Lesson Plans

"To Kill a Mockingbird" Unit Plan

BecomingTeacher79 — Fri, 19 Feb 2010 15:04:00 GMT

"To Kill a Mockingbird" To Kill a Mockingbird Unit Plan All materials included, except Power Points found on www.pppst.com 2 week (10 day) Unit plan for "To Kill a Mockingbird" based on block scheduling. Final Project/ Packet. To Kill a Mockingbird, Unit Plan, Secondary English BecomingTeacher79 /blogs/becomingteacher/default.aspx

Who am I?

Betty — Thu, 11 Feb 2010 17:25:00 GMT

Four well known adults at the school are measured and traced to form paper cutouts of themselves. Students guess who they are by estimating height and general appearance. Students will use estimation and determine different ways to measure to determine the exact heights of staff members in the school. Large paper used to measure and cut out the shapes of four or more staff members. Each teacher brainstorms with his or her class to decide on the materials they will use for measuring. For example, a person could be a certain amount of toothpicks, paperclips, etc., tall. 1. Staff members trace around themselves on butcher paper and cut out shapes. 2. Staple cut out shapes to a wall in the school. 3. Each class decides who they think the shapes represent and turn their choices in to the office. There might be a prize for the classes getting all correct. 4. Each class brainstorms for different ways to measure. Perhaps they use string for the initial measuring, return to class, and decide what units they want to use. 5. Older students can be very creative by using fractions. Perhaps someone could be a specific fraction of a mile, etc. 6. Each class creatively displays their units of measure in the hall beside the cut out figures. 7. Accurate measures should also be displayed in metrics and customary units. 8. A fun way to end the project would be to place a photo of each staff member's face on the correct shapes. This depends on the age of the students. Younger students could have a class discussion about why measurement is important. Older students could be given three shapes to actually estimate and then measure in metric and customary units. Betty /blogs/bettyb/default.aspx

Fast track assessment

denecrone — Sun, 31 Jan 2010 00:11:00 GMT

How to get a quick view of skill levels in an overcrowded classroom Students will demonstrate a variety of reading, drawing, listening, copying, imagination, and copying skills on ten quick questions, allowing teacher to flag those most likely to need help or succeed independently. 1. Pencil with eraser 2. Reproduced copy of ten questions on lined paper for each. 3. The first question reflects ability to listen and recall for dictation, and use punctuation. (Always dictate a sentence containing a few common misspelled words.) This one can be changed for far-space copying ability, as well. 4. One question should reflect local knowledge (Where are the best french fries in town? or Where is the coldest water fountain on campus? etc.) 5. One question should reflect drawing skills (draw Micky Mouse, or draw a pyramid, etc.) 6. Ask one question about the title of the last complete book read. (or letter/email written, or tweet, etc.) 7. Ask a math question or vocabulary question. (How many in a gross? or multiply 12 x 12) 8. One question must be about general science news (Where is the Hubble telescope? or What causes a tsunami?) 9. Name the healthiest food you can eat. (or Name a blue food, etc.) 10. Ask if exercise were required, which would be chosen. Ten minutes start to finish. Construct 10 questions with categories in mind (see objectives). Reproduce for number of students in session, with one extra for future file. Instruct each to have fun with the questions but try their bests. Be sure there is an extra activity or quiet desk work for those who finish early. Pass out copies. Mark start time on board and reduce by the minute. Call time. Collect. This questions on this lesson can be changed every day for two weeks. Pass the questions out at the beginning of class and you will have fewer tardies, a quieter class atmosphere, and gather more information about each student to mine for further lesson planning. Make a grid of the ten types of activities. List the upper case initials of each student who might need help. List the lower case initials of those who did very well. Put two symbols in pencil in your gradebook (circle, triangle) next to the two groups. Review the results in two weeks and erase all the symbols. Reflect on your judgments. *****The instructions in "Tags / Keywords" contain a spelling error. There is always "a rat" " in separate. denecrone

