tag:blogger.com,1999:blog-1336038711412193612024-03-05T01:29:40.236-08:00Noah Barringer's EDSS BlogAnonymoushttp://www.blogger.com/profile/05267511300682473305noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-133603871141219361.post-75574667866614667372012-11-26T15:52:00.002-08:002013-01-28T15:23:33.004-08:00My Literacy Rich ClassroomThis semester, I have been surprised by the literacy levels of my students. They are able to verbally express their ideas and participate in classroom discussions. They are also able to express their ideas by writing in their composition books and answering daily warm-up questions. I have noticed some of my students have trouble with answering some of the warm-up questions without guidance. Students sometimes still struggle when I tell them the answers are in their notes from the following day. When students do find the correct answers, generally they do not write them in complete sentences.<br />
<br />
September 30, 2013<br />
My literacy rich classroom looks like students are beginning to feel comfortable discussing content with their peers. Students will be required to write in composition books on a daily basis and they're writing will continue to improve. Often times, I give stamps for points for correct answers. When I have my own classroom am I going to begin correcting grammatical errors to improve student writing. My students will be actively engaged in classroom discussions and be required to answer open-ended questions on a daily basis. My students will be reading and presenting weekly articles to be discussed with the class.<br />
<br />
December 15, 2013<br />
My literacy rich classroom looks like students are now comfortable with classroom debates and discussions. Students have improved their writing skills and are not making as many grammatical mistakes. I have now implemented a classroom blog where students will be required to answer questions and comment on each other's blogs. Each week students will be selected to ask their classmates a question to promote critical thinking in regards to the content. A few students will be assigned each week to pick out a few questions from the content that will be discussed in a forum. Students will continue to pick out news articles that will be discussed in class. Daily warm-up questions will also continue as the school year progresses. <br />
<br />
May 30, 2014<br />
My literacy classroom looks like students are now leading classroom debates and discussions. Students are making less and less grammatical errors and they're writing every answer in complete sentences. The classroom blog is being used on a daily basis to comment and interact with other students on a variety of science topics. Students are able to connect content from the beginning of the year to the content towards the end. Classroom discussions are being led by the students and each day students choose a question from the content to be discussed by the entire class. Students are able to write a research paper and present their material as a presentation to the entire class. The class continues to use a classroom blog to offer feedback to one another and discuss various science topics. Students are able to independently write and read content on their own and are able to come up with their own ideas by critically thinking about the material.Anonymoushttp://www.blogger.com/profile/05267511300682473305noreply@blogger.com0tag:blogger.com,1999:blog-133603871141219361.post-91074700492613059062012-11-11T17:22:00.001-08:002012-11-11T17:25:07.239-08:00Project Tomorrow<!--[if gte mso 9]><xml>
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Project Tomorrow is a national education nonprofit group
based in Irvine, California, that prepares today’s students to be tomorrow’s
innovators, leaders, and engaged students.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In the report, “Leveraging Intelligent Adaptive Learning To
Personalize Education,” two-thirds of principals (67 percent) noted that the
use of digital content in the classroom increases student engagement in school
and learning, and 45 percent see digital content as a new pathway for
personalized instruction for each student.<span style="mso-spacerun: yes;"> </span>In my opinion, I think the statistics prove that when
students are taught with technological tools they are familiar with they’re
scores increase.<span style="mso-spacerun: yes;"> </span>These students
have been raised in the digital age, but the problem is, most teachers were
not.<span style="mso-spacerun: yes;"> </span>I am shocked to see that in
2007 only one in ten teachers were using some type of digital games within instruction.<span style="mso-spacerun: yes;"> </span>Teachers need to make learning the
particular subject fun for students, and I think by adding more digital games
will make the subject matter more entertaining as well as encourage
competition.<span style="mso-spacerun: yes;"> </span>What doesn’t surprise
me is that 59% of principals would like to see incoming teachers to arrive with
experience in adaptive learning tools.<span style="mso-spacerun: yes;">
</span>With the majority of parents wanting technology solutions that provide individualized
instruction, administrators need to find teachers that share the same
vision.<span style="mso-spacerun: yes;"> </span>Since I am going to be one
of the new teachers looking for employment, I think I have the knowledge and
experience that promotes adaptive learning.<span style="mso-spacerun: yes;"> </span>One idea I have is to implement a class website and blog
where students can work at their own pace while working collaboratively with
their peers.<span style="mso-spacerun: yes;"> </span>I will also use
online games that students can play that will help with their learning process.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
After watching, “Speak Up in Learning to Change, Changing to
Learn” different CEO’s explained how crucial it is to change our educational
system from what we are used to into a new, technologically centered learning
atmosphere.<span style="mso-spacerun: yes;"> </span>The people interviewed
explained how learning involves more than what takes place in the
classroom.<span style="mso-spacerun: yes;"> </span>Students are learning
by communicating with others, through the community, and also by visiting museums.<span style="mso-spacerun: yes;"> </span>What surprises me after watching the
video is that even the people interviewed believe that teaching to the test is
a terrible way for students to learn.<span style="mso-spacerun: yes;">
</span>Why are we still teaching to the test?<span style="mso-spacerun: yes;"> </span>Students are not learning how to critically think by
memorizing content in order to pass a test.<span style="mso-spacerun: yes;"> </span>By implementing different technological ways in which
students are used to, teachers can promote an environment that focuses on
critically thinking.<span style="mso-spacerun: yes;"> </span>I think
creating a classroom blog will allow students the ability to offer constructive
criticism while using technology that they are used to.<span style="mso-spacerun: yes;"> </span>Instead of giving students pointless
homework assignments, teachers can give students meaningful discussion
questions that can be answered on the blog and students will be able to see
different viewpoints.<span style="mso-spacerun: yes;"> </span>Nowadays,
with the use of technology, teachers can go to websites while teaching a lesson
and show students specific examples from museums or from the natural
environment. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I think the program “youth TEACH2Learn” by Project Tomorrow,
is an excellent way to start preparing students to become future
educators.<span style="mso-spacerun: yes;"> </span>This program is
designed to encourage high school students to begin teaching science and math
to elementary school students.<span style="mso-spacerun: yes;">
</span>Studies have proven that when children between ages of eight and nine
are introduced to math and science are more likely to pursue a career in one of
the two fields.<span style="mso-spacerun: yes;"> </span>At my new school,
I can encourage the administration to adopt a similar program.<span style="mso-spacerun: yes;"> </span>Just as AVID helps prepare students for
college and teaches students responsibility, this program will prepare students
for a career in teaching, as well as earning them 3 units of transferable college
credits.<span style="mso-spacerun: yes;"> </span>Not only will this
program help with preparing future teachers and give students college credits,
it will also be a great resume builder, college reference, and provide these
students with work experience.<span style="mso-spacerun: yes;"> </span><br />
<span style="mso-spacerun: yes;"><br /></span>
<span style="mso-spacerun: yes;"><span class="Apple-style-span" style="font-family: 'Lucida Grande', Arial, sans-serif;"><b>We believe that by supporting the innovative uses of science, math and technology resources in our K-12 schools and communities, students will develop the critical thinking, problem solving and creativity skills needed to compete and thrive in the 21st century. </b></span></span></div>
<!--EndFragment-->Anonymoushttp://www.blogger.com/profile/05267511300682473305noreply@blogger.com3tag:blogger.com,1999:blog-133603871141219361.post-71591431417906266812012-11-10T17:26:00.002-08:002012-11-10T17:26:18.674-08:00Creativity in the Classroom
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Teaching students to be creative is a major part of the
curriculum in my classroom.<span style="mso-spacerun: yes;"> </span>The
lessons taught in my classroom on a daily basis emphasize creativity by
allowing students to perform labs, color and draw, as well as many other
activities.<span style="mso-spacerun: yes;"> </span>For example, one
lesson we had students work on a few weeks ago was to invent an Alien real
estate company and sell properties on the different planets in our solar
system.<span style="mso-spacerun: yes;"> </span>Students were required to
create a brochure and write a persuasive essay in order to convince their peers
in class why their property on their planet was best suited to meet their
needs.<span style="mso-spacerun: yes;"> </span>Activities such as this one
allows students to learn the material while having fun doing so.<span style="mso-spacerun: yes;"> </span>Science can be extremely boring for a
lot of students, but a successful teacher finds ways for the students to have
fun while learning the content.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
While teaching these same labs and activities, students will
be challenged to think critically and solve problems.<span style="mso-spacerun: yes;"> </span>Not only are students thinking critically while conducting
labs, they also are required to answer a challenging daily warm-up
question.<span style="mso-spacerun: yes;"> </span>One example of how we
teach students to think critically in my classroom came when I was discussing
features of our ocean.<span style="mso-spacerun: yes;"> </span>I decided
to do a discrepant event in my classroom called, “Ocean in a bottle.”<span style="mso-spacerun: yes;"> </span>The experiment is a great example of a
processing activity.<span style="mso-spacerun: yes;"> </span>During the
experiment, I filled a 32 oz. bottle halfway full of water and a few inches of
sand on the bottom.<span style="mso-spacerun: yes;"> </span>I took a
thermometer and placed it in the middle of the sand.<span style="mso-spacerun: yes;"> </span>I told the students that I would be shaking the bottle for 5
minutes and asked them whether they thought the water would warm up or cool
down.<span style="mso-spacerun: yes;"> </span>The students were required
to write their answers on a piece of paper.<span style="mso-spacerun: yes;"> </span>Secondly, I asked students what type of energy was being
displayed.<span style="mso-spacerun: yes;"> </span>I then asked students
to tell me where in our environment this action occurs.<span style="mso-spacerun: yes;"> </span>I continued to ask different questions
until the students were able to figure out the correct answers.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Communication, discussion, and collaboration happen on a
daily basis in my classroom.<span style="mso-spacerun: yes;">
</span>Students work in groups while conducting lab experiments, projects, as
well as other activities.<span style="mso-spacerun: yes;"> </span>While I
am teaching a lesson, I will frequently ask students to ask their partner what
they think about a particular topic.<span style="mso-spacerun: yes;">
</span>I will also ask students to tell their partner what they think the
correct answer is.<span style="mso-spacerun: yes;"> </span>After students
talk amongst themselves, I will then facilitate an entire class discussion
about the topic.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As an educator, I think one area where I could improve is
allowing my students the ability to conduct more research and activities
online.<span style="mso-spacerun: yes;"> </span>The majority of the
lessons I teach are taught in a classroom that lacks computers and other
helpful technological tools.<span style="mso-spacerun: yes;"> </span>For the
particular Alien lesson, students were able to work in the computer lab for two
hours to obtain the information they needed to complete the assignment.<span style="mso-spacerun: yes;"> </span>I think I would implement more media
centered activities if the school had more resources.<span style="mso-spacerun: yes;"> </span>On two occasions, I was fortunate enough to be able to take
