ _______

3. Keep your arms slightly parallel. _______ ________

4. When disc arrives out in front, place your dominant hand on top of the frisbee _______ ________

Non-dominant hand on the bottom of the frisbee (Simulating an alligators mouth

chomping down) _______ _______

5. Make sure both hands clamp onto the frisbee at the same time in order to catch it _______ _______

Sandwich Catch

1. Hold both hands out in front of body _______ _______

2. Cuff both of your hands like you are simulating eating a sandwich _______ _______

3. When frisbee arrives within reach, clamp fingers down on the frisbee _______ _______

4. All fingers should be on top of the frisbee except for the thumb _______ _______

Goal 2: Cognitive Domain Assessment

Instructions: Please read through questions carefully and circle the letter that best corresponds with the answer.

1. When you place your fingers on the frisbee which finger is located on the outside rim of the frisbee.

a. Index finger

b. A & D

c. Middle finger

d. Thumb

Answer- A

2. What foot do we step with in frisbee?

a. No step

b. Same foot as our throwing hand

c. Opposite foot as our throwing hand

d. All the above

Answer- B

3. What must you do with your hands in order to make a successful sandwich catch?

a. Hand positioning does not matter

b. Touch your fingertips and thumbs together

c. Keep hands flat

d. Cuff your hands

Answer- D

4. What must your arms do to make a successful alligator catch?

a. One arm back behind body, one arm forward in front of body

b. Both arms back behind body

c. Stay slightly parallel to one another

d. Stay bent at a 90 degree angle

Answer- C

5. What main cue do we use for correct hand positioning on the frisbee?

a. Make a peace sign

b. Make a fist bump

c. Make a thumbs up sign

d. Make a hi-five sign

Answer- A

Instructions: Please write either True or False underneath each answer.

6. An alligator catch is made with one hand.

Answer- False

7. We make a peace sign with our hands to get correct hand/finger positioning on the frisbee.

Goal 3: Affective Domain Assessment

Affective Domain:

Unit Assessment- Frisbee Poor Good Great (Target) Outstanding

1 2 3 4

1. Student showed good sportsmanship _____ _____ ______ ______

2. Student showed respect for themselves _____ ______ ______ ______

3. Student showed respect for others ______ ______ ______ ______

4. Student showed respect for equipment ______ ______ ______ ______

5. Student showed good cooperation ______ ______ ______ ______

6. Student had a positive attitude ______ ______ ______ ______

7. Student followed safety practices ______ _______ ______ ______

Unit Outline

Day 1

Instant:

Fitness:

Focus:

Closing:

Climb the Mountain

Poker Fitness

Introduce Throwing and Catching Technique, Partner practice

Partner practice- Game (See how long you can catch without dropping the frisbee)

Day 2

Instant:

Fitness:

Focus:

Closing:

Superman Slice N Dice

Gotcha Tag with Exercises

Continue Partner Practice- Review

Frisbee Game- Rally Throw and Catch

Day 3

Instant:

Fitness:

Focus:

Closing:

Active Warmup

Active Warmup

Frisbee Throw & Go

Frisbee Throw & Go

Day 4

Instant:

Fitness:

Focus:

Closing:

Scooter Tag

Math-er-cise

Sideline Frisbee

Sideline Frisbee

Day 5

Instant:

Fitness:

Focus:

Closing:

Roll Under Tag

Tic-Tac-Toe Fitness

Throw Through Hula Hoop

Throw Through Hula Hoop

Day 6

Instant:

Fitness:

Focus:

Closing:

Active Warmup

Active Warmup

Razzle Dazzle Ultimate Frisbee

Razzle Dazzle Ultimate Frisbee

Day 7

Instant:

Fitness:

Focus:

Closing:

Partner Warmup

Partner Warmup

Introduce Frisbee Golf

Frisbee Golf

Day 8

Instant: Climb the Mountain

Fitness:

Focus:

Closing:

Own Body Weight Exercise Stations

Frisbee Golf

Frisbee Golf

UNIT PLAN RESOURCES

Wirszyla, C. 2008, September 21. PE Central Cues View. Retrieved March 08, 2016, from http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=62

Teaching Cues for Lessons. Retrieved March 08, 2016, from http://ultimatelessonplan.weebly.com/teaching-cues-for-lessons.html

USA Ultimate. Retrieved March 08, 2016, from http://www.usaultimate.org/index.html

Johnson, R. 2009, November. USA Ultimate. Retrieved March 08, 2016, from http://www.usaultimate.org/rules

Unit Outline Title

NAME: DATE/s UNIT will be taught: 2/1-19


UNIT GOAL/s: The students will be able to perform rigid motions on a plane, and combine them as necessary

UNIT TOPIC:

UNIT TOPIC STANDARDs:1) CCSS.MATH.CONTENT.8.G.A.1Verify experimentally the properties of rotations, reflections, and translations.