Free Online Interactive Activities

MaryBeth — Fri, 29 Jan 2010 19:01:00 GMT

Use Brainingcamp’s collection of free math teaching software activities to teach a variety of middle school math topics. Activities contain an interactive lessons, virtual manipulatives, and question sets. Teach math concepts using visual, interactive learning. Easily find math activities to teach math concepts using Brainingcamp's online math teaching software. 1. Computer w/ an internet connection. 2. Web browser Use Brainingcamp’s collection of free math teaching software activities to teach a variety of middle school math topics. Activities contain an interactive lesson, a virtual manipulatives, and a question set. 1. Go to Brainingcamp’s Free Activity page: http://www.brainingcamp.com/resources/math/ 2. Click on the activity for the topic you want to teach with. 3. Start each topic by viewing the Lesson. The lessons will demonstrate the math involved in each concept using graphics, animations, and audio narration (make sure you have your speakers turned on). To advance to the next screen, click the NEXT button in the bottom right of the screen. To replay an animation, click the REPLAY button. To go to the previous screen, press the BACK button. 4. After you finish the lesson, select the “Interactive” to move on to the Interactive section. 5. The Interactive activity demonstrates the ideas the student saw in the Lesson using virtual manipulatives. Each Interactive operates differently, but the controls will always be easily visible. Have the students explore different outcomes, ask them to complete simple objectives (create a specific right triangle, create a certain mean, ect), and have them share their thoughts about how the math works. Ask students to come up with their own questions, have them hypothesize the result, and then test their hypothesis by adjusting the Interactive activity settings. 6. After students have thoroughly explored the math ideas in the Interactive, click the Questions button near the top of the screen to move on to the Assessment section. 7. The Question section will assess the student’s knowledge of the topic. The question sets contain varying levels of difficulty, with questions near the beginning generally being easier than the ones near the end of the set. Students can skip a question by not selecting an answer. 8. Students answer questions by selecting a multiple choice answer for each question. Click the NEXT button to go to the next question, the BACK button to go to the previous questions, and click SUBMIT when the student has finished selecting answers. 9. After a student clicks the SUBMIT button, the activity will process their answers and present a summary, containing the number of correct answers, incorrect answers, and skipped questions. They can go back and change some of their answers by clicking the RETRY button below the summary. Unlike the paid activities, the free topics unfortunately do not include the ability to create student accounts and record and monitor their performance. Use the Questions section for assessment. Brainingcamp Homepage http://www.brainingcamp.com/index.html Brainingcamp Free Activites Page http://www.brainingcamp.com/resources/math/ bisection, box plot, median, pythagorean theorem, random, rate, rounding, surface area, interactive, visual, animations, assessment, online, teaching software, middle school MaryBeth

Speaking and sounds

OnlineSpeechTherapy — Sat, 16 Jan 2010 02:13:00 GMT

Ways to get your child to say /r/ correctly. Teaching a student to pronounce the /r/ sound correctly. Tongue depressor Touch the area behind their teeth on the roof of their mouth with the tongue depressor. Tell them to move their tongue up and touch that area with the tip of their tongue now say "pull it back and say rrrrrr". try saying it in isolation first then add simple r words like run, rrrrake, rrrrip. Remember you can work with students in the classroom and support your onsite or online speech therapist in helping to reinforce and carryover sounds! OnlineSpeechTherapy /blogs/onlinespeechtherapy/default.aspx

