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Unit Map Exemplars Exemplar, Teacher Grade RP-12|Teaching and Learning at SMIS|All Schools|2014-2015

Sunday, July 20, 2014, 8:26PM

Essential Questions

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Content Skil ls Assessments

Resources/Notes

IBS English Language Arts 11: Hedda Gabler

(Week 1, 1 Week)

What are the qualities of an enduring piece of literature?

What is the central predicament facing particular characters/protagonists in dramatic literature? How do stage directions, dialogue and the reader's (audience's) imagination combine to bring a play to life? What are the effects of various stylistic devices in contributing to the overall impact of a dramatic text

! Ibsen Biography ! Genre:

naturalistic drama (tragedy)

! Theme: marriage and family

! Concept of a PREDICAMENT as a starting point for understanding tragic plays

! Historical Period of the story

! Characterization ! Plot ! Setting: time and

place ! Naturalism ! Structure of a

play ! Stage directions

and sound effects

! Types of stages: proscenium; thrust; amphitheatre

! Film vs Text ! Critical sources ! Vocabulary

acquisition and

READING

! Develop range of active vocabulary through pair and individual activities

! Understand and identify literary devices within the text and their significance

WRITING

! Interpret individuals' motivations and character traits

Written Test Unit Test on "Hedda Gabler". Two parts. Part A: mixed-up dialogue. Students were required to re-organize a section of dialogue into its correct sequence. PART B: Respond to any 3 of 5 short answer questions. TOTAL: 10 + 30 = 40 points. Informative Writing Plot Summary, "The Necklace." Presentation/Speech Students explained their poster projects on both "The

! "Literary Visions" instructional videos, The Annenberg/CPB Collection, 1992. ISBN 1-55946-485-2.

! Program 19: "Character and Actors in Drama" ! Program 20: "Plot and Conflict in Drama" ! Program 22: "The Language of Drama" ! "Macbeth" film by Roman Polanski (clip showing Macbeth's

"Out, out, brief candle" speech). ! Primary Text: Ibsen, Henrik. "Hedda Gabler". Trans. by

James McFarlane and Jens Arup. Oxford: OUP, 1994. ! Ibsen, Henrik. "Hedda Gabler." Trans. by Michael Meyer.

London: Methuen, 2005. ! Introduction to "Hedda Gabler" in McFarlane and Arup, pp.

vii to xiv. ! Azar, B. "Understanding and Using English Grammar", 2nd

ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1989. ! Holman, H. "A Handbook to Literature", 4th ed. Indianapolis:

Bobbs-Merrill, 1983. ! IB English A1 Guide. Cardiff, Wales: International

Baccalaureate Organization, 2001. ! Levine, G. "Teacher Guide: A Doll's House/Hedda Gabler."

Palatine, IL: Novel Units, 1997. ! Sebranek, P. et al. "Writers' Inc." Wilmington, MA: Houghton

Mifflin, 2001. ! Stephan, E. "IB Language A1 (English). Oxford: Oxford Study

Courses, 2003.

http://theater2.nytimes.com/2006/03/03/theater/reviews/03hedd.html

http://www.cliffsnotes.com/WileyCDA/LitNote/id-86,pageNum-3.html

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on the reader/viewer? What are the factors which combine to drive a character's motivation and behavior? In what ways are the central preoccupations of this play relevant to or different from those of other plays in this unit? To what extent does setting (time and place) play an influential role in creating the atmosphere of the play? How is a play different from a piece of prose fiction, and how does our interpretation of drama need to take such differences into account?

analysis ! Literary devices ! Unit vocabulary:

act_3.doc

act_4.doc

hedda_gabler_act_3_passage_analysis

images and objects in Miss Julie--activity

character traits in Miss Julie

mixed_up_dialogue

mixed_up_dialogue2.doc

mood_and_character_traits

synopsis.doc

using evidence from the text

! Take detailed notes from the chalkboard, teacher lectures, videos and peer presentations

! Analyse the significance of setting to themes, plot and character

LISTENING AND SPEAKING

! Enhance oral proficiency and confidence in public

Necklace" (vocabulary), and "Hedda Gabler" (plot summary). Written Quiz "Pop" quiz on "Miss Julie. 5 fact-based questions on the play. AIM: to quickly check whether students had completed the reading of the play as required prior to the first lesson. Creative Writing Creative Writing Assignment, "Hedda Gabler". Students were asked to write on one of three topic options, with a length of 600 to 800 words. Poster Plot summary poster project, Act 3, "Hedda Gabler". Students worked initially

http://www.enotes.com/hedda-gabler

http://www.sparknotes.com/lit/heddagabler/quiz.html

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speaking

VIEWING

! Demonstrate an ability to compare and contrast film and text versions of a literary work

! Interpret and explain visual details on student-generated posters and other visual aids

! Take notes from PowerPoint presentations.

in small groups of 3 or 4 to generate a summary with no more than 8 sentences. In phase two of this activity, they merged with another group and collated the two initial summaries into one, taking the best elements of each original summary. The 8 sentences were than transferred to a poster with the emphasis on making it aesthetically attractive through the use of visual images drawn using colored pencils, highlighting of key words, calligraphy etc. Presentation/Speech Students presented their findings on

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MEDIA

! Develop group collaboration skills through a range of pair and small group activities

! Listening/Speaking: Take careful notes from teacher lectures; listen respectfully to opinions and ideas of others in the class; focus attentively on individua

assigned analytical questions from "Hedda Gabler". Written Quiz vocabulary quiz on Act 1 of "Hedda Gabler". AIM: To have students match key vocabulary terms from the play with their correct definition.

Gabler Group Poster Project

Quiz "Hedda Gabler" Act 1

Unit test "Hedda Gabler"

SMIS Grading Scale

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l and groups making presentations to the class; listen to extracts of literary works being read aloud; speak articulately and using oral vocabulary that is appropriate to the IB level; develop confidence speaking in front of a group; develop and articulate opinions using supportiv

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e ideas. ! Writing:

Apply the writing process to draft and revise essays; enhance range of active vocabulary by using a thesaurus; write in different genres including expository, persuasive and informative. Reading: Show understanding by paraphrasing and summarizing main ideas

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from an extract or poem; develop oral reading skills by using appropriate intonation, projection, enunciation and pronunciation. Viewing:

Integrated Math 9: Right Triangle Trigonometry

(Week 1, 1 Week)

How can you use the sine, cosine, and tangent ratios to solve everyday problems? What is the difference between an angle of elevation and an angle of depression?

! Sine-cosine-tangent ratios

! Applications of right triangle trigonometry ratios

! Angles of elevation and depression

! Memorize sine-cosine-tangent ratios

! Use the scientific calculator to find missing sides and or angles of right triangles

! Write algebraic

Student Self-Evaluation Review of assigned homework, feedback re same. Teacher Observation Class discussion of key concepts. Written Quiz Solve problems for missing parts of right triangles.