2) CCSS.MATH.CONTENT.8.G.A.2Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

3) CCSS.MATH.CONTENT.8.G.A.3Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

Pretest in lesson 1 on 2/1 Exam on 2/18 or 19 depending on section

Lesson 1 Topic: Geometry: introduction to rigid motionsSubject area: GeometryLesson Objective: Prepare students for rotations, reflections, and translationsState Standard/s: 1 Resource/s: Textbook, Printed copy of the alphabet, graph paperMaterial/s: Mobi, computer, graph paper, printout of alphabetActivity Idea: The goal is to prepare students for the unit by introducing the material to the students in

an exploratory way. They will then answer a few questions working in groups.

Lesson 2Topic: Geometry: Reflections pt 1Subject area: GeometryLesson Objective: Students will be able to graph reflections on graph paperState Standard/s: 2, 3Resource/s: textbook, graph paperMaterial/s: text, graph paper, ruler, Mobi, projectorActivity Idea: Students will practice alone and in groups performing reflections on graph paper. They

will identify that the reflected point and the initial points create a line that is perpendicular to the line of reflection, which can be determined with calculations.

Lesson 3Topic: Geometry: Reflections pt 2Subject area: GeometryLesson Objective: The students will be able to perform reflections over a line and identify lines of

reflection in objects.State Standard/s: 2 Resource/s: Book, map, written article, mirror, regular polygon handoutMaterial/s: Mobi, mirror, map, handout, ruler, pencil paper, worksheetActivity Idea: Students will explore mirroring in regular geometric figures, and determine a pattern.

They will also apply reflection to a semi-realistic scenario and explain why it would be done in reality.

Lesson 4Topic: Geometry: Rotations pt 1Subject area: GeometryLesson Objective: Students will be able to perform rotations on a graph, and identify the new

points accurately.State Standard/s: 1,2,3Resource/s: Book, Graphing toolsMaterial/s: Mobi, textbook, protractor, ruler, compass, graph paper, article on clocksActivity Idea: Students will practice graphing rotations on graph paper, identify the coordinates of the

new points, and recognize that the two objects are congruent. They also explain how rotations in a clock work and that the arms do not change shape as they move.

Lesson 5Topic: Geometry: Rotations pt 2Subject area: GeometryLesson Objective: Students will better understand graphing rotations, and will be able to combine

rotations and reflections in sequence.State Standard/s: 1,3

Resource/s: textbook, Mobi, worksheet,Material/s: Mobi, textbook, worksheet, compass, protractor, ruler, graph paperActivity Idea: Students will learn an alternate method to graph rotations, then will combine rotations

and reflections and identify the final points. This will prepare them for lesson 7 compositions.

Lesson 6 Topic: Geometry: TranslationsSubject area: GeometryLesson Objective: Students will be able to perform translations using three different methods,

culminating in using vectors to perform translations.State Standard/s: 1,2,3Resource/s: Textbook, whiteboards, tile floor.Material/s: Mobi, textbook, whiteboards, tile floor, rulerActivity Idea: Students will begin by performing reflections to make translations. They will then move

along the tile floors to x and y commands to better understand how vectors start to work. Applying that to a graph will then be easy. Finally, they will change the written statements to be vectors.

Lesson 7Topic: Geometry: CompositionsSubject area: GeometryLesson Objective: Students will be able to combine translations, reflections and rotations into

compositions and identify the locations of the points and their coordinates.State Standard/s: 1,2,3 Resource/s: textbook, worksheet,Material/s: Mobi, projector, computer, textbook, worksheet, protractor, compass, ruler, graph paper,Activity Idea: Students will start by standing, taking a step forward with one foot, leaving the other

foot back. They will then slide their foot forward to line up with the other. They will then compare their feet and see that they reflect each other and the reflection is parallel to the translation. They will then do this on graph paper as well as other forms of composition.