A Day in the Life of a Drop

Administrator — Tue, 05 Jan 2010 14:38:00 GMT

This activity has been designed to help students understand a variety of concepts related to water use, efficiency, and student's own impacts on their watershed. To help students understand the connections between the source of the water they use; the ways their water use habits affect the environment and human health and ways to reduce their impacts by pledging to take steps to use water more efficiently. 1) A Day in the Life of a Drop: Worksheet #1 2) A Day in the Life of a Drop: Worksheet #2 3) Water Use Table 4) Student and Family Pledge to Filter Out Bad Water Habits These lessons are intended for use both in the classroom and at home. A) Watershed Protection Ideally this concept will be conveyed in the context of the watersheds in which the students live to enhance understanding of the concept and connection to the places where students live. Students complete exercises to discover which watershed they live in, and its name. B) Water Supply: Where does it come from? Once students understand the context that they are working in (their home watershed), the next key concept, understanding where the water they use at home comes from, will be much easier to understand. We hope to bring the level of understanding from the faucet to the actual waterbody within their watershed that is the source of their drinking water. Your local water utility or public works department can tell you the source of your public water supply. During this portion of the lesson, be sure to talk about waterbodies upstream and downstream in your local watershed. Students should begin the activity with an understanding of the ways their local/ regional waterbodies are connected and which direction the water is flowing. C) Water Efficiency Once students have a better understanding of where their water comes from, the activity moves on to the concepts of using water more efficiently by investigating how we use or waste water, where it comes from and where it goes after it goes down the drain. The tasks in this portion of the acticity will be most effective with family participation, although they can be completed by the student alone. (You may want to consider sending home a notice about the activity ahead of time so families are aware of their expected participation). Discussion throughout the activity and upon completion of the worksheets will determine if the students understand the concepts of watersheds, water supply, and water efficiency. A Day in the Life of a Drop: Worksheet #1 http://www.epa.gov/watersense/docs/drop_1worksheet508.pdf A Day in the Life of a Drop: Worksheet #2 http://www.epa.gov/watersense/docs/drop_2worksheet508.pdf Water Use Table http://www.epa.gov/watersense/docs/drop_table508.pdf Student and Family Pledge to Filter Out Bad Water Habits http://www.epa.gov/watersense/docs/drop_pledge508.pdf water use, efficiency, watershed, WaterSense, U.S. Environmental Protection Agency http://www.epa.gov/watersense/resources/educational_materials.html

Fix a Leak Week

Administrator — Mon, 04 Jan 2010 22:39:00 GMT

A set of four activities designed for students to help them learn about water supplies and the importance of saving water The Fix a Leak Week learning resources are a set of activities designed for students in grades 3 through 5 to help them learn about water supplies and the importance of saving water. In addition to helping families find and fix leaks in their homes, the Fix a Leak Week curriculum covers a range of subjects (reading, science, math, social studies), and lessons were developed to ensure this work can help meet relevant standards in the various curriculum areas. It can be adapted to different grade levels and class abilities. Fix a Leak Week Student Worksheet, Fix a Leak Week Family Fact Sheet, water droppers, clock, Pledge to Filter Out Bad Habits, Test Your WaterSense Quiz and Interactive game (is found online or can be printed out). Lesson1: Water Meters and Measurement Materials Needed: Fix a Leak Week Student Worksheet, Fix a Leak Week Family Fact Sheet, Estimated Class Time: 45 minutes Curriculum Focus: English- Students will improve reading comprehension by learning new vocabulary about water use. Math- Students will develop greater understanding of multiplication or division by learning to convert water measures. Lesson 2: Experiments in the Tank Materials Needed: Estimated Class Time: 45 minutes Curriculum Focus: Science- Students will gain greater understanding of science and technology by conducting an at-home experiment. Lesson 3: Detecting Other Leaks Around the Home Estimated Class Time: 30 minutes Curriculum Focus: Math- Students will develop greater understanding of multiplication and division by converting drips to gallons. Science- Students will search for potential water leaks in their homes and develop greater understanding of scientific inquiry. Lesson 4: Students Share What They Learned Estimated Class Time: 30-45 minutes Curriculum Focus: Social Studies- Students will develop greater understanding of their roles as citizens. Discussion throughout the activity and upon completion will determine if the students understands the need for water efficiency. "Test your WaterSense" game is found online. Fix a Leak Week Teacher Guide http://www.epa.gov/watersense/docs/fixaleak_teacherguide508.pdf Fix a Leak Week Student Worksheet http://www.epa.gov/watersense/docs/fixaleak_studentworksheet508.pdf Fix a Leak Week Family Fact Sheet http://www.epa.gov/watersense/docs/fixaleak_familyfactsheet508.pdf science, water, water efficiency, leaks, toilets, faucets, showers WaterSense, US Environmental Protection Agency http://www.epa.gov/watersense/resources/educational_materials.html