1. TI-84 calculator or equivalent, OHP, TI overhead-calculator link

2. Mathematics for the International Student, Haese et al, Haese and Harris Publications, 2006

3. Geometry, Jurgensen-Brown, HBJ, 1995 4. Acces - The Teacher's Database (worksheet- and

assessment-generating software), 2005 5. Geometry, Larson-Boswell-Stiff, McDougal-Littel, 2004 6. Geometry, Addison-Wesley, Moise-Downs, 1971 (for

possible bonus problems)

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equations for right triangle problems

! Match calculator work with written algebraic equations

! Solve application problems involving right triangle calculation

! Use angles of elevation and depression to solve problems

Mechanical Waves and Sound

Essential Questions

What are mechanical waves, how

Mechanical Waves

! Vocabulary: mechanical wave, medium, crest, trough,

Mechanical Waves

! Identify the essential

Textbook: Physical Science, Concepts in Action

Prentice Hall Publishers, 2009

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(Week 1, 5 Weeks)

are they produced, and why are they important?

What are the different kinds of waves that we experience in our lives?

Is sound a wave? How do we hear it? Can it be dangerous?

Why can we hear sounds in another room?

What is a wave?

What are the different types of waves?

How do waves move?

Where do we find waves?

transverse wave, compression, rerefaction, longitudinal wave, surface wave

Properties of Mechanical Waves

! Vocabulary: periodic motion, period, frequency, hertz, wavelength, amplitude

Behavior of Waves

! Vocabulary: reflection, refraction, diffraction, interference, constructive interference, destructive interference, standing wave, node, antinode

Sound and Hearing

! Vocabulary: sound waves, intensity, decibel,

parts of mechanical waves

! Compare and contrast longitudinal and mechanical waves

! List the three main types of mechanical waves and name one example of each.

! Explain what a medium is

! Define a mechanical wave and relate waves to energy

! Discuss the types of

Chapter 17

good demo and questions

well structured

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What are the parts of waves?

How do waves behave in different mediums?

What are the properties of sound waves?

How do the parts of the ear cope with waves in different mediums?

Essential Understandings (concepts)

Mechanical Waves

A wave is created when a source of energy causes a vibration to move through

loudness, pitch, sonar, Doppler effect, resonance

mechanical waves


! Identify and calculate frequency and wavelength of a wave through a medium

! Calculate and manipulate problems involving the equation v = fλ

! Determine the amplitude of a wave and its relationship to the energy of

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a medium.

The three main types of mechanical waves are transverse, longitudinal, and surface waves.

All waves have common characteristics that can be identified by the type of vibration in the medium.


A wave's frequency equals the frequency of the vibrating source producing the wave.

Wavelength is inversely

the source.

! Describe the properties of mechanical waves

! Describe how reflection, refraction, diffraction and interference affect waves

! Compare the two types of interference

Behavior of Waves

! Analyze the behavior of a wave incident on differen

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proportional to frequency and directly proportional to wave speed.

As the energy of a wave increases, amplitude increases.

Behavior of Waves

Reflection does not change the speed or frequency of a wave, but the wave can be flipped upside down.

Refraction occurs at medium boundaries and is a direct result in the wave’s change in speed.

A wave

t types of boundaries; f ixed or loose end

! Create diagrams to demonstrate the phenomena of refraction and why waves bend

! Demonstrate why the diffraction of waves differs at openings of different sizes

! Draw and label diagrams to show the behaviou

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diffracts more if its wavelength is large compared to the size of an opening or obstacle.

Interference can be constructive or destructive.

A standing wave forms are the result of interference between incident and reflected waves coming from a constant energy source.

Integer multiples of standing waves are known as harmonics.

Sound and

r of waves

! Label diagrams and make valid assumptions regarding the behavior of waves

Sound and Hearing

! Draw and explain the Doppler effect and identify different sources of this phenomena

! Diagram the passage of sound waves through

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Hearing

Many behaviors of sound can be explained using a few properties - speed, intensity and loudness, and frequency and pitch.

Ultrasound is used in a variety of applications, including sonar and ultrasound imaging.

As a source of sound approaches, an observer hears a higher frequency. When the sound source moves away, the observer hears a lower frequency.

The outer ear gathers and

the middle ear and why we hear sounds

! Name and explain the parts of the ear involved with hearing different sounds

! Identify different harmonics of instruments and the relationship to resonance and standing waves

! List and identify the properties of

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focuses sound into the middle ear, which receives and amplifies the vibrations. The inner ear uses nerve endings to sense vibrations and send signals to the brain.

Sound is recorded by converting sound waves into electronic signals that can be processed and stored. Sound is reproduced by converting electronic signals back into sound waves.

Most instruments vary pitch by changing the frequency of standing waves.

sound waves

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IBS Chemistry 11/12: Atomic Structure

(Week 1, 1 Week)

How does the structure of the very small affect the macroscopic properties of matter? How do we study things we cannot see?

How do chemists “know” the number of particles in a substance?

! The Atom(IB Topic 2.1)

! The Mass Spectrometer (IB Topic 2.2)

! Electron Arrangement (IB Topic 2.3)

Student Unit One Outl ine

The Atom

! State the position of protons, neutrons and electrons in the atom.

! State the relative masses and relative charges of protons, neutrons and electrons.

! Define

Lab Assignment Investigating the Spectrum of Hydrogen Written Test Atomic Structure Test Lab Assignment Counting Atoms I - A Practical Exercise

Lab Handout

Core Text: Davis, R.E., et al, Modern Chemistry, Holt, Rinehart and Winston, Austin, 1999 Section 3-2 pp. 70 – 74 Section 3-3 pp. 75 – 78 Section 3-3 pp. 79 – 80 Section 4-1 pp. 91 – 97 Section 4-3 pp. 105- 112 Study Guide: Neuss, G., Chemistry for the IB Diploma, Oxford University Press, Oxford, 2001 p. 5 - The Atom p. 7 – Emission Spectra p. 8 – Electron arrangement

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the terms mass number (A), atomic number (Z) and isotopes of an element.

! Deduce the symbol for an isotope given its mass number and atomic number.

! Calculate the number of protons, neutrons and electrons in atoms and ions from the mass number, atomic number and

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charge. ! Compare

the properties of the isotopes of an element.

! Discuss the uses of radioisotopes

The Mass Spectrometer

! Describe and explain the operation of a mass spectrometer.

! Describe how the mass spectrometer may be used to determine relative atomic mass using the

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12C scale.

! Calculate non-integer relative atomic masses and abundance of isotopes from given data.

Electron Arrangement

! Describe the electromagnetic spectrum.