Lesson 8Topic: Geometry: Frieze patterns and ReviewSubject area: GeometryLesson Objective: Students will be able to conceptually identify Frieze patterns and where they

are seen in reality.State Standard/s: 2Resource/s: NCTM handout, Textbook, worksheetMaterial/s: handout, worksheet, textbook, Mobi, projector, computer, protractor, compass, ruler, graph

paperActivity Idea: The class is in two parts. The first part is a discussion on what, where and how Frieze

patterns exist. The second half is a review to prepare for the test. We will go over some concepts see some examples, then find mistakes in some premade examples. With any time remaining any questions that students still have about what will be on the test.

Slavery and the Old South

NAME: DATE/s UNIT will be taught: 17 February 2016-9 March 2016


UNIT GOAL/s: Comprehension of the different types of slavery that existed in the south 1790-1850

UNIT TOPIC: Slavery and the Old South

UNIT TOPIC STANDARDs: United States History

1. Choices have consequences2. Individuals have rights and responsibilities3. Societies are shaped by beliefs, ideas, and diversity4. Societies experience continuity and change over time5. Relationships among people, places, ideas, and environments are dynamic

Lesson 1 Topic: The Lower and Upper SouthSubject area: Lesson Objective: State Standard/s: Choices have consequences

Benchmark 1.1: The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures

Resource/s: Class textbookMaterial/s: Overhead, computer, classroom map, class textbookActivity Idea: Lecture and discussion with possible short write to promote critical thinking.

Lesson 2 Topic: The Lower and Upper SouthSubject area: U.S. History Lesson Objective: Continue the Lower and Upper South section of the lessonState Standard/s: Choices have consequences

Benchmark 1.1: The student will recognize and evaluate significant choices made by individuals, communities, states, and nations that have impacted our lives and futures


Lesson 3 Topic: Slave Life and CultureSubject area: U.S. HistoryLesson Objective: Comprehension of the daily life and culture of slavesState Standard/s: Societies are shaped by beliefs, ideas, and diversity

Benchmark 3.1: The student will recognize and evaluate significant beliefs, contributions, and ideas of the many diverse peoples and groups and their impact on individuals, communities, states, and nations.


Lesson 4 Topic: Slave Life and CultureSubject area: U.S. HistoryLesson Objective: State Standard/s: Societies experience continuity and change over time

Benchmark 4.1: The student will recognize and evaluate continuity and change over time and its impact on individuals, institutions, communities, states, and nations

Resource/s: Class textbookMaterial/s: Overhead, computer, classroom map, class textbookActivity Idea: Lecture and discussion with possible short write to promote critical thinking. Formative

Assessment over corresponding material covered in the class textbookLesson 5

Topic: Free SocietiesSubject area: U.S. HistoryLesson Objective: Comprehension of the free societies that existed alongside slave societiesState Standard/s: Societies experience continuity and change over time

Benchmark 4.1: The student will recognize and evaluate continuity and change over time and its impact on individuals, institutions, communities, states, and nations

Resource/s: Class textbookMaterial/s: Overhead, computer, classroom map, class textbookActivity Idea: Lecture and discussion with possible short write to promote critical thinking. Formative

Assessment over state names and locations pertinent to those covered in the unit.

Lesson 6 Topic: Free SocietiesSubject area: U.S. HistoryLesson Objective: Comprehension of the relationships between free and slave societiesState Standard/s: Relationships among people, places, ides, and environments are dynamic

Benchmark 5.1: The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.


Lesson 7 Topic: The Pro-Slavery ArgumentSubject area: U.S. HistoryLesson Objective: Comprehension of the arguments pro-slavery supporters made to justify slaveryState Standard/s: 1- Benchmark 1.2; 3- Benchmark 3.2; 5- Benchmark 5.1Resource/s: Class textbookMaterial/s: Overhead, computer, classroom map, class textbookActivity Idea: Lecture and discussion with possible short write to promote critical thinking.

Lesson 8 Topic: Slavery and the Old SouthSubject area: U.S. HistoryLesson Objective: Completion of the study guideState Standard/s: NoneResource/s: Class textbook, Lecture notesMaterial/s: Class textbook, class map, Chromebooks, lecture notes

Activity Idea: Work independently or in small groups to complete the guide and study for the assessmentLesson 9

Topic: Slaver and the Old SouthSubject area: U.S. HistoryLesson Objective: Summative AssessmentState Standard/s: 1-6Resource/s: NoneMaterial/s: Physical copy of the assessmentActivity Idea: None

Documents

washburn.edu · Web viewwashburn.edu