my class to the computer lab to access information.<span style="mso-spacerun: yes;"> </span>Other than the two times in my class, students have only
been able to utilize computers at school at their leisure.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Information literacy is extremely important in my
class.<span style="mso-spacerun: yes;"> </span>Often times, students are
required to read newspaper articles about a specific topic that we are covering
in class and by using an AVID strategy (NEWS, Noteworthy, Evidence, What does
it have to do with me, and Science connection) are able to write about the main
ideas.<span style="mso-spacerun: yes;"> </span>We then, as an entire
class, discuss those ideas on how they are related to what we are doing in the
classroom.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We try to teach the students autonomy whenever
possible.<span style="mso-spacerun: yes;"> </span>Students need to develop
ways on how they can think independently.<span style="mso-spacerun: yes;">
</span>The warm-up questions we ask students every morning on done
independently.<span style="mso-spacerun: yes;"> </span>After all students
have received a stamp for achieving the correct answer, we then discuss the
topic as a class.<span style="mso-spacerun: yes;"> </span>Homework
assignments and certain worksheet activities are completed independently.<span style="mso-spacerun: yes;"> </span>For the homework assignments, students
are given nine different assignments where they are asked to pick three to
complete.<span style="mso-spacerun: yes;"> </span>Only one of the nine
assignments weekly has to be completed.<span style="mso-spacerun: yes;">
</span>For the rest of the assignments, students are given the opportunity to
choose which other two they would like to complete. Group settings are also encouraged in our classroom.<span style="mso-spacerun: yes;"> </span>In a few years, the majority of the
students will be entering the work force and it is important that we allow
students to develop as “team” players.<span style="mso-spacerun: yes;">
</span>Students work together as a team in our classroom to complete labs and
certain activities.<span style="mso-spacerun: yes;"> </span>I think it is
important for me to allow students to work to their strengths.<span style="mso-spacerun: yes;"> </span>For example, students were able to
decide amongst themselves which part of the Alien assignment they would
complete.<span style="mso-spacerun: yes;"> </span>Some students really
wanted to use their creative skills to draw the brochure while other students
used their creative strengths and chose to write the persuasive essay.<span style="mso-spacerun: yes;"> </span>I believe it is extremely important to give
students choices, allow them to be creative, and to teach them how to
effectively use technology because all of these skills will be used throughout
their entire lives. </div>
<!--EndFragment-->Anonymoushttp://www.blogger.com/profile/05267511300682473305noreply@blogger.com0tag:blogger.com,1999:blog-133603871141219361.post-32621200660161579732012-11-07T08:20:00.001-08:002012-11-10T17:27:01.826-08:00Unit Plan<!--[if gte mso 9]><xml>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black;">UNIT TOPIC: </span></b><span style="color: black;"><span style="mso-spacerun: yes;"> </span>Discovering the Sun<o:p></o:p></span></div>
<h2>
1. UNIT CONTEXT<span style="mso-tab-count: 1;"> </span></h2>
<h3>
Subject/Content Area </h3>
<h3>
Course: <span style="font-weight: normal;">Earth Science<o:p></o:p></span></h3>
<h3>
Grade Level:<span style="font-weight: normal;"> 9-12</span><span style="mso-tab-count: 1;"> </span> </h3>
<h3>
Length of Unit: <span style="font-weight: normal;">The unit will cover
Tuesday (1 hr), Wednesday/Thursday (2 hrs), and Friday (1 hr).<span style="color: black;"><o:p></o:p></span></span></h3>
<h2>
2. FACTS ABOUT THE LEARNERS<span style="mso-tab-count: 1;"> </span>
</h2>
<h3>
Whole Class Information</h3>
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<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Number
of students in class: </span></b><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">38<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
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</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Demographic
Information: </span></b><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">The students’ ethnicities range from 22 being
from Hispanic decent, 13 Caucasian, 2 African-American, and one Middle
Eastern.<span style="mso-spacerun: yes;"> </span>Approximately, half of
the students are female and half are male.<span style="mso-spacerun: yes;"> </span>The class consists of 18 ELL students and 3 students with
IEPs, including one who is “gifted.”<span style="mso-spacerun: yes;">
</span>A majority of the students qualify for free and reduced lunches.<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l5 level1 lfo10; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Developmental
Needs:</span></b><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> Elena and Maria are both at the Early
Intermediate CELDT level, so I would use the i + 1 strategy and teach them at
an Intermediate level.<span style="mso-spacerun: yes;"> </span>Elena
enjoys going to Mexico and visit with family, and Maria enjoys watching her
siblings for her mom.<span style="mso-spacerun: yes;"> </span>Elena also
enjoys reading Spanish literature.<span style="mso-spacerun: yes;">
</span>Both Elena and Maria are shy socially, and they do not like interacting
in large groups.<span style="mso-spacerun: yes;"> </span>Elena and Maria
would both benefit from learning visually as well as textual rather than
auditory.<span style="mso-spacerun: yes;"> </span>Elena and Maria will be
paired with a Bilingual partner who is at a higher CELDT level.<span style="mso-spacerun: yes;"> </span>Alex has difficulty with literacy
skills.<span style="mso-spacerun: yes;"> </span>He is currently reading at
a seventh-grade level and continues to struggle with decoding words.<span style="mso-spacerun: yes;"> Ryan</span>, on the other hand, is extremely
smart and read and writes two grade levels ahead.<span style="mso-spacerun: yes;"> </span>Both Alex and Ryan do not like working in large
groups.<span style="mso-spacerun: yes;"> </span>Alex enjoys drawing and
playing video games by himself.<span style="mso-spacerun: yes;"> Ryan</span> enjoys reading, science, and drawing during his spare time.<span style="mso-spacerun: yes;"> </span>I am going to place Alex and Ryan with
a partner that will be best suited for their needs.<span style="mso-spacerun: yes;"> </span>Alex will be paired with an easy going, probably a girl, who
enjoys helping others.<span style="mso-spacerun: yes;"> Ryan</span> will
be paired with another student, probably a student with a good grasp of science
(so that they won’t frustrate Ryan).<span style="mso-spacerun: yes;">
</span>Alex learns better kinesthetically and visually.<span style="mso-spacerun: yes;"> Ryan</span> prefers learning visually and
textually.<span style="mso-spacerun: yes;"> </span>I will give Ryan and
Alex an option to work by themselves if by working in a group of two makes them
uncomfortable.<span style="mso-spacerun: yes;"> </span>Erik is a student
that has an IEP which states that he is allowed extra time on tests and only
needs 75% of the points to receive an A.<span style="mso-spacerun: yes;">
</span>Erik works really well with others.<span style="mso-spacerun: yes;"> </span>He generally works well with the same partner on all
projects/labs.<span style="mso-spacerun: yes;"> </span>He is interested in
skateboarding and hanging out with friends away from school.<span style="mso-spacerun: yes;"> </span>Erik does not seem to learn any
differently using the various learning styles.<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
<h3>
<o:p> </o:p></h3>
<h3>
Individual Student Information and Differentiation Strategies</h3>
<div class="MsoNormal">
<span style="color: black;">Provide the following information
for 5 specific students <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l25 level1 lfo14; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">Elena and Maria<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l25 level1 lfo14; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">Alex and Ryan<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l25 level1 lfo14; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">Erik<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo23; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; mso-bidi-font-family: Cambria; mso-bidi-font-size: 10.0pt;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">Elena</span><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"> </span><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">is an ELL
student at an Early Intermediate CELDT level.<span style="mso-spacerun: yes;"> </span>She is a Hispanic girl (recently moved to the United States
one and a half years ago) who is in the tenth grade.<span style="mso-spacerun: yes;"> </span>Both of Elena’s parents are professionals and the family is
very close.<span style="mso-spacerun: yes;"> </span>The report cards we
received from Elena’s school in Mexico indicate that she consistently receives
above average grades.<span style="mso-spacerun: yes;"> </span>The primary
language in her home is Spanish.<span style="mso-spacerun: yes;">
</span>Elena would like to further her education in college.<span style="mso-spacerun: yes;"> </span>Since Elena is in tenth grade and at an
Early Intermediate level, I will be teaching her at the Intermediate
level.<span style="mso-spacerun: yes;"> </span>Time is of the essence and
since she only has two more years to reach the advance level, I will challenge
her.<span style="mso-spacerun: yes;"> </span>Elena will be paired with a
student at a higher CELDT level who is Bilingual.<span style="mso-spacerun: yes;"> </span>She does not really like to work in large groups and is
rather shy, so I am going to allow students to either present their research
and findings as a presentation, or students will be allowed to make a poster
board and present her findings to me.<span style="mso-spacerun: yes;">
</span>Elena will be able to use an English to Spanish translation while
looking up the questions on the Internet.<span style="mso-spacerun: yes;">
</span>The teacher will also provide Elena a copy of the PowerPoint that guides
the students on how to write the persuasive essay.<span style="mso-spacerun: yes;"> </span>Elena and her partner will be assessed by providing the
teacher with her persuasive essay, packet of work, brochure, and
presentation/poster board.<span style="mso-spacerun: yes;"> </span>In
order to monitor progress, I will use an informal formative assessment by
observing Elena and her partner working on their project.<span style="mso-spacerun: yes;"> </span>I will also provide oral feedback to
her and her partner.<span style="mso-spacerun: yes;"> </span>The next step
to facilitate the student’s needs, I would have Elena present her project to me
so that she can work on her English verbal skills. </span><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo23; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; mso-bidi-font-family: Cambria; mso-bidi-font-size: 10.0pt;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">Maria is an ELL student at an Early
Intermediate CELDT level.<span style="mso-spacerun: yes;"> </span>She is a
Hispanic girl (recently moved to the United States two years ago from Mexico
City) who is in the eleventh grade.<span style="mso-spacerun: yes;">
</span>Maria lives with her mother and three siblings.<span style="mso-spacerun: yes;"> </span>Her dad still lives in Mexico and
rarely speaks to anybody in the family.<span style="mso-spacerun: yes;">
</span>Maria is the oldest child and in many cases has been responsible for
taking care of her siblings when her mother is at work.<span style="mso-spacerun: yes;"> </span>She did not have proper schooling even
when she lived in Mexico.<span style="mso-spacerun: yes;"> </span>The
primary language at home is Spanish.<span style="mso-spacerun: yes;">
</span>Maria would like to grow up and own a bakery.<span style="mso-spacerun: yes;"> </span>Her mother is currently working in a bakery, and Maria would
eventually like to own one.<span style="mso-spacerun: yes;"> </span>Maria
and her partner are going to be required to turn in her packet of work, which
will include the persuasive essay, brochure, and the answer to the 15
questions.<span style="mso-spacerun: yes;"> </span>Since Maria is
extremely shy, I will allow her to create a poster board and explain her
project to me. Maria will use English to Spanish translation while looking up
the questions on the Internet.<span style="mso-spacerun: yes;"> </span>I
will also provide the PowerPoint slides for her to look at while I explain the
persuasive essay part of the project.<span style="mso-spacerun: yes;">
</span>In order to monitor her progress, I will use an informal formative
assessment by observing Maria and partner.<span style="mso-spacerun: yes;"> </span>I will have Maria present her project to me verbally so she
can work on her English skills.<span style="mso-spacerun: yes;"> </span>I
will offer any assistance that she may need.</span><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo23; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; mso-bidi-font-family: Cambria; mso-bidi-font-size: 10.0pt;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">Alex is a 15-year old boy in the tenth