! Distinguish between a continuous spectrum and a line spectrum.

! Explain how the

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lines in the emission spectrum of hydrogen are related to electron energy levels.

! Deduce the electron arrangement for atoms and ions up to Z = 20.

! Apply the mole concept to substances.

! Determine the number of particles and the amount of substance (in

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moles).

Vocabulary

relative, mass number, atomic number, isotopes, deduce, distinguish between, spectrum, abundance, emission, absorption

Japan Studies 10: The Tokugawa Age

(Week 1, 1 Week)

Is centralized feudalism an oxymoron? Can one understand a people through their art? Is it possible for any country to make the choice not to be part of the global world? Was it possible in the 19th century, (or now) to be isolationist and

! Tokugawa Ieyasu, Hidetada and Iemitsu - creation of a centralized state

! Transition from decentralized system to a centralized system of government

! The sankin kotai system: benefits and disadvantages

! The sankin kotai system and the development of Edo

! Christianity and

! Compare and contrast Ashikaga feudalism with Tokugawa feudalism in chart form

! Create a concept picture showing the sankin kotai and the

Visual Arts Create a poster using no language or numbers to show the sankin kotai and the reorganization of the hans. Written Test Combination Objective and Essay Exam

! Textbook Japan: Regional Studies, Houghton Mifflin, Boston,1990.

! Excerpts from "Silence" a novel by Shusaku Endo Kodandsha Press, Tokyo 1983 edition.

! Handout: Four Hundred Years of Japanese Dutch Relations ! Primary source reading from the 'Onna Daigaku" ! "Through Japanese Eyes" by Richard Minear and Leon E.

Clark, Apex Press London,1994. ! A text of Primary and Secondary sources(Pages 253-261, 53-

64, 69-76) ! Workbook; "Investigating Japan" Longman History Series,

Australia 2005. ! "Japan Meets the West; A Case Study of Perceptions" (A

Secondary Teaching Unit) ! The Japan Project, Stanford University,1988. ! Video: "Tokugawa Japan and Puppet Theater, Novels and

the Hiaku of Basho" The Annenberg Multimedia collection; ! Columbia University's Project on Asia in the Core curriculum. ! Video; "The Age of the Shoguns" Films for the Humanities

and Sciences, Princeton,2004.

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secluded?

the seclusion policy

! Centralized feudalism: long and short term effects

! Neo-Confucianism: social and political effects

! Status of social classes and the changes from Heian period throughout Tokugawa times (women, merchants, peasants, warrior, artisans)

! Enduring forms of art and drama (kabuki, bunraku, haiku, ukiyo-e)

! End of the Tokugawa Age

! Seclusion policy: short and long term effects

! Contact with foreigners during the seclusion years

! Rangaku and its effects

! United States pressure on Japan to open

restructuring of the fiefs using only symbols with no drawings of people, aninmals or use of language allowed.

! Write and synthesize the information given in the textbook and logically organize the steps taken by the first three Tokugawa shoguns in setting up centralized feudalism

! "Tokugawa: A Teaching Unit", Spice, Stanford University Press, 1988.

! Handouts on the different social classes for a jigsaw activity. ! Possible visit to the Edo Museum

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! Japanese attitudes towards foreigners

! Vocabulary: centralized government, buffer zone, fiefs, han, tozama, sankin kotai, seclusion laws, ronin, bunraku, kabuki, ukiyo-e, haiku

Content Questions

How did Japan go from a decentralized system to a centralized system of government in the 17th century?

How did Tokugawa Ieyasu, Hidetada and Iemitsu, create a centralized state?

How did the sankin kotai system benefit the shoganate but serve as a disadvantage to the daimyo and samurai?

What effect did the sankin kotai system have

! Use notetaking skills that identify the main points on a given handout on one of the social classes of the Tokugawa shogunate.

! Formulate hypotheses, in small groups, as to how the sankin kotai might have affected Japan both positively and negatively.

! Use

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on the development of Edo?

What is the relationship with Christianity and the seclusion policy?

What effects did centralized feudalism have on Japan? Are these effects still evident today? What is meant by Neo-Confucianism? How did Neo-Confucianism influence Japanese patterns of behavior? How did Neo-Confucianism foster the rigidity of the social structure during Tokugawa times? How did the rigidity of Japan's social structure effect the economy? How did the status of women decline steadily from the Heian period throughout Tokugawa times? How did the position of peasants improve during Tokugawa times? How did the merchants benefit from the improved economy of the Tokugawa Age?

cooperative learning skills by jigsawing and sharing the information gained above with one another.

! Problem solve by role playing in short skits, social situations that might have actually occured in Tokugawa times and that require a realistic resolution.

! Identify elements that

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How and why did the warrior class decline during the Tokugawa Age? Why was so much new art created during the Tokugawa period? Why do so many of the traditional forms of art and drama remain popular with the people of Japan today? Why did the Tokugawa Age end? Was the seclusion policy of Japan in Japan's best interest? What might have been positive about the seclusion acts for Japan? Can we still feel the effects of the 250 years of seclusion on Japan even today? How? To what extent did Japan have contact with foreigners? What was the effect of Rangaku on Japan? What was the effect of Rangaku on the Dutch? How and why did the United States put pressure on Japan to open? What is meant by the metaphor "caught

show the change in social structure and the rise of the merchant class

! Investigate through short research projects , why the Tokugawa were so anti-Christian.

! Understand the role of the Shimabara Revolt in hardening attitudes fo the Tokugawa shogun towards the Christians within

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between a rock and a hard place" in regard to the Tokugawa's options in dealing with the United States? Why did the Japanese resent the foreigners? Was it fair for the United States to put pressure on Japan to open?

Content and Content Questions

Japan ! Demonst

rate, through a re-enactment of the use of the fumi-e, how the Tokugawa located and persecuted Christians

! Actively listen to a reading of excerpts from Shusaku Endo's novel "Silence" about the persecution of Christians during the Tokugawa period

! Read the

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Primary Source document of the Seclusion Policy and analyze

! In small groups, formulate hypothesis as to what the effect of the Seclusion policies had, and possibly still have, on Japan to this day.

! Develop a chart which identifies the major Tokugawa shoguns and their respective characte

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ristics and accomplishments

! Review the major points of Confucianism and identify why the Tokugawa Age can be called the age of Neo-Confucianism

! Evaluate the impact on Women's lives and images of themselves after reading a selection from the "Onna Daigaku"

! Identify the positive elements

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and the negative impact of Tokugawa rule on Japan.