Exploring Mealworms

dextersclass — Wed, 30 Dec 2009 19:43:00 GMT

Exploring the characteristics of a Mealworm Identify the characteristics of a mealworm. 1. mealworms 2. hand lenses 3. paper plates 4. vials with lids 5. push pins 6. pencils 7. large drawing of a mealworm 8. marker 9. document camera 10. projector 1. Start lesson by stating the lesson objective and discussing the importance of learning. 2. The teacher has a chart made ahead of time asking students if a mealworm is an insect or a worm? 3. Call students up a few at a time to put a post it note on the side that they think if correct. 4. Use a document camera to read a couple of pages from the book "Mealworms". Making sure to stop at the page that has a close up view of a mealworm and try to identify some of its characteristics. 5. Mealworms will come in a container. You can put this container under the document camera to maginify them. I used a pencil to kind of move them around to kind of "wake them up". Students will love seeing them moving on the "big screen". 6. I then show the 4 minute clip from www.youtube.com. The title is "Bill Nye the Science Guy, Insects". This clip will help them understand the parts of an insect. I then ask if they are changing there minds about whether a mealworm is an insect or a worm. 7. Students go back to their seats and teacher passes out plastic cups and gives each student two mealworms. 8. Pass out paper plates and hand lenses 9. Let students explore the mealworms with their handlenses on paper plates. 10. After a few mintues of exploration, ask students to try to identify the parts of their mealworms. 11. Pass out vials with lids and pushpins. (oat bran has already been added to the vials) 12. Ask students to push about 20 holes through their mealworms habitat. 1. Pass out Science Notebooks. 2. Teacher has already had students draw the body only the lesson before. 3. Ask students to please draw and label the parts of their mealworm. 4. Students will be reminded to include; 13 segments, head, abdomen, thorax, legs Bill Nye the Science Guy, Insects http://www.YouTube.com Mealworm Wikipedia http://en.wikipedia.org/wiki/Mealworm Information on Mealworms http://www.javafinch.co.uk/feed/live/live.html Introduction to Mealworms http://crawlies.tripod.com/index1.htm Online Asssessment http://mste.illinois.edu/courses/summer99/300tcd_1/deckys/PROGRAM6.HTM dextersclass /blogs/dextersclass/default.aspx

K-12 Math Videos

Administrator — Tue, 08 Dec 2009 04:12:00 GMT

Free K-12 Math Videos organized according to Grade and Curriculum Easily find Math videos based on grade level and curriculum Kulsara K-12 portal: http://kulsara.com/ Kulsara Curriculum Zone: https://kulsara.com/forum/index.php?action=grades (1) Go to Kulsara's Curriculum zone: https://kulsara.com/forum/index.php?action=grades (2) Click on the link corresponding to your grade level. The Math curriculum for the particular grade is displayed, and free educational videos are listed below each topic in the curriculum. For instance, clicking on Grade 5 takes you here: https://kulsara.com/forum/index.php?action=grades;sa=grade5 (3) Click on an educational video to study the topic. (4) After you have finished watching the video, click the Back button on your browser to go back to the Grade level with the list of Videos. Continue watching other videos on the topic that you wish to study. Self-assessment can be done by pausing the videos and attempting to solve the problems. Kulsara K-12 Portal http://kulsara.com Kulsara K-12 Curriculum Zone https://kulsara.com/forum/index.php?action=grades K-12 Education Math Videos Youtube Kulsara Grades Curriculum Syllabus Vanessa http://kulsara.com