grade that has a learning disability that has been detrimental to his literacy
skills.<span style="mso-spacerun: yes;"> </span>He is currently reading at
a seventh grade level while he is in the tenth grade.<span style="mso-spacerun: yes;"> </span>Alex also suffers from asthma, so occasionally he may have
to step out to use his inhaler.<span style="mso-spacerun: yes;"> </span>I
think the best situation for Alex in terms of this project is to pair him up
with a sweet, kind-hearted person who likes to write.<span style="mso-spacerun: yes;"> </span>Since Alex has problems reading and writing, I think the
brochure part of the assignment would work out nicely for him.<span style="mso-spacerun: yes;"> </span>He likes to draw in his spare time and
he doesn’t like to work in large groups, but I think slowly getting him to work
with other people will help break this barrier.<span style="mso-spacerun: yes;"> </span>I will also allow Alex and his partner to present a poster
board to me instead of going in front of the entire class.<span style="mso-spacerun: yes;"> </span>The last thing I want to do is make any
student feel uncomfortable because they may become too scared to even come to
school.<span style="mso-spacerun: yes;"> </span>In order to make sure Alex
is still learning the content of the unit, I will assess him verbally to check
for understanding.<span style="mso-spacerun: yes;"> </span>I will assist
Alex in any way needed for him to do well on the project.</span><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo23; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; mso-bidi-font-family: Cambria; mso-bidi-font-size: 10.0pt;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">Ryan is a 14-year old gifted boy that
has a learning disability that has been debilitating to him working in
groups.<span style="mso-spacerun: yes;"> </span>Ryan reads and writes at
an eleventh grade level.<span style="mso-spacerun: yes;"> </span>He is
extremely smart, but lacks social skills.<span style="mso-spacerun: yes;">
</span>Ryan really enjoys science and it seems he knows more about the subject
than any other person.<span style="mso-spacerun: yes;"> </span>In his
spare time, Ryan enjoys reading about science and drawing.<span style="mso-spacerun: yes;"> </span>At times, it is difficult for Ryan to
get out of his seat.<span style="mso-spacerun: yes;"> </span>When the class
is working in groups, Ryan prefers to sit in his seat and work by himself.<span style="mso-spacerun: yes;"> </span>There is one student in the class he has
been bonding with, so I think pairing the two for this project would work out
best.<span style="mso-spacerun: yes;"> </span>Ryan is extremely ready for
this project, and in fact I may need to challenge him a little more.<span style="mso-spacerun: yes;"> </span>I am going to have him do additional
research on our galaxy, the Milky Way.<span style="mso-spacerun: yes;">
</span>If Ryan is not challenged, it seems as if he just shuts down.<span style="mso-spacerun: yes;"> </span>Since Ryan does not like interacting
with the rest of the class, I am also going to have Ryan and his partner create
a poster board and verbally tell me what they did for the project.<span style="mso-spacerun: yes;"> </span>I will assist in any way needed for
Ryan to do well on the assignment.</span><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo23; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; mso-bidi-font-family: Cambria; mso-bidi-font-size: 10.0pt;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">Erik is a tenth grade student that has
an IEP, which states to allow him extra time on tests and a 75% on assignments
equals an A.<span style="mso-spacerun: yes;"> </span>To me, it does not
seem like Erik has a learning disability.<span style="mso-spacerun: yes;">
</span>He is extremely smart and very sociable in class.<span style="mso-spacerun: yes;"> </span>Erik is popular, respectful, and is a
hard working student.<span style="mso-spacerun: yes;"> </span>Erik was
born and raised in the area and has a nice family background.<span style="mso-spacerun: yes;"> </span>Both of his parents are hard working
blue collared workers.<span style="mso-spacerun: yes;"> </span>One of
Erik’s favorite hobbies is skateboarding, which he is very good at.<span style="mso-spacerun: yes;"> </span>For this project, I am going to pair
Erik with a girl he normally does his work with.<span style="mso-spacerun: yes;"> </span>They have a great working relationship and always do well
together.<span style="mso-spacerun: yes;"> </span>Erik and his partner
will decide which part he will do because he is the type of student that could
do either or.<span style="mso-spacerun: yes;"> </span>I gave Erik and his
partner the option to either present or make a poster board for me, and they
decided to present.<span style="mso-spacerun: yes;"> </span>The only thing
I will do differently for Erik is make adjustments to his final score so that
if he completes 75% of the assignment, that is the equivalent to 100% for
another student.<span style="mso-spacerun: yes;"> </span>I will assist
Erik in any way needed for him to succeed on the assignment.<span style="mso-spacerun: yes;"> </span></span><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 0in; mso-add-space: auto;">
<span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;"><span style="mso-spacerun: yes;"> </span></span><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"><o:p></o:p></span></div>
<h2>
2. Unit Rationale: Enduring Understandings & Essential Questions</h2>
<div class="MsoNormal">
The unit is extremely important for the students to
understand the different facts about our Sun and the planets in our solar system.<span style="mso-spacerun: yes;"> </span>The unit will allow students to be
creative while making a brochure and persuasive essay.<span style="mso-spacerun: yes;"> </span>This unit meets the “big picture” and
goals for the students because students are learning about the Sun, planets,
and the entire solar system in one activity. </div>
<h3>
Enduring Understandings (EU)</h3>
<div class="MsoNormal">
At the end of the Unit, students will know facts about our
Sun, our solar system, and planets.<span style="mso-spacerun: yes;">
</span>Students will be able to illustrate (using a brochure), convince (by
persuasive essay), and explain (by presentation) facts about our Sun, planets,
and solar system.<span style="color: black;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<h3>
Essential Questions</h3>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: black; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">Essential Questions:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">What makes our Sun good for this solar system?</span><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">What planets would be good for a species looking for a rocky surface?</span><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">Why are terrestrial planets located where they are?</span><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">What makes it difficult for life to thrive in gaseous planets?</span><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">What is going to happen to the alien’s Sun?</span><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">What would happen to our Sun at the end of its life?</span><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="color: black;">Reason for the Instructional Strategies & Student
Activities<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<h2>
3. STANDARDS</h2>
<h3>
Content Standards</h3>
<h3>
<span style="font-weight: normal;">1a. Students know how the differences and
similarities among the Sun, the terrestrial planets, and the gas planets may
have been established during the formation of the solar system.<o:p></o:p></span></h3>
<div class="MsoNormal">
1e. Students know the Sun is a typical star and is powered
by nuclear reactions, primarily the fusion of hydrogen to helium.</div>
<div class="MsoNormal">
I & E 1i. Analyze the locations, sequences, or time
intervals that are characteristic of natural phenomena (e.g. relative ages of
rocks, locations of planets over time, and succession of species in an
ecosystem).<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
I & E 1l. Analyze situations and solve problems that
require combining and applying concepts from more than one area of science.</div>
<h3>
ELD Standards</h3>
<div class="MsoNormal">
<span style="color: black;">Cluster 3 I: Make oneself be
understood when speaking by using consistent standard English grammatical forms
and sounds; however, some rules may not be followed (e.g. third-person
singular, male and female pronouns).<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black;">Cluster 9 I: Prepare and deliver
short presentations on ideas, premises, or images obtained from various common
sources.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black;">Cluster 4 Writing I: Recognize
structured ideas and arguments and support examples in persuasive writing.<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
<h2>
<o:p> </o:p></h2>
<h2>
<o:p> </o:p></h2>
<h2>
<o:p> </o:p></h2>
<h2>
4. UNIT OBJECTIVES</h2>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u><span style="color: black;">Day 1:</span></u></b><span style="color: black;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">After completing page 2 of the packet
they were given (15 questions), students will be able to explain the
differences and similarities among the Sun, terrestrial planets, and the gas
planets that may have been established during the formation of the solar system
by answering the 15 questions they researched. Students will be required to
think-pair-share with other groups after they have finished.<span style="mso-spacerun: yes;"> </span>The ticket out the door for the day
will be to show the teacher that their project is running smoothly.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">After completing page 2 of the packet
they were given (15 questions), students will be able to </span><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">infer that
the Sun is a typical star and is powered by nuclear reactions, primarily the
fusion of hydrogen to helium by answering the 15 questions they
researched.<span style="mso-spacerun: yes;"> </span>Students will be
required to think-pair-share after they have finished.<span style="mso-spacerun: yes;"> </span>The ticket out the door for the day
will be to show the teacher that their project is running smoothly.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">After completing page 2 of the packet they were given
(15 questions), students will be able to Analyze the locations, sequences, or
time intervals that are characteristic of natural phenomena (e.g. relative ages
of rocks, locations of planets over time, and succession of species in an
ecosystem) by answering the 15 questions they researched.<span style="mso-spacerun: yes;"> </span>Students will be required to
think-pair-share with other groups after they have finished.<span style="mso-spacerun: yes;"> </span>The ticket out the door for the day
will be to show the teacher that their project is running smoothly.</span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">After completing page 2 of the packet they were given
(15 questions), students will be able to Analyze situations and solve problems
that require combining and applying concepts from more than one area of science</span>
<span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">by
answering the 15 questions they researched.<span style="mso-spacerun: yes;"> </span>Students will be required to think-pair-share after they
have finished.<span style="mso-spacerun: yes;"> </span>The ticket out the
door for the day will be to show the teacher that their project is running
smoothly.</span></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Day 2:<o:p></o:p></u></b></div>
<div class="MsoListParagraph" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">After completing the brochure or persuasive essay,
students will be able to illustrate or explain facts about our Sun, solar
system, and planets by their writings or drawings.<span style="mso-spacerun: yes;"> </span>Students will be required to think-pair-share with other
groups once they are finished.<span style="mso-spacerun: yes;"> </span>The
ticket out the door for the day will be to show the teacher that their brochure
and persuasive essay are coming along smoothly.<span style="mso-spacerun: yes;"> </span>The same standards from above are being met here.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Day 3:<o:p></o:p></u></b></div>
<div class="MsoListParagraph" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">After the students have completed their brochures and
persuasive essays, students will be able to convince their classmates why they
should purchase real estate in our solar system through their company by
presenting the information they obtained throughout the project.<span style="mso-spacerun: yes;"> </span>Students will be required to turn in
their packets, persuasive essays, and brochures for a final grade after
presenting. The same standards from above are being met here.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
* The standards listed above are being met throughout the
entire unit.<span style="mso-spacerun: yes;"> </span>Students will be
provided a rubric before they begin working on the unit to show them what is
expected.</div>
<h2>
<o:p> </o:p></h2>
<h2>
5. ASSESSMENT PLAN</h2>
<div class="MsoNormal">
Have an assessment for every objective and standard in unit.