! Detect bias in both the Japanese and Western accounts of one another by reading primary sources

! Understand the fear Japan for foreigners by restricting the Dutch to the island of Dejima

! Draw a replica of the layout of Dejima and

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identify the key characteristics of the trade between Holland and Japan during the Tokugawa Age in an annotated form on the map

! Interpret ideas and events from different historical perspectives by looking at the Japanese point of view and the American point of view by examinin

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g primary source documents

! Explain the terms of the Treaty of Kanagawa and the Harris Treaty

! Produce an argumentative essay as to whether internal or external factors were primarily to blame for the Tokugawa Bakufu's fall in 1868

! Take notes on the major key

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points presented in a video of the Tokugawa period

Skil ls and Teaching Strategies

Catholic 8: How Do We Know God?

(Week 1, 1 Week)

Where do you start to know God when you have no idea who God is? What do we mean by knowing God? Is it just an intellectual work? Does it imply an affective adhesion part? Who is God for you? An object in the sky or...? Does God speak to us at all times? What profit can you gain by knowing

! Human desires,feelings and intuitions about God

! God's existence in our physical and metaphysical world

! Knowledge of God through our human persons, faculties, behaviors, needs. (P.S.I) (V.A.N.)

! God through history: from the beginning of the world to Adam and Eve down to Jesus Christ (+Islam in 622 A.D.)

! Map the historical evolution of the concept of God(s) from the origin of the world to Jesus' times.

! Create a power point project in team on God(s) before the Bible down to Moses' times.

! Make a photo-montage

Reflection The students get acquainted with a list of human emotional needs, with Maslow's Hierarchy of Needs, and compare them with a list of spiritual needs and their real needs for God. 3D Model In team of 3, students build a power point presentation on God(s)before the Bible Technical Visual Representation

Books:

! Living our Faith Series: God, Revelation and Relationship, Harcourt Religion Publishers, USA, 2002.

! E-mail from God for Teens, by Claire Cloninger and Curt Cloniger (Honor Books, 1999).

! Every Step of the Way: Story by Teenagers 4, edited by Michael Wilt and Carl Koch (St. Mary's Press, 1999.)

! If I Could Ask God One Question, by Greg Johnson (Bethany House Publishers, 1998).

! Human Experience of God, by Denis Edwards, (Paulist Press, 1984).

! What Is Religion? An Introduction, by John F Haught (Paulist Press, 1990).

Media:

! Stories of the Human Spirit (video) (produced by ACTA Publications, Harcourt Religion Publishers).

! Handout prepared by Br. Jean-Pierre Houle: Evolution of the Concept of God from the Beginning of the World to Jesus

Christ. http://eqi.org/needs.htm">http://eqi.org/needs.htm http://chiron.valdosta.edu/whuitt/col/regsys/maslo

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more about God? How do you make room for God to enter into relationship with Him?

All human beings have in their heart desires, feelings, or intuitions about God.

All humans come to know God's existence through creation, movement, life cycles, development, process, contingencies, possibilities, world's order, beauty, knowledge, wisdom, etc.

We also come to know God

! God revealing Himself through history of salvation via His words, actions and prophets known in the Bible

! Vocabulary: Religion, Faith, Belief, Attitude, Value, (Chapter One Review) God, Creation, Revelation, Salvation History, Inspiration, Conscience, Free Will (Chapter two)

illustrating God's presence in creation, in Revelation history, and in their most important moments of their life. (From Moses up to now...)

! Compose a prayer or a poem showing one's faith, knowledge or experience of God.

students prepare a photo-picture-album montage showing how they recognize God in nature, in salvation history (photos or pictures from the main heroes or stories in the Bible) and from their own faith development since their birth (baptism, first communion, various ongoing family celebrations) up to now. Graph Students deepen from a historical-graphical handout the evolution of the concept of God from the origins of the world up down to Jesus Christ.

w.htlm">http://chiron.valdosta.edu/whuitt/col/regsys/maslow.htlm

! http//www.netofcare.org/content/your_needs/spiritual_needs.asp

http://www.cnvc.org/needs.htm">http://www.cnvc.org/needs.htm http://www.pbs.org/wnet/religionandethics/teacher

s/plans.htlm">http://www.pbs.org/wnet/religionandethics/teachers/plans.htlm http://www.islamanswers.net/prayers/needs.htm">

http://www.islamanswers.net/prayers/needs.htm

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through human persons who seek fair openness to truth, beauty, sense of morality, goodness, freedom, conscience, infinite, absolute, happiness, God's existence, spirituality, transcendance, etc.

We come to know God mainly through God's Revelation of Himself in his words and actions in the history of salvation.

Language Arts 5: Theme 1 Finding

Essential Questions

How can understanding

READING

! Conflict and Resolution

! Character's

READING

! Recognize plot events,

Oral Test Reading Fluency Creative Writing Weekly Assessment of

! Story Town "Ride the Edge" 2008 Harcourt; ! Story Town Grade 5 Spelling Practice Book 2008 Harcourt ! Story Town Grammar Practice Book 2008 Harcourt ! Story Town Practice Book 2008 Harcourt ! Story Town Writer's Companion 2008 Harcourt ! Writing Journal - Daily Dash Beals, G. 1999 Curriculum

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a Way

(Week 1, 1 Week)

the structure of a story help us as readers?

How do writers achieve a resolution to a problem in the story?

Why do I need to understand characters motives?

What strategies do good readers use?

How do I write using the Traits - Voice and Word Choice?

How does sensory detail improve your writing?

What are the elements that contribute to writing a strong lead?

Motives ! The Story's

Structure ! Monitor

Comprehension: Reread

Vocabulary

! Robust Vocabulary from weekly stories

! Vocabulary Strategies: Using Words in Context to determine the meaning of unfamiliar words

Fluency

! Accuracy ! Reading Rate

WRITING

! Sensory details and descriptive words

! Exploring Writer's Viewpoint through autobiographical narratives

! Strong lead ! Personal/charact

conflict and resolution in a story

! Identify the conflict and resolution in a story

! Recognize that authors reveal a character's motives through traits, thoughts, words and actions

! Make inferences regarding a character's motives in a text

Vocabulary

! Use the

"Daily Dash" creative journal entries Narrative Writing Autobiographical Narrative written in class Performance/Skit/Role Play Readers' Theater performed in class Written Test Theme Assessment - reading comprehension, reading focus skills, grammar, vocabulary, spelling, oral fluency and writing. Written Test Weekly Lesson Tests covering reading comprehension; reading focus skill, grammar, vocabulary;spelling and oral fluency. Weeks 1-4 are tested. Narrative Writing

Concepts

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How do I read aloud with appropriate accuracy and reading rate

Essential Understandings

Writers use a story structure that consist of characters, setting, conflict, plot events and resolution.

Authors reveal a character's motives through traits, thoughts, words and actions.