Contest to win $3,000

Administrator — Sun, 04 Oct 2009 22:42:00 GMT

National Pest PSA Contest Gives Students the Chance to Win $3,000 for Science Education The contest challenges students in grades 4 through 8 to use their biology and entomology knowledge, as well as their creativity, to create educational public service announcements (PSAs) that discuss the health and property risks posed by household pests. Video Camera, Creativity PestWorldForKids.org, an educational children’s Web site developed by the National Pest Management Association (NPMA), is holding a national competition for students (grades 4 through 8) to win $3,000 for one lucky school’s science department. The contest challenges teachers and their students to create educational Public Service Announcements (PSAs) that highlight the health and property risks posed by household pests such as rodents, ants, termites, cockroaches, stinging insects and ticks. “Insects are incredibly interesting and fun to learn about in the classroom,” says Missy Henriksen, vice president of public affairs for NPMA. “It’s when they come indoors – into our homes and schools – that they become pests. We are excited to offer students the chance to learn about pests, while at the same time using their creativity to explore an important educational topic.” Using the Pest PSA lesson plan available on PestWorldForKids.org, teachers can assign students the task of creating :30 or :60 second television PSAs. Entries must be submitted by teachers between September 8, 2009 and December 23, 2009, and can be entered online or sent via U.S. postal mail. Five finalists will win “bragging rights” as a top performing school in the Pest PSA Contest, and will have their entries publicly posted to PestWorldForKids.org. One school will be recognized as the grand prize winner and will receive a $3,000 award for their school’s science department. PestWorldForKids.org is a free, entertaining and educational Web site developed for students and teachers in grades K through 8. The site features a pest glossary, a comprehensive pest guide, downloadable fact sheets and project PDFs, a report writing center, science fair projects and teacher lesson plans and games – all designed to teach children about the common insects and rodents in their natural habitats, and the health and property risks posed by pests once they find their way into the home. For full contest rules and details, as well as examples of PSAs, visit www.PestWorldForKids.org. PestWorldForKids.org www.PestWorldForKids.org Science, Contest, PSA Contest, Pests, National Contest, Bugs, Entomology Kaitlin Cavanaugh www.PestWorldforKids.org

fact family / families

jerzteacher — Tue, 22 Sep 2009 14:30:00 GMT

addition subtraction relationship using fact family story and hands on activity student(s) will determine a relationship between addition and subtraction by using fact families board, paper and optional number magnets Fact Families Lesson Begin by reading How Addition and Subtraction Became a Fact Family (get a copy at http://www.smashwords.com or https://www.smashwords.com/profile/view/lisaholderosullivan ) while reading use a whiteboard/chalkboard with magnetic letters to show the number sentences used in the book. After reading, ask students to give you examples of other fact families they can think of and use the board to show those. Next, explain to students that they will make homes for the fact families in fact family city. Each student will get a piece of paper shaped like a house. In the roof the students will put the three numbers in the fact family and in the lower part of the house the four number sentences that go with that fact family (two addition, two subtraction). Use 3,5,8 from the book as the example on the board. Then, send the students to their seats to independently work on their fact family house. When students finish bring them back together whole group to share the fact families they came up with and after sharing let them hang their house in a designated “City of Fact Family” area in the room. The teacher will need to have the area set up ahead of time and can really play it up with roads, other buildings, signs etc. Last, have students share how they can use fact families to help them with word problems, addition problems and subtraction problems. use student product from lesson fact family story http://www.smashwords.com/books/view/4064 addition, subtraction, fact, family, families jerzteacher