Cross-reference the objective and standard for each assessment. <span style="color: black; mso-bidi-font-weight: bold;">Example: Assessment
(Objective/Standard #)</span><span style="color: black;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Include the following information about each assessment:</div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Name of Assessment: </b>Day
1</div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Formality:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> informal<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Type:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> formative<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Purpose:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> To make
sure students are answering the questions correctly.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Implementation
Method:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> written <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Communication
of Expectations:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> modeling, verbally, rubric<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Evaluation
Criteria:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> One rubric for the entire unit.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Feedback Strategies: Peers think-pair-share before
the end of class, teacher reviews each group’s work.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Student
Self-Assessments:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> One rubric for the entire unit.<o:p></o:p></span></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Name of Assessment: </b>Day
2</div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Formality:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> informal<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Type:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> formative<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Purpose:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> To make
sure students are on track to finish their brochure and persuasive essay.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Implementation
Method:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> written <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Communication
of Expectations:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> modeling, verbally, rubric<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Evaluation
Criteria:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> One rubric for the entire unit.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Feedback Strategies: Peers think-pair-share before
the end of class, teacher reviews each group’s work.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Student
Self-Assessments:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> One rubric for the entire unit.<o:p></o:p></span></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Name of Assessment: </b>Day
3</div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Formality:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> formal<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Type:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> summative<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Purpose:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> To assess
student knowledge of the standards for this particular unit.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Implementation
Method:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> verbal and written <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Communication
of Expectations:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> modeling, verbally, rubric<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Evaluation
Criteria:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> One rubric for the entire unit.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Feedback Strategies: Teacher and students grade each
other’s presentations.<span style="mso-spacerun: yes;"> </span>The teacher
will then combine the presentation grade, brochure, persuasive essay, and
answers to the 15 questions for a final grade.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l21 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Student
Self-Assessments:</span></b><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"> One rubric for the entire unit.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 0in; mso-add-space: auto;">
<span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">The
assessments address all standards.<span style="mso-spacerun: yes;">
</span>Students will be assessed informally for the first two days and then
summatively at the end of the unit.<span style="mso-spacerun: yes;">
</span>At the end of the unit, students will present their project to the
class, and turn in their packet for a cumulative grade.<span style="mso-spacerun: yes;"> </span>I will have a pretty good understanding
if students are learning the material by reading their essays, watching their
presentations, looking at their brochures, and reading through their answers to
the 15 questions answered on Day 1.<span style="mso-spacerun: yes;">
</span>Students who are too nervous or shy to stand up in front of the class
can make a poster board and present their project to me only.<span style="mso-spacerun: yes;"> </span>Students also have a choice as to
whether they want to make the brochure for their group, write the persuasive
essay, or if they want to split them 50/50.<span style="mso-spacerun: yes;"> </span>The criteria for the assessments are modeled, verbally given
on the first day, and a hard copy of the rubric is provided in each of their
packets.<span style="mso-spacerun: yes;"> </span>Before students turn in
their packets, they will self-assess their project prior to turning it in.<span style="mso-spacerun: yes;"> </span>The ticket out the door on days one and
two are for the groups to think-pair-share with another group and then to show
me as they are leaving.<span style="mso-spacerun: yes;"> </span>I will be
able to informally assess the students daily as they are leaving class.<span style="mso-spacerun: yes;"> </span>The assessments that I am implementing
into this unit promote the students to think critically.<span style="mso-spacerun: yes;"> </span>Having students write a persuasive
essay, create a brochure, and present in front of their peers encourages the
students to think “outside” the box.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Heading2Char">6. STEPS OF INSTRUCTION</span><span style="color: black;"> <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black;">Provide the <i style="mso-bidi-font-style: normal;">into, through and closure/beyond</i> for the unit as well as the <i style="mso-bidi-font-style: normal;">lesson designs</i> for each day with all
needed <i style="mso-bidi-font-style: normal;">materials</i> (ppts, graphic
organizers, rubrics…).<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="color: black;">Into: </span></b><span style="color: black;">Day 1<b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 1;"> </span>
<o:p></o:p></b></span></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="color: black;">Objectives/Standards:<o:p></o:p></span></i></div>
<div class="MsoNormal">
<span style="color: black;">The objective for the first day is
to have the students form groups of two and by using the Internet be able to
research the answers to 15 different questions.<span style="mso-spacerun: yes;"> </span>The first step of the day will be to walk over to the
computer lab and get into groups of two at a computer.<span style="mso-spacerun: yes;"> </span>The teacher will pass out the entire
packet, describing what is expected of the students for this project.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: black;"><span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-weight: bold;">Student Activity</span></i><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u><span style="color: black;">The Mission:<span style="mso-spacerun: yes;"> </span></span></u></b><span style="color: black;">Friendly aliens have recently contacted NASA and have
communicated that the Sun in their solar system is beginning to crash.<span style="mso-spacerun: yes;"> </span>Once our scientists got over the shock
of communicating with aliens, they found out why they were speaking so
urgently: they want to relocate to a different solar system and want to know
all about our Sun.<span style="mso-spacerun: yes;"> </span>NASA has
determined that this is low on their priority list and has asked all solar
system real estate companies to present information to the aliens and try to
sell them planetary property.<span style="mso-spacerun: yes;"> </span>It
will be your company’s mission to gather as much information about our Sun, and
at least some of our planets, and report to the aliens as soon as
possible.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="color: black;">Students are given the scenario in
order to draw their interest and imagination.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u><span style="color: black;">The Task:</span></u></b><span style="color: black;"> Working
with your business partner (Groups of 2), you will use the Internet to search
at least 5 websites that give information about the Sun and our solar system
(be sure to list which website you researched at the bottom of your paper
written on Day 2).<span style="mso-spacerun: yes;"> </span>You will do
this in one class period!<span style="mso-spacerun: yes;"> </span>Each
Group is responsible for organizing the material, searching the Web, recording
the information that is important, and assessing validity of the information
(checking another website to make sure the information is the same).<span style="mso-spacerun: yes;"> </span>The questions are attached at the end
of this Unit Design.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black;"><span style="mso-spacerun: yes;"> </span><span style="mso-tab-count: 1;"> </span><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l20 level1 lfo18; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">Prior to this lesson students have been working on Astronomy since
the beginning of the school year. <span style="mso-spacerun: yes;"> </span>Students should already be able to use some of the
information used in prior lessons to draw on and make connections.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l20 level1 lfo18; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Students will work in the computer lab
for the entire first day.<span style="mso-spacerun: yes;"> </span></span><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l20 level1 lfo18; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">I will place students into groups so that ELL students and Special
Ed students work with partners that will help them.<span style="mso-spacerun: yes;"> </span>However, I will try to pair friends up to work together.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l20 level1 lfo18; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">Students that misbehave and don’t work on the activity will
receive a 0 for their part.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l20 level1 lfo18; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">I will show students a sample persuasive essay and brochure from a
previous class so the students have a better understanding of what is expected
out of them.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l20 level1 lfo18; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Each day the students will have to focus
on a different part of the unit.<span style="mso-spacerun: yes;">
</span>Day 1 will consist of conducting the research by answering the 15
questions.<span style="mso-spacerun: yes;"> </span>Day 2 the students will
need to come up with a name for their business, design an appealing brochure,
and write a persuasive essay.</span><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l20 level1 lfo18; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Students will be informally assessed
through think-pair-share and the teacher will look over their answers prior to
them leaving for the day.</span><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="color: black;">Through:<o:p></o:p></span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u><span style="color: black;">Day 1: </span></u></b><span style="color: black;">On the
first day students will get into their pairs and answer the 15 questions given
to them by the teacher.<span style="mso-spacerun: yes;"> </span>The
teacher will hand each group a packet that describes the activity in detail and
what is expected.<span style="mso-spacerun: yes;"> </span>The teacher will
go over the rubric with the class and model a persuasive essay and brochure
from a previous class.<span style="mso-spacerun: yes;"> </span>Students
will be placed into groups; Elena and Maria will be paired with a Bilingual
student with a higher CELDT level.<span style="mso-spacerun: yes;">
</span>Elena and Maria are able to use English to Spanish translation online to
do their research.<span style="mso-spacerun: yes;"> </span>Orion and Alex