Effective readers monitor comprehensio

er narrative using the writing process

Spell ing

! Words with Closed Syllable Patterns: Short Vowel Patterns

! Words with Long Vowels and Vowel Digraphs

! Words with Variant Vowels

! Words with Inflections -ed,-ing

Grammar

! Complete, Declarative and Interrogative Sentences

! Imperative and Exclamatory Sentences: Interjections

! Subjects and Predicates

! Complete and Simple Subjects and Predicates

LISTENING AND

robust vocabulary words in sentences;

! Identify the correct robust vocabulary word to use in a sentence

Fluency

! Read realistic fiction aloud with grade-appropriate fluency

! Read aloud with accuracy

WRITING

! Analyze

A Character Description written in class.

Essential Questions

and Understandi

ngs


Resources/Notes

n by rereading and using context clues to determine the meaning of unfamiliar words.

Good writers use their personal voice to make thier writing unique (Trait - Voice)

Good writers choose their words carefully to convey ideas precisely and create a clear picture. (Trait - Word Choice)

Graphic organizers are vital to planning a written piece

SPEAKING

! Read aloud with appropriate accuracy and reading rate

! Use a loud and clear voice

! Use appropriate facial expressions and gestures

! Listen to text read aloud and identify the character's motives

VIEWING

MEDIA

text features and writing traits in a narrative

! Use voice and word choice appropriate to writing personal narratives

! Brainstorm ideas for a personal narrative

! Narrow the focus of a topic

! Write an effective personal narrative from a graphic organizer

! Learn strategies for revising a personal narrative

Essential Questions

and Understandi

ngs


Resources/Notes

of work

Revising and proofreading a personal narrative is part of the writing process

Reading aloud in Readers' Theater requires the appropriate facial expressions and gestures plus a loud and clear voice.

! Revise and proofread for errors in grammar, punctuation, capitalization and spelling in a personal narrative

! Self-evaluate a personal narrative

! Self assess written pieces using a Rubic

! Write in response to a narrative prompt

Spell ing

! Spell correctly words with

Essential Questions

and Understandi

ngs


Resources/Notes

closed syllables with short-vowel patterns

! Spell correctly words with long vowels and vowel digraphs

! Spell correctly words with vowel digraphs

! Spell correctly words with inflected ending -ed or -ing

Grammar

! Identify and use complete, declarative, interroga

Essential Questions

and Understandi

ngs


Resources/Notes

tive, imperative, exclamatory sentences and interjections in writing and speaking

! Recognize sentence fragments

! Identify complete and simple subjects and predicates

! Develop word meanings for Robust vocabulary

! Use robust vocabulary correctly in writing

Essential Questions

and Understandi

ngs


Resources/Notes

! Use word relationships to determine meaning

SPEAKING AND LISTENING

! Discuss the weekly stories

! Read aloud with appropriate accuracy and reading rate

! Use a loud and clear voice in Reader's theatre

! Use appropriate facial expressions and gestures in

Essential Questions

and Understandi

ngs


Resources/Notes

Reader's theatre

! Participate in a Reader's theatre

VIEWING

MEDIA

Math 5: Fractions, Decimals, and Percent

How can I think and solve problems like a mathematician?

Fractions

! Fraction Review ! Mixed Numbers ! Ordering

Fractions

Fractions

! Convert between fractions and

Written Quiz Using like fractions Written Quiz Unit review Written Quiz

Everyday Mathematics Teacher’s Lesson Guide Everyday Mathematics Website Games Materials: Factor Captor, Multiplication Bull’s Eye, Estimation Squeeze, Frac Tac Toe, Fraction/Percent Concentration

Everyday Mathematics Website

Essential Questions

and Understandi

ngs


Resources/Notes

s

(Week 1, 1 Week)

How does mathematics help us understand and explain our world? How is an understanding of mathematics useful in everyday life? Why fractions, percents and decimals? Fractions, decimals and percents are interchangeable notations for rational numbers. Fractions embed division within them. Converting between decimal, fractions and percents has great use in everyday life. Circle graphs are effective visual displays for certain

! Rules for finding Equal Fractions

! Conversion between fraction, decimal and percent notation for rational numbers

! Addition of fractions

Decimals

! Fractions and Decimals

Percents

! Using a Calculator to Convert Fractions to Percents

Graphs

! Bar and Circle Graphs

Vocabulary: denominator, numerator, improper fraction, mixed number, equivalent fractions, simplest/lowest round, repeating/recurring decimal, percent, circle

mixed numbers

! Find equivalent fractions

! Order and compare fractions

! Add fractions with like denominators

! Find a fraction of a number

! Use a calculator to rename a fraction as a decimal or percent

Decimals

! Read and write decimals to thousandths

! Identify

Convert btw. fractions and mixed numbers Written Quiz Adding like fractions Written Test Unit 5 Review and Assessment

Wright Group Publishing - Everyday Math Website

Everyday Mathematics Online

Wright Group Publishing - Parent Website

Everyday Mathematics Parent Homeroom Website

Essential Questions

and Understandi

ngs


Resources/Notes

kinds of information.

graph,

place value in decimals to thousandths

! Round decimals to a given place

! Relate fractions and decimals

! Rename simple fractions as decimals

Percents

! Convert between fractions and percents

Graphs

! Draw a circle graph for a set of data

! Measure

Essential Questions

and Understandi

ngs


Resources/Notes

pieces of a circle graph; interpret a circle graph

! Draw, measure, interpret circle graphs

! Draw a circle graph for a set of data

! Measure pieces of a circle graph

! Interpret a circle graph

! Construct and label a bar graph

Problem Solving Skil ls

! Practice unit skills through games

! Work in groups

Essential Questions

and Understandi

ngs


Resources/Notes

to solve problems

! Use problem solving skills to solve a wide range of problems

Science 2: Air and Weather

(Week 1, 1 Week)

ESSENTIAL QUESTIONS What is air? What is weather? How do the seasons affect nature and me?

What are the movement patterns of the sun and moon and how do they affect us? How do scientists discover and explain the natural world?

How can I discover and explain the

Air

! Properties of air: matter, takes up space, can be captured, is real

! Air movement ! Air

pressure/force ! Air compression ! Air resistance ! Balloon rocket ! Parachute flight

Weather

! Types of weather ! Weather

conditions ! Weather changes ! Meteorologists’

work ! Meteorology

Air

! Develop interest in air and weather

! Experience air as material that takes up space and can be compressed into a smaller space

! Observe force of air pressure pushing on objects and

Teacher Observation Teacher Anecdotal Notes during investigations Journal/Log -air takes up space -air resistance -air can be compressed -weather is the condition of the air at a given time -weather observations with temperature and rainfall -anemometers measure wind speed -ind vanes measure wind direction -each season

FOSS Investigations: 1) Exploring Air 2) Observing Weather 3) Wind Explorations 4) Looking for Change

-FOSS Science Stories, Air and Weather

Library Books:

-Clouds, Rain, Wind, and Snow by Marti Abbot and Betty Jane Polk. -Fearon Teaching Aids, Carthage, Il, 1991 -Cloud Dance, by Thomas Locker, Silver Whistle, San Diego, 2000. -Exploring the Sky by Day: The Equinox Guide to Weather and the Atmosphere, by Terence Dickinson. Camden House/ Firefly Books, Willowdale, Ontario, 1989 -The Weather Book: An Easy-to-Understand Guide to the USA's Weather, by Jack Williams. Vintage Books, New York, 1997

- Internet link to FOSS Air and Weather website for parents and students:

Essential Questions

and Understandi

ngs


Resources/Notes

natural world?