Learning Math Through Sports

Administrator — Wed, 12 Aug 2009 02:04:00 GMT

Fantasy Sports is a great way to engage kids in active learning Football Season is right around the corner and presents a great way to engage students in an active learning exercise. Students can work independently or in teams. Each week students can compute their scores, check their peers answers, create graphs, etc. Fantasy Football can be applied to students of all ages and the lessons can be adapted to the learning level. Here's a simple example: By the Numbers Week 4: Brett Favre The math behind Brett Favre’s numbers this week is not that complicated, but 6 touchdowns deserves a second look. Here is how Brett Favre put up 47.56 points for lots of owners in our leagues. This was a special fantasy performance by one of the greatest QBs of all time. Lets look at what Favre scored with yards passing first: Each 25 yards passing is worth 1 point, therefore we divide 289 by 25: 289 / 25 = 11.56 points Favre earned 6 points for each of his 6 passing TDs. That is simple multiplication: 6 x 6 = 36 points We add these two numbers together (the points for passing yards and the points for passing TDs): 11.56 points + 36 points: 47.56 points www.familyfantasysports.com is a FREE family-friendly site that monitors content to ensure language and materials are suitable for kids. In addition, the site provides a simple version that incorporates prizing around college savings. Have fun! 1. Rules and Guidelines www.familyfantasysports.com http://familyfantasysports.com/tour Kids enjoy the weekly interaction with their peers and the independence in creating their own assignment. Fantasy Sports 2.0 http://fantasysports20.com/2008/01/18/fantasy-football-helps-kids-learn-math/ Fantasy Sports and Mathematics http://fantasysportsmath.com/index.php?option=com_content&task=view&id=24&Itemid=40 Michelle Mullin www.familyfantasysports.com

Mini Lesson - Subject-Verb Agreement

Administrator — Thu, 21 May 2009 23:32:00 GMT

This lesson will help students be able to identify the verb and the subject of any sentence. In addition, students will learn that the verb must agree with the subject in number regardless of the word (s) or phrases between them. This is the first lesson in a series designed to teach verb and subject agreement. After this lesson, they will know that the verb must agree with the subject in number. None Instruction: "Today we will begin to review some of the basic rules of English grammar usage. We will spend the next few days focusing on subject - verb agreement. This may seem very simple at first, but please remember that your ear may play tricks on you. Sometimes what sounds good may not be correct. You must know the rules to be sure." Go over the rules and have students complete the following ten items: They will do it quickly. Ask them to also underline or label the subject and verb in each sentence. 1. The soup (taste, tastes) good. 2. Carlos (kick, kicks) the football very well. 3. The cars on the freeway (travel, travels) at a high rate of speed. 4. The editors (isn't, aren't) meeting today. 5. That dog(don't, doesn't) look like a German Shepard. 6. Our new neighbors (hasn't, haven't) moved in yet. 7. Those two little girls (do, does) look like twins. 8. The water at this beach (is, are) very warm for this time of year. 9. Jose (study, studies) for his math test every Thursday evening. 10. I (hop, hopes) to get a job working at McDonalds after school. Have students exchange papers and have them score their ten sentences. Navarrete