will be paired with students that would better fit their learning styles and
personalities.<span style="mso-spacerun: yes;"> </span>Other students will
be placed with friends or acquaintances.<span style="mso-spacerun: yes;">
</span>Students will use at least 5 different sources from the Internet to
answer the 15 questions provided to them.<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">After completing page 2 of the packet
they were given (15 questions), students will be able to explain the
differences and similarities among the Sun, terrestrial planets, and the gas
planets that may have been established during the formation of the solar system
by answering the 15 questions they researched. Students will be required to
think-pair-share with other groups after they have finished.<span style="mso-spacerun: yes;"> </span>The ticket out the door for the day
will be to show the teacher that their project is running smoothly.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">After completing page 2 of the packet
they were given (15 questions), students will be able to </span><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">infer that
the Sun is a typical star and is powered by nuclear reactions, primarily the
fusion of hydrogen to helium by answering the 15 questions they
researched.<span style="mso-spacerun: yes;"> </span>Students will be
required to think-pair-share after they have finished.<span style="mso-spacerun: yes;"> </span>The ticket out the door for the day
will be to show the teacher that their project is running smoothly.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">After completing page 2 of the packet they were given
(15 questions), students will be able to Analyze the locations, sequences, or
time intervals that are characteristic of natural phenomena (e.g. relative ages
of rocks, locations of planets over time, and succession of species in an
ecosystem) by answering the 15 questions they researched.<span style="mso-spacerun: yes;"> </span>Students will be required to
think-pair-share with other groups after they have finished.<span style="mso-spacerun: yes;"> </span>The ticket out the door for the day
will be to show the teacher that their project is running smoothly.</span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l8 level1 lfo12; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">After completing page 2 of the packet they were given
(15 questions), students will be able to Analyze situations and solve problems
that require combining and applying concepts from more than one area of science</span>
<span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">by
answering the 15 questions they researched.<span style="mso-spacerun: yes;"> </span>Students will be required to think-pair-share after they
have finished.<span style="mso-spacerun: yes;"> </span>The ticket out the
door for the day will be to show the teacher that their project is running
smoothly.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="color: black;"><span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;"><u>Day 2: </u></b>On
the second day students will arrive back to the normal class and partner
up.<span style="mso-spacerun: yes;"> </span>The teacher will again model
for the students a persuasive essay and brochure from last year.<span style="mso-spacerun: yes;"> </span>The teacher will go through a
PowerPoint presentation, which will model what should be written on the first
page, second page, and third page.<span style="mso-spacerun: yes;">
</span>For the ELL students, the teacher gives Maria and Elena’s group and copy
of the PowerPoint presentation to help them.<span style="mso-spacerun: yes;"> </span>Students will now decide how they will split the work.<span style="mso-spacerun: yes;"> </span>The majority of students decide one
will write the paper and the other will complete the brochure.<span style="mso-spacerun: yes;"> </span></span>After completing the brochure or
persuasive essay, students will be able to illustrate or explain facts about
our Sun, solar system, and planets by their writings or drawings.<span style="mso-spacerun: yes;"> </span>Students will be required to
think-pair-share with other groups once they are finished.<span style="mso-spacerun: yes;"> </span>The ticket out the door for the day
will be to show the teacher that their brochure and persuasive essay are coming
along smoothly.<span style="mso-spacerun: yes;"> </span>The ELD standard
covered on this day is <span style="color: black;">Cluster 4 Writing I: Recognize
structured ideas and arguments and support examples in persuasive writing.<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u>Day 3: </u></b>On
the third day, students will present their project to the class.<span style="mso-spacerun: yes;"> </span>Students will have the opportunity to
make a poster board and present it to me if they have anxiety or are scared to
present their project.<span style="mso-spacerun: yes;"> </span>After the
students have completed their brochures and persuasive essays, students will be
able to convince their classmates why they should purchase real estate in our
solar system through their company by presenting the information they obtained
throughout the project.<span style="mso-spacerun: yes;"> </span>Students
will be required to turn in their packets, persuasive essays, and brochures for
a final grade after presenting. The assessment on day 3 will be a summative
assessment on all of the material the standards covered.<span style="mso-spacerun: yes;"> </span>The ELD standards covered on this day
are <span style="color: black;">Cluster 3 I: Make oneself be understood when
speaking by using consistent standard English grammatical forms and sounds;
however, some rules may not be followed (e.g. third-person singular, male and
female pronouns).<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black;">Cluster 9 I: Prepare and deliver
short presentations on ideas, premises, or images obtained from various common
sources.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<h3>
*<span style="mso-spacerun: yes;"> </span>The following content
standards were covered on all three days: </h3>
<h3>
<span style="font-weight: normal;">1a. Students know how the differences and
similarities among the Sun, the terrestrial planets, and the gas planets may
have been established during the formation of the solar system.<o:p></o:p></span></h3>
<div class="MsoNormal">
1e. Students know the Sun is a typical star and is powered
by nuclear reactions, primarily the fusion of hydrogen to helium.</div>
<div class="MsoNormal">
I & E 1i. Analyze the locations, sequences, or time
intervals that are characteristic of natural phenomena (e.g. relative ages of
rocks, locations of planets over time, and succession of species in an
ecosystem).<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
I & E 1l. Analyze situations and solve problems that
require combining and applying concepts from more than one area of science.</div>
<div class="MsoListParagraph" style="margin-left: .75in; mso-add-space: auto;">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="color: black;">Closure/Beyond:</span></b><span style="color: black;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l11 level1 lfo22; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">Students will be required to participate in a Jeopardy game for
extra credit on the following Monday in preparation for their test.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l11 level1 lfo22; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">The final product the students will produce consists of their
packet with answers to the 15 questions, 3-page persuasive essay, brochure, and
responses from their peers and teacher in regards to the presentation.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l11 level1 lfo22; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">Students will continue to use the information they learned from
this project to help them with the next section on the solar system.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l11 level1 lfo22; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: Arial;">This lesson helps prepare the students for the next lesson on
solar systems, as well as for the Benchmark test coming up.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .5in;">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="color: black;">WEEK OF LESSON PLANS<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="color: black;">See attached.<span style="mso-spacerun: yes;"> </span>The unit was over a 3-day period
because I am only at SMHS Tuesday-Friday.<span style="mso-spacerun: yes;">
</span>Wednesday and Thursday are block schedule for our school.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .5in;">
<br /></div>
<h2>
7. MATERIALS/RESOURCES</h2>
<div class="MsoNormal">
<span style="color: black;">See attached.<span style="mso-spacerun: yes;"> </span>The packet contains all materials
needed, including websites.<span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
<div class="MsoNormal">
<br /></div>
<h2>
8. REFLECTION<span style="mso-tab-count: 1;"> </span>
</h2>
<div class="MsoListParagraphCxSpFirst" style="margin-left: .25in; mso-add-space: auto; mso-list: l27 level1 lfo9; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">I think the unit plan was differentiated
really well.<span style="mso-spacerun: yes;"> </span>ELL and Special Ed
students were able to work with partners that helped them and at the same time
challenged them.<span style="mso-spacerun: yes;"> </span>High-achieving
students were able to go at their own pace.<span style="mso-spacerun: yes;"> </span>For students that were able to finish early, they were able
to work on perfecting their presentation.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l27 level1 lfo9; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">A strength of the assignment was that it
pretty much touched on all different learning styles.<span style="mso-spacerun: yes;"> </span>A possible limitation in the plan is that if students were
not present on the first day, they were not able to go to the computer lab to
answer the questions.<span style="mso-spacerun: yes;"> </span>If they do
not have a computer at home, it could be challenging for them to complete the
questions.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l27 level1 lfo9; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">One way to measure the students’
understanding of the material will come on Monday when we play the Jeopardy
game as review.<span style="mso-spacerun: yes;"> </span>I will also read
each essay and answers to the questions to make sure students were able to
obtain the correct information.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l27 level1 lfo9; text-indent: -.25in;">
<!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Teachers definitely need to plan on
mistakes or the high-achieving students finishing early.<span style="mso-spacerun: yes;"> </span>Also, teachers need to take into
consideration technological setbacks.<span style="mso-spacerun: yes;">
</span>Since my school is fairly old, some of the computers seem like they were
invented in the 1920’s.<span style="mso-spacerun: yes;"> </span>When
students finished the questions early, I just had the begin working on their
persuasive essay or study the answers to the questions.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l27 level1 lfo9; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Be prepared for setbacks.<span style="mso-spacerun: yes;"> </span>I need to make sure I have a plan in
mind in case something goes wrong.</span><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">9. RUBRIC WITH SELF-ASSESSMENT<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l1 level1 lfo8; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Highlight the criteria on the unit plan rubric that
you believe best describes your unit plan. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .25in; mso-add-space: auto; mso-list: l1 level1 lfo8; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Turn in your highlighted scoring guide as an
attachment to your unit plan. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: .25in; mso-add-space: auto; mso-list: l1 level1 lfo8; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">If you did this unit plan with a partner, you should
each score yourselves individually. You should also include at the bottom of
the scoring guide an evaluation of how you and your partner worked together. <o:p></o:p></span></div>
<!--EndFragment-->Anonymoushttp://www.blogger.com/profile/05267511300682473305noreply@blogger.com0tag:blogger.com,1999:blog-133603871141219361.post-45851672395226149872012-10-21T20:01:00.002-07:002012-10-21T20:01:20.795-07:00Sociocultural Aspects of Schooling for ELs
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One goal of mine as a future educator is to create an
environment where each student feels a sense of belonging.<span style="mso-spacerun: yes;"> </span>I have noticed that students who have
been in the United States for many years tend to stick with other peers similar
to them.<span style="mso-spacerun: yes;"> </span>Students who are recently
new to the United States seem to be segregated from the dominant race as well