ESSENTIAL UNDERSTANDINGS (BIG ideas and/or Concepts) Air Earth materials include air (gases of the atmosphere). Air has specific properties, which can be measured using tools. Weather Weather changes from day today and over the seasons. Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation.

tools ! Cloud formation ! Cloud types:

cirrus, cumulus, stratus

! Rain formation ! Rain gauge ! Temperature

measurement ! Thermometer ! Farenheit scale ! Celcius scale ! Water sources ! Scientific

observation ! Scientific journal

Wind

! Properties of wind

! Wind measurement: strength, speed, direction

! Wind measurement tools: wind vane, wind scale, anemometer

! Air bubbles

materials ! Observe

and compare how moving air interacts with objects

! Observe properties of air as it interacts with other materials

! Observe properties of air under pressure

! Compare path a balloon rocket travels along a flight line to that of an air-filled balloon

! Keep paper towel in a vial dry

has characteristic weather -night sky and moon changes Oral Quiz Teacher Interview Written Quiz Quickwrite/Quickdraw: 1) air in vial 2) pinwheel anemometer 3) parachute Written Test End-of-Module Assessment; meteorologist, sun, moon, stars, seasons, air

http://www.fossweb.com/modulesK-

2/AirandWeather/index.html">http://www.fossweb.com/modulesK-2/AirandWeather/index.html

Internet link to other resources for this module: http://www.fossweb.com/searches/processsearch.php">

http://www.fossweb.com/searches/processsearch.php

Internet link to correlation to National Science Education Standards: http://www.delta-education.com/science/foss/correlations/NSES2001.pdf">

http://www.delta-education.com/science/foss/correlations/NSES2001.pdf

Internet link to FOSS Newsletters

Internet links to module summary:

http://lhsfoss.org/scope/folio/html/AirandWeather/1.html



http://lhsfoss.org/scope/folio/html/AirandWeather/4.html - Parent Q and A from the FOSS website (general to FOSS):

Essential Questions

and Understandi

ngs


Resources/Notes

Weather occurs in seasonal patterns over the course of a year. Each season is identified by its weather conditions (temperature of the air, precipitation, wind, etc.) and by nature’s reaction to these conditions (plants, animals, and humans). Change

Objects in the sky (sun and moon) have patterns of movement which can be observed and described. The sun provides the light and heat necessary to maintain the temperature of

Change

! Moon phases ! Seasonal

changes ! Movement of sun

and moon ! Storm safety ! Seasonal dress

Essential Vocabulary: air, matter, weather, clouds, temperature, thermometer, meteorologist, rain gauge, anemometer, wind vane, precipitation

! Use air to propel a balloon

! Construct parachutes

! Observe how parachutes move through air

! Explain how air can propel a balloon-rocket system

Weather

! Use basic weather tools to gather information about temperature, rainfall, wind, clouds, and seasons

http://www.lhsfoss.org/faq.html#d6">http://www.lhsfoss.org/faq.html#d6

Essential Questions

and Understandi

ngs


Resources/Notes

the Earth.

Scientific Investigation Scientists use different kinds of observations, investigations, and tools to develop explanations using evidence and knowledge.

! Observe and describe changes occurring in weather over time

! Use meteorology instruments to monitor air and weather conditions

! Observe and record daily weather on class calendar and in individual journals

! Identify, observe, and compare several cloud types

! Use a calendar to

Essential Questions

and Understandi

ngs


Resources/Notes

monitor daily weather

! Record sunrise/sunset times once a week

! Make a simple thermometer

! Monitor and record daily outdoor temperature and rainfall

! Identify several types of clouds.

! Observe movement of objects in the air and sky, including objects affected by moving air, clouds,

Essential Questions

and Understandi

ngs


Resources/Notes

and the Moon

Wind

! Observe and describe wind direction using wind vanes

! Observe and describe wind speed using an anemometer

! Construct a wind vane

! Construct an anemometer

! Observe wind speed using bubbles, pinwheels and anemom

Essential Questions

and Understandi

ngs


Resources/Notes

eters ! Construc

t a kite ! Describe

wind strength using a modified Beaufort Scale

! Observe evidence of wind direction using bubbles and wind vanes

! Observe the effect of wind direction and speed on kites

Change

! Compare monthly and seasonal weather conditions using bar

Essential Questions

and Understandi

ngs


Resources/Notes

graphs ! Observe

location of sun and moon in the sky over a day

! Observe changes in the appearance of the moon over a month

! Organize and graph class weather data recorded for a month

! Record weather data throughout the year and compare seasonal weather conditions

Essential Questions

and Understandi

ngs


Resources/Notes

! Observe the changing location of the sun during a day

! Observe and record nightly weather and the changing appearance of the moon

! Look for patterns in changes in weather condition, precipitation, and temperature throughout the seasons

Essential Questions

and Understandi

ngs


Resources/Notes

Inquiry skills

! Organize and communicate observations through drawing and writing

! Acquire vocabulary associated with properties of air and weather conditions

! Use unit vocabulary terms in written and oral work

! Write and draw accurate observations

! Ask and answer questions

Essential Questions

and Understandi

ngs


Resources/Notes

! Plan and conduct simple investigations

! Employ tools and techniques to gather data

! Use data to construct reasonable explanations

! Communicate investigations and explanations

! Show evidence with explanations

Social Studies 2: Communities and

Why do we have communities?

What is a

! Neighborhood ! Community ! City ! Suburb ! Town ! Transportation

! Identify neighbors as people who live near one

Oral Quiz Calendar reading Map reading Teacher Observation

! Neighborhoods & Communities - The World Around Us, Beyer, B. et al, Macmillian, 1990

! Calendar

Essential Questions

and Understandi

ngs


Resources/Notes

Neighborhoods

(Week 1, 1 Week)

community?

What makes communities similar and different?

Neighborhoods, parts of communities, are places where people live, work, and play.