Different views about the Civil War

greatpyrenees — Tue, 28 Apr 2009 11:32:00 GMT

Not all people living in the South during the Civil War supported the Confederacy or slavery. Students will explore the world of run away slaves during American history. A copy of the book Bright Freedom's Song by Gloria Houston. Connie R. Partin School Library Media Center Skills and Issues Library Science 6200 DOL Title: Different views about the Civil War Title/Author: Bright Freedom’s Song by Gloria Houston. Appropriate for grades five through eight. Summary: Bright Freedom Cameron’s father opposes slavery and continues to help runaway slaves even though the Civil War makes his secret work even more dangerous in the North Carolina mountains. Overview: In Bright Freedom’s Song, the Civil War is raging in an area where most are Confederates. Bright’s father sympathizes with the slaves because he was once an indentured servant. The students will compare and contrast social levels in the American South. Curriculum Frameworks. Language Arts Grade 8 Content Standard 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpreting, analysis, evaluation, and appreciation of print and non-print materials. Big 6 Standard #4. Use of information. 4.1 Engage. (Hear, read) Content Standard 5.0 History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based. Era 5- Civil War and Reconstruction (1850-1877) 5.18 Recognize the causes, course, and consequences of the Civil War 5.19 Identify the contributions of African Americans from slavery to Reconstruction. 8.5.18 Recognize the causes, course and consequences of the Civil War a. Identify sectional differences that led to the Civil War. d. Weigh political, social, and economic impact of the Civil War on the different regions of the United States. Culture Content Standard 1.0 Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures. Learning expectations: 6.01 Understand the impact of individual and group decisions on citizens and communities. 6.02 Understand how groups can impact change at local, regional, and global levels. 6.03 Understand how a geographic view is a significant tool in interpreting the present and planning for the future. Visual Arts Grade 8 Content Standard 1.2 Use problem solving skills to produce original works of art from imagination, memory, and observation. ISTE Standard #1 Creativity and innovation Big 6 Skill #5 Synthesis AASL Standard #2 Draw conclustions, make informed decisions, apply knowledge to new situations, and create new knowledge. AASL Standard #4 Pursue personal and aesthetic growth. Objectives: Students will be able to work as a group and assume responsibility for tasks. Students will be able to construct a safe route for escaping slaves complete with safe houses indicated. Students will be able to locate and use reference materials, both print and non-print to facilitate route construction. Big 6 Skills: #1 Task Definition, #2 Information seeking strategies, #5 Synthesis, #6 Evaluation ISTE Standards: #2 Communication, #3 Research and Information fluency, #4 Critical thinking, problem solving, and decision making, #6 Technology operations and concepts AASL Standard #3 Shares knowledge and participates ethically and productively as members of out democratic society. Resources and Materials A copy of Bright Freedom’s Song to be read to class Group discussions Rubric for class assignment Time in library to research reference materials Time in computer lab for research with web site previously bookmarked for quicker access http://www.historyforkids.com Poster board, crayons, markers, pencils Set: Teacher will administer a short pre test on the Civil War. Secondly, the teacher will have students list What I know, What I want to know about slavery and the Civil War. Teacher will read Bright Freedom’s Song to class. Activities and Procedures TTW explain to students that they will create a route for escaping slaves during the Civil War TTW will divide the class into three groups TTW distribute rubric for groups TLW discuss in their groups how to construct their maps TLW construct a route containing the prescribed items Assessment: TTW monitor groups working TLW use rubric to assess work TLW explain their work to the class TTW administer a post test to class TTW have students complete Know/Want to Know chart with What I Have Learned Accommodations: Learning disabled students. Have a classmate help them with decoding words Gifted students. Have them research the full impact of states rights on secession and the Civil War. No physically disabled students in eighth grade. Remediation: If less than ten per cent of the class does not master the material, they must redo the class project. If more than ten per cent of the class does not master the objectives, the entire class must review the material before reconstructing their projects. The post test will be readministered. Ninety per cent of the students must master the objectives. http://www.historyforkids.com greatpyrenees /blogs/greatpyrenees/default.aspx