as their own.<span style="mso-spacerun: yes;"> </span>It is important for
me as a teacher to make sure everybody feels comfortable.<span style="mso-spacerun: yes;"> </span>One way I plan on doing this is to
introduce the class to a project I have been thinking about.<span style="mso-spacerun: yes;"> </span>The project, “Sailing around the
World,” will provide each student an opportunity to teach the class about the
culture, country, and demographics of an area in the world that they are from.<span style="mso-spacerun: yes;"> </span>Students can work in groups with people
from similar backgrounds.<span style="mso-spacerun: yes;"> </span>Each day
I will have the ship “dock” in a different part of the world.<span style="mso-spacerun: yes;"> </span>The students will also be required to
tell the class how the ship was able to get there (wind currents, ocean
currents, etc.).<span style="mso-spacerun: yes;"> </span>Another idea I
have is for students to pick out of a scientist from their part of the
world.<span style="mso-spacerun: yes;"> </span>The students can write a
brief paper that describes who the scientist is, where he is from, and what he
is famous for.<span style="mso-spacerun: yes;"> </span>I think it is
important for students to see that scientists and other famous people come from
all over the world.<span style="mso-spacerun: yes;"> </span>On the first
day of school, I am going to ask each student to put their name on a placard
and draw pictures of their hobbies, what they’re proud of, or what they simply
like to do with their free time.<span style="mso-spacerun: yes;">
</span>After I have learned all of the students’ names, I will hang up their
placard on the wall in the class so that all of the students can see what their
peers enjoy doing.<span style="mso-spacerun: yes;"> </span>Not only will
this give the student a sense of pride, but students can also see what other
students like to do and perhaps form a new friendship.<span style="mso-spacerun: yes;"> </span>It is also important that students know
a little about each of their peers.<span style="mso-spacerun: yes;">
</span>I am going to develop a classroom website where each student will have
to post during the first week a brief history of their life.<span style="mso-spacerun: yes;"> </span>Each student will be required to read
and to post on at least five different student’ blogs.<span style="mso-spacerun: yes;"> </span>By reading the blogs, students can also
identify similarities in other students’ blogs and develop relationships.<span style="mso-spacerun: yes;"> </span>Without using the blogs as a method to
communicate, students would probably not be able to see what they have in
common with the students outside their immediate group of friends.<span style="mso-spacerun: yes;"> </span>It is extremely important for me as the
teacher to have background information about my students, as well as the
students knowing about their peers.<span style="mso-spacerun: yes;">
</span>Catherine Little stated in her article that she was terrified of
animals.<span style="mso-spacerun: yes;"> </span>I think her teacher could
have prevented a traumatic experience by simply having a little background
information.</div>
<!--EndFragment-->Anonymoushttp://www.blogger.com/profile/05267511300682473305noreply@blogger.com0tag:blogger.com,1999:blog-133603871141219361.post-20428963138614359202012-10-15T16:04:00.002-07:002012-10-18T17:35:43.125-07:00Lesson PlanningMy lesson planning is designed so that students can retain the information presented. Students learn better and more efficiently when their axons are firing and with the release of endorphines. One of the reasons we get students out of their seats to participate and engage in activity is to get their endorphines flowing. Students can make better connections to material that is taught in an integrated way, rather than as isolated bits of information. Brain-based learning research has shown that the brain grows and adapts in response to external stimuli. When developing lesson plans, teachers must design learning around student interests and make learning contextual. Teachers should structure learning around real problems, encouraging students to also learn in settings outside the classroom. In my classroom, students are taught using many interdisciplinary connections which include science, computers, language arts, fine arts, geography, global history, and health.Anonymoushttp://www.blogger.com/profile/05267511300682473305noreply@blogger.com0tag:blogger.com,1999:blog-133603871141219361.post-91465678088253805212012-10-14T17:23:00.005-07:002012-10-14T17:23:47.981-07:00Classroom Management
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<div align="right" class="MsoNormal" style="text-align: right;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><u><br /></u></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><u><br /></u></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><u>Classroom Management Plan<o:p></o:p></u></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><u><br /></u></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Introduction:<span style="mso-spacerun: yes;"> </span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The classroom strategies I will bring into my classroom are
based on the basic philosophies of <i style="mso-bidi-font-style: normal;">experimentalists
</i>and<i style="mso-bidi-font-style: normal;"> reconstructionists.<span style="mso-spacerun: yes;"> </span></i>My overall philosophy of classroom
management is to not just utilize one or two discipline strategies, but to use
a variety of different strategies.<span style="mso-spacerun: yes;">
</span>In my opinion, each strategy has pros and cons, so I think as a teacher
it will be in my best interest to use multiple disciplines to create a fair and
balanced atmosphere.<span style="mso-spacerun: yes;"> </span>Out of all of
the disciplines, I think the one I identify mostly with is the synergetic
discipline.<span style="mso-spacerun: yes;"> </span>I like the idea of
teachers working with students to create an energetic and exciting atmosphere,
and when misbehavior does occur, I think it is extremely important to take care
of it gently and respectfully.<span style="mso-spacerun: yes;"> </span>A
few other disciplines I identified with include, <i style="mso-bidi-font-style: normal;">Positive Classroom, Noncoercive, Discipline with Dignity, and Beyond
Discipline.<span style="mso-spacerun: yes;"> </span></i>My main focus is
to create a synergetic classroom environment by including students in
decision-making, having students take responsibility for their own actions,<i style="mso-bidi-font-style: normal;"> </i>and as a teacher to remain calm and
respectful while dealing with misbehavior.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Preventive Approach:<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I believe the best preventative approach to misbehavior in
the classroom is to have great lesson plans that keep the students engaged and
working on assignments until the end of class.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">1. </b>The most
important strategy I believe in the preventive approach to classroom management
is establishing rules to guide the class.<span style="mso-spacerun: yes;">
</span>Not only do the students need to know the rules of the class, but also
as a teacher it is important that I hold class discussions on the rules, their
implications, and their consequences (Coloroso, 1994).<span style="mso-spacerun: yes;"> </span>Teachers cannot assume that the
students will read the class syllabus and go over the rules.<span style="mso-spacerun: yes;"> </span>Instead, teachers should assume that
the students would not read the syllabus and rules, and should take a little
class time to discuss inappropriate behaviors and the consequences.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">2. </b>Not only is it
a good idea to go over the rules during the first few days of school, but also
it is also important to ask for student input on what the consequences should
be for breaking the rules (Glasser, 1985).<span style="mso-spacerun: yes;"> </span>Another important part in establishing the rules is staying
consistent in enforcing the rules and consequences (Glasser, 1985).<span style="mso-spacerun: yes;"> </span>Teachers need to stay consistent in
combating disruptive behavior or students will take this as a sign of weakness
and continue with the inappropriate behavior.<span style="mso-spacerun: yes;"> </span>Normally, it takes one student to get in trouble for
students to comprehend that they don’t want to make the same mistake.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">3. </b>As a teacher,
it is also very important that the teacher is more like a leader and not as a
boss (Glasser, 1985).<span style="mso-spacerun: yes;"> </span>Anybody who
has had a boss that “tells” everybody what to do instead of asking knows that
telling somebody to do something is not the best approach.<span style="mso-spacerun: yes;"> </span>A good educator knows how to
effectively communicate with students and to explain to them the importance of
learning the assignment for the day.<span style="mso-spacerun: yes;">
</span>Teachers should ask their students to do only work that is useful and
try to eliminate busy work (Glasser, 1985).<span style="mso-spacerun: yes;"> </span>Students will have a better attitude about learning when
they know how it will be useful to them later in life.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">4. </b>In order to
prevent misbehavior, teachers should concentrate on removing the causes of
misbehavior (Charles, 2000).<span style="mso-spacerun: yes;"> </span>One
of the problems I have seen in my class is students using their iPods.<span style="mso-spacerun: yes;"> </span>In order to be effective in combating
the problem with iPods, teachers should explain on the first day of school that
iPod use in class would not be tolerated.<span style="mso-spacerun: yes;">
</span>I would explain to the class that if I see earphones or an iPod out, I
would immediately take it away and turn it into the VP.<span style="mso-spacerun: yes;"> </span>After the teacher sets these
guidelines, it is very important that they stay consistent.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">5. </b>Another great
way I will use to prevent misbehavior is to reward positive behavior.<span style="mso-spacerun: yes;"> </span>During my lessons this year, if students
are misbehaving I will stop until I have everybody’s attention.<span style="mso-spacerun: yes;"> </span>While I am waiting, I will thank the
students who are sitting quietly.<span style="mso-spacerun: yes;">
</span>I have noticed that just by thanking the students will encourage other
students to behave more appropriately.<span style="mso-spacerun: yes;">
</span>I think the use of incentive programs to motivate responsible behavior
is a great way to create a positive atmosphere (Jones, 1970s).<span style="mso-spacerun: yes;"> </span>Students in my classroom will also be
rewarded for their good behavior by gaining participation points for the
day.<span style="mso-spacerun: yes;"> </span>In my class, participation is
worth twenty percent of the student’s grade, so it is very important that they
behave appropriately on a regular basis.<span style="mso-spacerun: yes;">
</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Supportive Approach:<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The supportive approach is used to get students back on
task.<span style="mso-spacerun: yes;"> </span>Teachers can use body language
to gain students’ attention to get back on track, or they can simply use
appropriate lesson planning.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">1. </b>I believe the
most important aspect to the supportive approach is to always treat the
students with dignity (Curwin & Mendler, 1983).<span style="mso-spacerun: yes;"> </span>When students have a lack of judgment and make a mistake, it
is crucial that the teacher still treats the student with dignity and
respect.<span style="mso-spacerun: yes;"> </span>One of the biggest
problems a teacher can have is if a student shuts down because they feel like
they were embarrassed by the teacher in front of their peers.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">2. </b>A supportive
approach that I use inside my classroom is to send an individual a secret
signal so that other students don’t know (Albert, 1996).<span style="mso-spacerun: yes;"> </span>As I stated above, it is very important
that the teacher does not embarrass any students.<span style="mso-spacerun: yes;"> </span>Most of the times I will either shake my head towards a
particular student or just give them the “eye.”<span style="mso-spacerun: yes;"> </span>Our classroom is also set up where I can move around in
between desks so that I can stand near the inappropriate behavior while I give
the lesson.<span style="mso-spacerun: yes;"> </span>Students often stop
the inappropriate behavior when the teacher is standing close by.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">3. </b>One of the
best supportive approaches is that the curriculum must be organized to meet
students’ needs for survival, belonging, power, fun, and freedom (Glasser,