! Calendar (time skills)

! Map route (geography skills)

! Vocabulary: neighborhood, neighbor, calendar, community, city, suburb, town, transportation, subway, route

another in neighborhood

! Recognize various neighborhood places and activities

! Draw a detailed neighborhood map which in detail which includes landmarks, major roads and a map key

! Compare photograph and map of same area

! Recognize neighborhoods and neighbors change

Written Test Unit Test - Living in a Neighborhood Annotated Diagram Neighborhood map construction Presentation/Speech Map presentation pointing out map symbols

Essential Questions

and Understandi

ngs


Resources/Notes

over time ! Identify

cities, suburbs, towns, and farm districts as communities

! Explain cities, suburbs, and towns are components of neighborhood

! State community in which one lives determines how one earns a livelihood

! Define transportation

! Recognize various forms of transport

Essential Questions

and Understandi

ngs


Resources/Notes

ation ! Compare

neighborhoods in world

! Identify changes occurred in neighborhood in another country

! Locate route on neighborhood map

Time Skills

! Read calendar

! Explain how calendar is organized

Catholic 3: Reconci

What does the Sacrament of Reconciliation

! Reconciliation: definition and purpose

! Preparation and

! Review Sacraments of Initiation:

Oral Quiz Student recites Act of Contrition

! Text: Celebrating Our Faith: Reconciliation ! Film: Sacrament of Reconciliation ! Scriptures: Acts 17:16-34; Luke 15:11-32; Luke 10:25-28;

Essential Questions

and Understandi

ngs


Resources/Notes

l iation

(Week 1, 1 Week)

do for us?

What is conscience?

What is a sin?

Why do we confess our sins to a priest? Why is it important to express sorrow for sins and be forgiven?

Participation in Sacraments make us part of the Church. Reconciliation provides forgiveness from sin. Scripture reminds us of God's mercy and forgiveness.

process for reconciliation

! Examination of conscience

! Confession, penance, and absolution

! Communial Rite of Reconciliation

! Individual Rite of Reconciliation

! The Great Commandment

! The Beatitudes ! The Ten

Commandments ! Mortal sin ! Venial sin ! Scripture stories

of forgiveness ! Prayers of

Reconciliation: Act of Contrition

! Vocabulary: absolution, communal, confession, contrition, conscience, penance, penitent, priest, scripture, sin, mortal, venial

Catholic Church

Baptism, Confirmation, Eucharist

! Memorize and recite Act of Contrition

! Write vocabulary definitions

! Discuss the importance of scripture as applied to this Sacrament

! Discuss the process of Reconciliation

! Prepare and participate in Reconciliation

! Identify

Written Test Reconciliation vocabulary terms and related parables test

Reconcil iation Test

Luke 7:36-50

Essential Questions

and Understandi

ngs


Resources/Notes

the steps for examining one's conscience

! Discuss mortal and venial sin

! Use Scripture to reinforce the act of forgiveness

French 1 Gr 7: Bon Appetit

(Week 1, 1 Week)

What is the importance of cuisine in French culture?

What are aspects of a typical French cafe?

Why are French cafes world renowned?

What is the

! French cuisine ! French cafe and

menu ! Expressions:

being hungry and thirsty, asking what one wants, giving or lending something

! Nouns: food and beverages

! Money and costs ! Weather and

seasons ! Vocabulary: j'ai

faim, j'ai soif, vous desirez, je voudrais, s'il

! Create a French cafe complete with menu, food and drinks

! Participate in the 'Cafe Day'

! Role play acceptable cafe behavior

! Role play the cafe

Written Test comprehend listening (aural) questions, write vocabulary and expressions, translate from English to French, answer questions and create new sentences in French Dictation dictation from sentences to short paragraphs

! Textbook: Discovering French Bleu, McDougal Littell, 2001 ! Discovering French Bleu workbook ! Teacher created worksheets ! Textbook audio tapes:Lessons 9-12 ! Textbook videos: Lessons 9-12

Essential Questions

and Understandi

ngs


Resources/Notes

diversity of weather and climate in France?

vous plait, c'est combien, combien coute, prete-moi, quel temps fait-il, il fait

staff ! Ask and

state if one is hungry or thirsty

! Order some common foods and beverages in a cafe

! Ask about prices and pay the check

! Ask friends to give or lend something

! Identify Euros

! Discuss climate and weather

! Name the seasons

Oral Quiz memorize and say in front of the class Performance/Skit/Role Play perform a scene from a cafe Written Quiz to be able to write new words and expressions properly

Creative Why create • Pachelbel chord ! Write a Problem ! Composition worksheets

Essential Questions

and Understandi

ngs


Resources/Notes

Music 10: Elements of Composition

(Week 1, 1 Week)

music?

What effect does music have on individuals and society?

What are the elements of a melody? How does the accompaniment affect the melody?

progression • Circle of 5ths progression • Progression of chords within a 16 measure piece of music • Melodic manipulation: motive sequence, diminution, augmentation,inversion, retrograde • Finale software

two measure original motive

! Manipulate an original motive through sequence, diminution, augmentation, inversion, retrograde

! Identify progression of chords in given pieces

! Identify manipulations within given pieces

! Differentiation: Create an accompaniment, bassline,

Solving Composition Analysis Creative Writing 24 measure Rounded Binary composition

! Teacher software demonstrations ! Computer software (Finale)

analysis 1

manipulations composition

Essential Questions

and Understandi

ngs


Resources/Notes

second melodic line, percussion for the composition

Finale Software

! Create a composition template

! Input notes (MIDI or direct)

! Copy and paste original motive

! Transpose original motive

! Create dynamic markings

! Add staves

! Change instrumentation

! Prepare piece for

Essential Questions

and Understandi

ngs


Resources/Notes

printing

Physical Education 4: Advanced Aquatics

(Week 1, 1 Week)

How does swimming contribute to life-long physical fitness ?

Swimming develops high aerobic endurance which is the most important key to physical fitness

Swimming develops proportional muscular development by utilizing all the body's major muscle groups

Swimming helps develop superior coordination

! Warm ups: stretching and strengthening exercise

! Safe entry: shallow dive and/or wall start

! Basic stroke drills: butterfly, backstroke, breaststroke, freestyle/crawl

! Advanced stroke techniques

! Kicking for conditioning

! Balance drills ! Endurance

training ! Speed drills

Practice Skil ls:

! Enter the pool safely

! Practice all four competitive strokes: butterfly, backstroke, breaststroke, freestyle

! Participate in relays and other conditioning drills

! Participate in conditioning games: sharks and minnows, water polo, beep test

Oral Quiz Answer questions pertaining to aquatic safety Teacher Observation Swimming Level - Test 1 - swimming proficiency tested - level assigned represents skill presently working to achieve Performance/Skit/Role Play Swimming Time Trial 25 meter Freestyle Teacher Observation Work habits and attitude/positive attitude/positive participation/work ethic On-going/continuous/immediate verbal feedback

Notes:

A grade 4 Aquatics Class meets with one 3rd grade class for one 45 minute period per six day cycle.