Castles

greatpyrenees — Tue, 28 Apr 2009 11:25:00 GMT

Sixth graders will construct castle replicas. Sixth graders will be able to construct a replica of a castle. A copy of the book Ivanhoe adapted by Malvina Vogel. onnie R. Partin School Library Media Center Skills and Issues Library Science 6200 DOL Title: Castles Title/Author: Ivanhoe/ adapted by Malvina Vogel (Great Illustrated Classics) Appropriate for grades five through eight Summary: In this classic Sir Walter Scott adaptation, the Saxon knight returns home from the Crusades to a chaotic England ruled by the enemies of the absent King Richard the Lion-Hearted and finds himself forced to fight for his name and the people he loves. Interest level: Middle grades Target Grade Level and Subject: Sixth grade social studies Overview: Ivanhoe depicts life in castles at the time of the Crusades. Students will research this period of history and construct a castle using everyday materials. Curriculum frameworks: Language Arts Grade 6 Content standard 1.0 The student will develop the reading and listening skills necessary for word recognition, comprehension, interpreting, analysis, evaluation, and appreciation of print and non print materials. Big 6 Standard #4. Use of information. 4.1 Engage (Hear, read) Social Studies Grade 6 History Content Standard 5.0 History involves people, events, and issues. Students will evaluate evidence to deve3lop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based. Learning expectations 6.5.16 Understand the place of historical events in the context of past, present, and future. 6.5.16a Compare and contrast feudalism and manoralism. 6.5.16d. Describe the roles and motivations of squires, saints, and soldiers in Christian Europe. 6.5.17 Identify how to use historical information acquired from a variety of sources. 6.5.17a. Identify aspects of the architecture of Medieval Europe and how some elements may still be seen in local and modern architecture. Visual Arts Grade 6 Content Standard 1.2 Use problem solving skills to produce original works of art from imagination, memory, and observations. ISTE Standard #1. Creativity and Innovation. Big 6 Skill #5. Synthesis. AASL Standard #2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. AASL Standard #4 Pursue personal and aesthetic growth. Objectives: Students will be able to work as a group and assume responsibility for tasks. Students will be able to construct a castle showing moat, drawbridge, gatehouse, bailies, tower, kitchen, chapel, great hall. Students will be able to locate and use reference materials, both print and non print, to facilitate castle construction. Big 6 Skill #1 Task Definition #2 Information seeking strategies #5 synthesis #6 Evaluation ISTE Standard #2 Communications #3 Research and Information Fluency #4 Critical thinking, problem solving, and decision making #6 Technology operations and concepts AASL Standard #3 Shares knowledge and participates ethically and productivity. Resources and Materials A copy of Ivanhoe for each student Group discussions Rubric for class assignments Time in library for research reference materials Time in computer lab for research with website previously bookmarked for quicker access. http://www.historyforkids.com Crayons, markers, fabrics, boxes, any materials that could be used for castle construction. Set: After the class has read Ivanhoe, the teacher will administer a short pre test on the medieval period. The students will fill out a What I Know/What I Want to Know chart. Activity: The teacher will explain that students will create castles. The teacher will divide the class into three groups. TLW discuss in their groups how to construct their castles. TLW will construct a castle containing the prescribed items. Assessment: TTW monitor groups at work TLW will use rubric to assess work TLW explain their work to the class TTW will administer a post test to the class TTW have students complete What I Know/What I Want to Learn with What I Have Learned Accommodations: Autistic student has an aide. Learning disabled students: Have a classmate assist them with decoding words. Gifted students: Compare and contrast feudal and manorial life with the antebellum South plantation system. Remediation: If less than ten percent of the class has not mastered the material, they must redo the project. If more than ten per cent of the class does not master the objectives, the entire class must review the material before reconstructing their projects. The posttest will be readministered. Pre test Define: Manor Serf Knight Vassal Fief Crusades Bailies Moat Drawbridge Lord Rubric for castle Grade A: Has all components of castle: Moat, drawbridge, great hall, kitchen, tower, bailies, chapel. All components are labeled and clearly constructed. Perspective in regards to size must be realistic. Grade B: Lacks two components or labels. Perspective good for size. Grade C: Lacks three or more components or labels. Perspective not considered. Grade D Lacks more than three components or labels. Perspective not considered. Rubric for class groups: Group leader designates tasks. Group works cooperatively. Each member complies with assigned task. Post test: Illustrate parts of the castle showing moat, drawbridge, great hall, bailies, tower, chapel, kitchen. Explain difference between knight and vassal. Explain how castles benefited the defense of an area. Explain a serf’s life and housing. Ninety per cent of the class must master the objectives. greatpyrenees /blogs/greatpyrenees/default.aspx