1985).<span style="mso-spacerun: yes;"> </span>As I stated earlier, I
think one of the most important aspects to classroom management is having
effective lesson plans.<span style="mso-spacerun: yes;"> </span>The
curriculum needs to be taught where students are continuously challenged and
engaged.<span style="mso-spacerun: yes;"> </span>The lessons also have to
be designed in which they aren’t too challenging or boring for students or else
there is a possibility where students will just shut down.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">4. </b>Providing
efficient help to individual students is another great way to combat disruptive
behavior (Jones, 1970s).<span style="mso-spacerun: yes;"> </span>It is
crucial that the teacher provides assistance to the “helpless hand
raiser.”<span style="mso-spacerun: yes;"> </span>Students tend to get a
little restless when they don’t understand the material, so it is extremely
important that the teacher walks around and assists students who need
additional help.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">5. </b>Give students
the opportunity to solve their own problems and ask how they plan on doing so
(Coloroso, 1994).<span style="mso-spacerun: yes;"> </span>I believe this
aspect gives the students the opportunity to reflect on the disruptive behavior
and it gives them the opportunity to empathize with the teacher.<span style="mso-spacerun: yes;"> </span>Put them in the teacher’s shoes.<span style="mso-spacerun: yes;"> </span>How would they feel if their class was
disrupted, and what would they do?<span style="mso-spacerun: yes;">
</span>It is important that students understand that there are reasonable
consequences for their actions.<span style="mso-spacerun: yes;">
</span>The main goal is to get the students to think about what they did and
how they would correct the inappropriate behavior.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Corrective Approach:<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The corrective approach is how the teacher handles students
when they violate the rules.<span style="mso-spacerun: yes;">
</span>Effective corrective discipline should not intimidate students or be a
struggle in power.<span style="mso-spacerun: yes;"> </span>Corrective
discipline should focus on how to stop the disruptive behavior from happening
again in the future.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">1. </b>Reasonable
consequences are when teacher and student jointly agree on a set of reasonable
logical consequences (Coloroso, 1994).<span style="mso-spacerun: yes;">
</span>I agree with this approach that the “punishment has to fit the
crime.”<span style="mso-spacerun: yes;"> </span>I think teachers get this
idea that if the punishment is severe, the student won’t misbehave
anymore.<span style="mso-spacerun: yes;"> </span>I could not agree with
this more.<span style="mso-spacerun: yes;"> </span>Going back to the
leader vs. boss, most students want to please their teacher if they respect
them.<span style="mso-spacerun: yes;"> </span>Students that are severely
punished for a simple mistake would lose all respect for the teacher.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">2. </b>Secondly, if
the misbehavior is minor enough, I think the teacher should defer discussion to
later time and let the anger pass (Curwin & Mendler, 1983).<span style="mso-spacerun: yes;"> </span>If both the teacher and the student are
“fired” up, words could be said out of anger.<span style="mso-spacerun: yes;"> </span>Minor misbehaviors should be dealt with after school or in
between classes out of the view of others.<span style="mso-spacerun: yes;"> </span>It is sometimes important to let the student calm down for a
few minutes before a discussion about a punishment ensues.<span style="mso-spacerun: yes;"> </span>The student will be most likely be
angry and the teacher’s main concern is to diffuse the situation so that it
doesn’t cause a bigger disruption.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">3. </b>When sitting
down with the student, it is extremely important to discuss how the problem
started, how the rules were broken, and how to prevent future occurrences
(Glasser, 1985).<span style="mso-spacerun: yes;"> </span>Sometimes the
teacher does not get to see the entire disruption, so it is important to
discuss with the student exactly what happened.<span style="mso-spacerun: yes;"> </span>The student may not understand what rule they broke and in
order for the student to learn from the misbehavior is to first identify what
that behavior was.<span style="mso-spacerun: yes;"> </span>The teacher and
the student should then discuss how the behavior could be prevented in the
future.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">4. </b>If the
behavior in class is a serious infraction, use the Three R’s of reconciliatory
justice: restitution, resolution, and reconciliation.<span style="mso-spacerun: yes;"> </span>That means they need to fix what was done wrong, figure out
how to keep it from happening again, and heal with the people they have harmed
(Coloroso, 1994).<span style="mso-spacerun: yes;"> </span>It is extremely
important that if a serious infraction takes place during a lesson that the teacher
intervenes and takes disciplinary actions immediately.<span style="mso-spacerun: yes;"> </span>The number one priority for every
teacher should be to protect each and every student.<span style="mso-spacerun: yes;"> </span>Since the student will more than likely remain in the
classroom, it is extremely important that all parties involve heal together and
come up with a plan to prevent future instances.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">5. </b>Since the main
goal of disruptions and misbehavior in class is to prevent them from happening
again, it is crucial that the teacher finds the first opportunity to recognize
a student’s positive behavior after the student receives a consequence (Canter,
1976).<span style="mso-spacerun: yes;"> </span>As the teacher you want to
build the student’s confidence back up after they have been disciplined.<span style="mso-spacerun: yes;"> </span>At times, students will act out just to
get the teacher’s attention.<span style="mso-spacerun: yes;">
</span>Instead of the student always drawing negative attention, it is very
important that the teacher commends the student when they are behaving well in
class.<span style="mso-spacerun: yes;"> </span>Most students want their
teachers to see them as “cool” or a nice student, so I believe the more positive
attention the teacher gives the class, the more the class will act more
positively in return.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Classroom Atmosphere</b>:</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The atmosphere of a classroom plays a vital role in student
success.<span style="mso-spacerun: yes;"> </span>Students need to be able
to walk into a classroom environment that is welcoming.<span style="mso-spacerun: yes;"> </span>Studies have shown that students’
achievement levels were lower in schools that modeled more of a prison
environment than a learning environment.<span style="mso-spacerun: yes;">
</span>What type of message are we sending to our children when we send them to
schools that are unkept?<span style="mso-spacerun: yes;"> </span>To me it
shows students that we do not care about their welfare or well-being when we
send our children to battered and weathered schools.<span style="mso-spacerun: yes;"> </span>Students should walk into an inviting atmosphere, halls
filled with students’ work, bathrooms in good condition, a welcoming office
staff, and students helping staff in a variety of roles (Kohn, 1996).<span style="mso-spacerun: yes;"> </span>Desks in the classrooms should be
arranged in groups where students can collaborate with one another and discuss
the lesson content.<span style="mso-spacerun: yes;">
</span>Classroom discussion should include students often addressing one
another directly, emphasis on thoughtful exploration of complicated issues, and
where students ask questions at least as often as the teacher does (Kohn,
1996).<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Start Where Your
Students Are</b>:</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
It is extremely important that teachers recognize what
environment works best for their students.<span style="mso-spacerun: yes;"> </span>Teachers may assume that when they explain something to
their students, the students will think the same about it as they do.<span style="mso-spacerun: yes;"> </span>For example, when a teacher tells the
students that they have to do well on a certain test because it will look
better for college, the students may not care enough or realize the importance
at that time.<span style="mso-spacerun: yes;"> </span>Now if the teacher
knows the students are competitive, they could present the students with a
friendly competition.<span style="mso-spacerun: yes;"> </span>It is also
important for teachers to take time and reflect.<span style="mso-spacerun: yes;"> </span>Why aren’t the students doing their homework?<span style="mso-spacerun: yes;"> </span>Is it because I am assigning too
much?<span style="mso-spacerun: yes;"> </span>The last thing students want
to do when they get home from school is to sit and do twenty pages of notes for
one class.<span style="mso-spacerun: yes;"> </span>Teachers also tend to
make too big a deal when students make a mistake (Jackson, 2010).<span style="mso-spacerun: yes;"> </span>I liked the idea Cynthia had.<span style="mso-spacerun: yes;"> </span>As a teacher, I would try to make it a
learning opportunity and at the same time allow students to redeem
themselves.<span style="mso-spacerun: yes;"> </span>Everybody makes
mistakes and students should not have built-up anxiety over a homework
assignment.<span style="mso-spacerun: yes;"> </span>Teachers should
instruct their classes to the classroom strength.<span style="mso-spacerun: yes;"> </span>If the classroom works better as a group, or broken into
smaller groups to learn content, the teacher should let them do so.<span style="mso-spacerun: yes;"> </span>In contrast, if the classroom as a whole
likes to work on instruction independently, the teacher should try to have a
quieter classroom environment. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Conclusion:<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The synergetic classroom atmosphere promotes the best
learning environment in my eyes.<span style="mso-spacerun: yes;"> </span>I
think the two disciplines I will use the most are the synergetic and
noncoercive models.<span style="mso-spacerun: yes;"> </span>I like how the
noncoercive discipline suggests that teaching a quality curriculum is essential
to good discipline.<span style="mso-spacerun: yes;"> </span>The number one
priority of mine is to let the students understand that they have a voice in my
classroom.<span style="mso-spacerun: yes;"> </span>By preparing
well-developed lessons, my classroom will be fun, engaging, exciting, which
will deter students from acting inappropriately.<span style="mso-spacerun: yes;"> </span></div>
<!--EndFragment-->Anonymoushttp://www.blogger.com/profile/05267511300682473305noreply@blogger.com0tag:blogger.com,1999:blog-133603871141219361.post-611377148248039642012-10-04T17:46:00.001-07:002012-10-04T19:00:34.703-07:00SDAIE Lesson Plan
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<br />
<div class="MsoNormal">
<b><span style="font-size: 6.0pt;">Noah Barringer The Sun and
Star Factories– Box Format<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 480; width: 482px;">
<tbody>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="239">
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;">1. TITLE OF THE LESSON</span></b><b><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">The Sun and Star Factories </span><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
</td>
<td colspan="2" style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.0pt;" valign="top" width="243">
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;">2. CURRICULUM AREA &
GRADE LEVEL<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Earth Science Grades 9-12</span><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 239.4pt;" valign="top" width="239">
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;">3A. STUDENT INFORMATION:
English Language Learners<o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span></span></b><span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">Maria, 11<sup>th</sup>
grade, CELDT level 2, Mexican-American, first language Spanish, father is a
migrant worker and mother is a housekeeper, works well in small groups.<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;">
</span>1.) Readiness Level <o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">Maria
can read and write at an early intermediate level.<span style="mso-spacerun: yes;"> </span>She needs assistance with scientific terms.<span style="mso-spacerun: yes;"> </span>She also struggles with
conversational English. <o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;">
</span>2.) Learning Profile<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">Kinesthetic