! Swimming Level Progression: Students receive computer printout cards indicating swimming level proficiency after the 1st and 4th quarters.

! Swimming Time Trial conducted on the 7th week of the 1st quarter + the 8th week of the 3rd quarter - results posted on the pool wall.

! St. Mary's Swim Team Website: link to Aquatics Department for Swim Class Policy, Swimming Skills Progression and other related info. from the Aquatics Department

Swim Team/Aquatics Dept. Website

Essential Questions

and Understandi

ngs


Resources/Notes

Swimming requires combinations of complex muscle function, grace, and fluidity of movement

! Work to improve personal fitness

! Set goals to improve 'personal best' times for sprint and distance events

Advanced Level Requirements:

! Swim freestyle 100m

! Swim backstroke 50m

! Swim breaststroke 50m

! Kick butterfly 25m

! Swim freestyle 200m

! Swim individual medley 100m

Essential Questions

and Understandi

ngs


Resources/Notes

! Swim butterfly 50m

Information Technology: Basic Computer Knowledge

(Week 1, 1 Week)

Why buy and use a computer?

What does an effective computer user need to know?

To understand the nature and operation of technology systems, one must know basic computer language, hardware, software.

! Hardware: keyboard, harddrive, CPU, RAM, Optical Drive, Video Card

! Software: Microsoft Publisher

! Operating System: Mac vs PC

! Computer set up: ports, cables,

! Vocabulary: CPU,RAM,ROM,harddrive,software,CD-ROM,peripherals,OS,platform,input and output

Basics

! Identify the monitor and CPU

! Identify and use computer peripherals: CD-ROM player, microphone, speaker, hard drive, scanner.

! Identify and use the printer, microphone and other ports.

! Use a presenta

Performance/Skit/Role Play Students acts as computer salesman/repairman and assist customers with different questions/problems. Teacher Observation Presentation/Speech

! Computer lab, scanner, network, internet,digital camera, and video camera

! A guide to Microsoft Office 2003 Professional Lawrenceville Press

! Buying computer website http://www.dell.com/content/topics/segtopic.aspx/

odg/odg_special49?c=us&cs=19&l=en&s=dhs">http://www.dell.com/content/topics/segtopic.aspx/odg/odg_special49?c=us&cs=19&l=en&s=dhs

! Quai activites-http://www.quia.com/pages/wil l istech.html

! Models of exemplary presentations/poor presentations

Essential Questions

and Understandi

ngs


Resources/Notes

tion system (data display projector, LCD panel, TV monitor).

! Identify the appropriate cables for computer and A/V connections.

! Troubleshoot cables, connections, power sources and hardware specifications (e.g. RAM, hard drive space

! Start up and quit applicati

Essential Questions

and Understandi

ngs


Resources/Notes

ons.

Sales Brochure Skills

! Create a new document; save, open, close a document; print a document.

! Use "Save As" appropriately.

! Choose appropriate page orientation.

! Save a document to flash drive, hard drive and server (understand desktop navigation/hierarchy).

Essential Questions

and Understandi

ngs


Resources/Notes

! Import and export a document.

! Start, shut down, restart.

! Understand the desktop, window manipulation, zoom box, close box, resize box, finder/program manager, application/finder menu.

! Insert and remove disks, CD-ROMs, etc. correctly

! Select printer

! Use file

Essential Questions

and Understandi

ngs


Resources/Notes

management including file, delete, copy, backup

Presentation skills

! Role play a computer sales scene: Salesman and/or customers (older lady, businessman, college student, high school student, movie maker)

! Write draft of script

! Memorize script

! Practice the role

! Prepare

Essential Questions

and Understandi

ngs


Resources/Notes

props and visual aids

! Practice presentation for voice volume and eye contact

! Demonstrate enthusiasm for the topic

! Provide clear answers to audience questions

Audience - Listening Skills

! Listen quietly while others present

! Ask questions

! Show respect for

Essential Questions

and Understandi

ngs


Resources/Notes

presenter

ESL 4 Social Studies: Tropical Regions

(Week 1, 1 Week)

How do the life experiences of people around the world differ? What are the factors that affect how people live?

How are living things shaped by their environments?

ESL Support

How best can I learn English while learning in English?

What English skills and strategies do I need to support my academic language learning?

Main components of rain forests: Plant, animal, and human adaptations

ESL Support:

! Build Background Knowledge

! Vocabulary Reinforcement

! Comprehension Strategies

! Writing Support ! Speaking and

Listening Practice

! Test Taking Skills

Create a written project that demonstrates understanding of the major aspects of a rain forest Identify the main rain forest regions of the world on a map Draw comparisons and contrasts among people of different regions of the world

Build Background Knowledge

! Participate in a rainforest warm up activity (KWL)

! Discuss

Oral Report Deliver an oral report that demonstrates how people of different regions of the world are shaped by their environment Written Test Multiple Choice

-This Place is Wet, by Vicky Cobb, Walker Publishing Company, 1989 -Save My Rainforest, by Monica Zak, Harcourt Brace and Company, 1992

Essential Questions

and Understandi

ngs


Resources/Notes

What English skills and strategies do I need to support my social language learning?

unit requirements/expectations and ask questions

! Scavenger hunt at home for rainforest products

! View and discuss rainforest posters, maps, books, music, food, wood, products, animals

! Sort and classify rainforest animal cards

Vocabulary

! Create a rainforest vocabula

Essential Questions

and Understandi

ngs


Resources/Notes

ry bank ! Use

vocabulary cards to correctly pronounce unit words

! Scan text for unknown words and add to bank

Comprehension

! Listen to teacher model the reading passages

! Highlight a copy of the text to find main ideas and important details

! Answer questions by restating

Essential Questions

and Understandi

ngs


Resources/Notes

in complete sentences

! Use sentence strips to create a passage of text

! Locating specific answers in text

Writing

! Find a level appropriate book for the animal report

! Read and Use several sources for report information

! Take notes for information

! Write an outline

! Form

Essential Questions

and Understandi

ngs


Resources/Notes

paragraphs using outline format

! Use 6 Traits of Writing to improve writing

! Participate in peer editing of written draft

! Write a self and peer evaluation/reflection

Speaking and Listening

! Present written report orally to the class

! Answer questions regarding one's own report

! Ask

Essential Questions

and Understandi

ngs


Resources/Notes

questions regarding each others' reports

Test Taking Skills

! Match vocabulary words with meanings

! Practice answering multiple choice questions (elimination technique, meaning from context, proofreading answers)

! Write short answers to content question

unit map exemplarsmstw.weebly.com/uploads/1/1/1/1/11117460/unit_map_exemplars.pdfunit map exemplars...

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