March 14-18, 2011

March 14-18, 2011

Reading:
Monday-
Read Trial by Fire on page 421. Discuss the reporting format. Identify an event, which occurred at school or home that you would like to report on. It must be a true story. The facts must be evidenced. Prepare to deliver your report in the last fifteen minutes of the period. Not all will be called. It will be random.
Writing 2.2 writes for different purposes

Tuesday-
Today we will create an application form. The form can be for a specific job or renting an apartment. Make two copies. Refer to page 426 for an example. At the appropriate time (I will tell you) leave one copy on your desk. You will then move to another person’s desk and fill out that application. Change back on command. You will decide if you will approve the applicant.
Writing 2.4 writes for career applications

Wednesday-
A power point will be shown on figurative language. This is review and reinforcement. Students will write sample models for each. Students will be given a web link to another power point on figurative language. We will use the computers in the library. At the conclusion of this exercise (may lap into tomorrow), students will create one of their own creations for onomatopoeia, simile, and metaphor.

Thursday-
Students will watch a short video on a selected short story. Each student will at times chosen by the instructor, write one event from the story on paper. The papers will then be passed to the next student who will then add an event or highlight of their own. This may be repeated once more before watching the next segment of the movie. Each paper then, will be a collection of work from multiple students. Desks will be labeled with numbers to avoid confusion when passing papers.
3.2 Read to perform a task
Friday-
Test T4Q3T (test) & AR work.












Language:

Monday- we will read the essay “Sports on Wheels”. We will identify the kind of essay it is, how it begins and discuss its organization. We will analyze the piece for voice and look for specific and descriptive words. Students will each get a copy and take notes to indicate the outcome of our discussion. In the end, each student will identify three things to remember about writing essays that he or she learned in this discussion. This will be done on sticky notes. Students will post the notes on the board, walls, cabinets, etc for viewing the next few days. Time will be taken in class to read the notes.
2.3 writes in a variety of forms

Tuesday-
As agreed by the team, we will begin to review fables, tall tales and myths for the next summative assessment. Today we will read the first half of the booklet for Aesop’s fables. In groups, students will come with a moral for the stories they have read. The groups will share the morals. We will discuss the issue of morals as an identifying feature of fables.
3.4 Read for literary experience in a variety of genres

Wednesday-
The last half of the booklet on Aesop’s fables will be read individually. Individual students, to the class, will read several of the fables. At the end of their reading, the class will guess the moral. This will allow some students at this time to give voice to the passage.
3.4 Read for literary experience in a variety of genres

Thursday-
There will be a review quiz on the vocabulary for T4. It will be given orally. We will go over the results. Index cards will be given after the quiz so that each student can write down those items missed on the cards. One side would be the definition. The other side would contain the word. Students will quiz each other with the index cards.

Friday-
Test 4 Quarter 4













Math:

Monday-
Today we will review the setting up of and solution of proportions. It is one of the items noted as a focus of concern on the MAP. Several examples will be given and discussed. We will show applications in several ways.
Our activity for this period, aside from a worksheet with several problems on it, will be to create geometric objects with proportionality in mind. For example, one student might create a rectangle on a piece of graph paper with combinations of colors. This will be passed to the next person who will reproduce that object proportionally double the size. This of course will require a proportional change in the colors. Therefore, the period is paced in three segments.
Math 6.1A proportions

Tuesday-
A video on proportion will be shown. We will discuss the video. Students will be called on at random, using dice to determine the participant. All know that he or she may be called upon. The person selected must move to the rear of the room and deliver an oral response. An integrated T4 practice sheet will follow.
Math 6.1A proportions

Wednesday-
Mixed practice with proportions using decimals, fractions and mixed numbers. The proportion solving sequence often breaks down when using values other than whole numbers. This practice means to test the mastery of proportion solving by using decimals and fractions. If possible, we will use the lab to utilize the proportion part of the self-paced software tutorial. It is my intention to utilize this software on a regular basis in the future. Students will work in partners.
6.1A proportions and review

Thursday-
Final T4 integrated practice. This will be treated as a quiz. It will be corrected in approximately a half hour. The remaining portion of the period will be spent addressing questions and problems of concern.

Friday-
T4Q4T Test












History:

Monday- Students will begin to gather facts about their country. We will focus on the geographical theme of movement. Students will attempt to identify how goods and people are moved within and out of the country. Examples include food merchandise, crops, manufactured goods and population.
Selected students will present to the class at the end of the period. The presentation is oral and points are given on the basis of completeness.
3.2 understands human interaction with the environment

Tuesday-
Students will create an animated cartoon strip on the basis of information given about Pisistratus. The strip may be created as the information is given. The cartoon strips will then be placed on the floor so that students may walk around and vote on the most impressive strip. The top three winners will receive a cookie.
4.3 multiple perspectives and interpretations of historical events

Wednesday-
Students will work on collecting information for the next geographical theme, which is location. This is to include absolute and relative location. They will use their note collecting sheets for this activity. Selected students will present the information collected. This will happen in the last half of the class. Points will continue to be given.
3.1 locations of places

Thursday-
Students will watch a video on democracy. They will compare to the democratic evolution of early Greece. Each of the students will fill out three index cards. Each card will have a description of one element of a democratic government. On the wall, two titles will be shown. One will say Greece and the other will say the United States.
Students will walk around the room and place each of their cards under one of the titles.
1.2 understands the purposes, organization and function of governments

Friday-
Test T4Q3















Art:

Monday-
Video on Renaissance Part I. Clearevue/Eav Art & Music Series. Students will be given five questions to answer from the video and one work of art to critique.
Selected students will share their critiques.
4.4 understands how arts influence and reflect cultures

Tuesday-
Video on Renaissance Part II. Clearevue/Eav Art & Music Series. Students will be given five questions to answer from the video and one work of art to critique. Selected students will share their critiques.
4.4 understands how arts influence and reflect cultures

Wednesday-
In the style of Mona Lisa, one girl student will volunteer to sit in front of the room and pose. The other students will attempt to do a drawing or sketch of that student. Students will then share their work on the document camera by taking turns.
1.2 develop visual art skills and techniques

Thursday-
Students will read the biography of a selected Renaissance artist. It may be Michelangelo. A summary will be written. This summary will require an introductory paragraph and at least three other paragraphs which may include birth, childhood, greatest works, etc. Pairs of students may then share their impressions of the artist. One pair of students come up to the front of the room at a time to share thoughts about this artist.
4.4 understands how arts influence and reflect cultures.

Friday-
T4Q3 Test