and visual.</span><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold;"><o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;">
</span>3.) Interest<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Maria is interested in
social interactions with friends and group work with similar peers.</span><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
</td>
<td colspan="2" style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.0pt;" valign="top" width="243">
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;">3B. STUDENT INFORMATION: Students
w/ Special Needs<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">Orion,
9<sup>th</sup> grade, gifted and talented.<span style="mso-spacerun: yes;"> </span>First language is English, and he lives at home with his
parents, only child <o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;">
</span>1.) Readiness Level<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">Reads
and writes at least two grades ahead.<span style="mso-spacerun: yes;">
</span>Extremely intelligent in science and math.<span style="mso-spacerun: yes;"> </span>Currently in Algebra.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;">
</span>2.) Learning Profile<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">He
works well alone, does not like working in groups.<span style="mso-spacerun: yes;"> </span>Visual and textual learner.<span style="mso-spacerun: yes;"> </span>Does not like getting out of his seat and participating in
activities.<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;">
</span>3.) Interest<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Science, drawing, and
reading</span><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td colspan="3" style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 6.7in;" valign="top" width="482">
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;">4. RATIONALE<o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span>A. Enduring
Understanding<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">The
Sun is a major source of the Earth’s energy.<span style="mso-spacerun: yes;"> </span>It is essential that students understand the different
parts of the Sun and what elements the Sun is made of.<span style="mso-spacerun: yes;"> </span>Students will learn about the
different parts of the Sun and how heavier elements are made within stars
through nuclear fusion.<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span>B. Essential
Questions<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">If
helium, hydrogen, and lithium were the only elements in our Universe after
the Big Bang, how do other elements form?<span style="mso-spacerun: yes;"> </span>How does the Sun give off energy?<span style="mso-spacerun: yes;"> </span>Which part/s of the Sun does nuclear
fusion take place in?<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span>C. Reason for
Instructional Strategies and Student Activities<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">My classes are composed of
mostly sophomores with a few students that are in other grades.<span style="mso-spacerun: yes;"> </span>At the beginning of every chapter or
new lesson, I focus on the new vocabulary words they will learn.<span style="mso-spacerun: yes;"> </span>Students will watch a brief video
clip and PowerPoint presentation and then participate in an activity that
will demonstrate how nuclear fusion takes place in stars.<span style="mso-spacerun: yes;"> </span>The activities for the lesson will
meet every student’s learning style.</span><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td colspan="2" style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.9pt;" valign="top" width="244">
<div class="MsoNormal" style="margin-right: -8.25pt;">
<b><span style="font-size: 8.0pt;">5. CONTENT STANDARD(S)<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-right: -8.25pt;">
<span style="font-size: 8.0pt;">1e.
Students know the Sun is a typical star and is powered by nuclear reactions,
primarily the fusion of hydrogen to form helium.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-right: -8.25pt;">
<span style="font-size: 8.0pt;">2c.
Students know the evidence indicating that all elements with an atomic number
greater than that of lithium have been formed by nuclear fusion in stars.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-right: -8.25pt;">
<span style="font-size: 8.0pt;">I.E.d.
Formulate explanations by using logic and evidence.</span><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 238.5pt;" valign="top" width="239">
<div class="MsoNormal" style="margin-right: -8.25pt;">
<b><span style="font-size: 8.0pt;">6. ELD STANDARD(S)<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-right: -8.25pt;">
<span style="font-size: 8.0pt;">Respond
to messages by asking simple questions or by briefly restating the message.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-right: -8.25pt;">
<span style="font-size: 8.0pt;">Identify
the main idea and some supporting details of oral presentations, familiar
literature, and key concepts of subject-matter content.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-right: -8.25pt;">
<span style="font-size: 8.0pt;">Apply
knowledge of text connections to make inferences.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-right: -8.25pt;">
<span style="font-size: 8.0pt;">Use
decoding skills and knowledge of both academic and social vocabulary to read
independently.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-right: -8.25pt;">
<span style="font-size: 8.0pt;">Demonstrate
sufficient knowledge of English syntax to interpret the meaning of idioms,
analogies, and metaphors.</span><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td colspan="2" style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.9pt;" valign="top" width="244">
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;">7. LEARNING GOAL(S) -
OBJECTIVE(S) <o:p></o:p></span></b></div>
<div class="Hangingindent" style="margin-left: 0in; text-indent: 0in;">
<span style="font-family: Arial; font-size: 8.0pt; mso-bidi-font-family: Arial;">After
watching the video clip and PowerPoint presentation about the Sun and nuclear
fusion (cognitive), students will be able to label and define the different
parts of the Sun, describe the process of nuclear fusion, and explain how
heavier elements are made by filling out a graphic organizer and
participating in a stand-up activity. (language development)(psychomotor)<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 238.5pt;" valign="top" width="239">
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;">8. ASSESSMENT(S) </span></b><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span>A. Diagnostic/Entry
Level<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">Students
will be assessed by reading and following the directions on the graphic
organizer worksheet.<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span>B.
Formative-Progress Monitoring <o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">As
students complete their graphic organizers, I will circulate around the room
to check for student understanding of new definitions.<span style="mso-spacerun: yes;"> </span>I will also be assessing proper
pronunciation of the words when students are required to say them out loud
while breaking the words up into syllables.<span style="mso-spacerun: yes;"> </span>Students will also answer questions on a graphic organizer
and participate in a stand-up activity.<span style="mso-spacerun: yes;">
</span>The teacher will make sure the students follow directions to the
activity and do it correctly.<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span>C. Summative</span></b><b><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will write a paragraph
or two on the different parts of the Sun, where nuclear fusion takes place,
and what the product of nuclear fusion is while using the new vocabulary
words.<span style="mso-spacerun: yes;"> </span>The graphic organizers
will be stamped and graded before they place them in their composition books.</span><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 5;">
<td colspan="2" style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.9pt;" valign="top" width="244">
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;">9A. EXPLANATION OF
DIFFERENTIATION FOR <o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;">ENGLISH LANGUAGE LEARNERS</span></b><b><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-left: .5in; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b><span style="font-family: "Comic Sans MS"; font-size: 8.0pt; mso-bidi-font-family: "Comic Sans MS"; mso-fareast-font-family: "Comic Sans MS";"><span style="mso-list: Ignore;">1.)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b><span style="font-size: 8.0pt;">Content/Based on Readiness, Learning Profile or
Interest<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">Maria
is at a CELDT level 2(Early Intermediate), so I will be focusing on the
Intermediate level content for Maria.<span style="mso-spacerun: yes;">
</span>She will use a graphic organizer to follow along the PowerPoint
presentation with the teacher to define and label the different parts of the
Sun.<span style="mso-spacerun: yes;"> </span>She will also draw the Sun
using a diagram and label the correct parts. After the class writes the
definition of the word and draws a picture, all students are required to say
the word out loud and clap at the different syllables (e.g. pho (clap) to
(clap) syn (clap) the (clap) sis (clap) for photosynthesis) (SDAIE
strategy).<span style="mso-spacerun: yes;"> </span>Maria will also watch
a short video clip explaining nuclear fusion and our Sun.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: .5in; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b><span style="font-family: "Comic Sans MS"; font-size: 8.0pt; mso-bidi-font-family: "Comic Sans MS"; mso-fareast-font-family: "Comic Sans MS";"><span style="mso-list: Ignore;">2.)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b><span style="font-size: 8.0pt;">Process/Based on Readiness, Learning Profile or
Interest<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students are arranged into
groups of about 4.<span style="mso-spacerun: yes;"> </span>Maria will
sit with other bilingual and English speaking students.<span style="mso-spacerun: yes;"> </span>I circulate while the students are
defining, drawing, and saying the words out loud to help students learn the
correct meaning and pronunciation of words.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span><b>Product/Based on Readiness, Learning Profile or </b><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 39.0pt;">
<b><span style="font-size: 8.0pt;">Interest<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-left: 39.0pt;">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">I will be circulating around the room and students
can see me if they need additional assistance.<span style="mso-spacerun: yes;"> </span>I check the graphic organizers for completion and to make
sure they are correct before students glue them into their composition
books.<span style="mso-spacerun: yes;"> </span>I observe the students
while participating in the stand-up activity to assess comprehension.<span style="mso-spacerun: yes;"> </span>I assist the students and read
the question orally on a test/quiz to help them understand what the question
is asking.<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 238.5pt;" valign="top" width="239">
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;">9B. EXPLANATION OF
DIFFERENTIATION FOR <o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;">STUDENTS WITH SPECIAL
NEEDS</span></b><b><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-left: 38.0pt; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><b><span style="font-size: 8.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">1.)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b><span style="font-size: 8.0pt;">Content/Based on Readiness, Learning Profile or
Interest <o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">Orion
will be sitting in his group and filling out his graphic organizer while
following along with the PowerPoint.<span style="mso-spacerun: yes;">
</span>He will write the definition of the Sun’s different parts, draw a
picture of the Sun and label the parts.<span style="mso-spacerun: yes;">
</span>After the students are done, the class as a whole will be required to
say the word out loud and clap at the different syllables.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 38.0pt; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><b><span style="font-size: 8.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">2.)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b><span style="font-size: 8.0pt;">Process/Based on Readiness, Learning Profile or
Interest</span></b><b><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold;">Orion does not like working in groups, so he will
be able to work on his graphic organizer by himself.<span style="mso-spacerun: yes;"> </span>After the students complete the
vocabulary portion of the lesson they will be required to participate in an
activity that gets everybody out of their seats.<span style="mso-spacerun: yes;"> </span>Orion does not need to participate if he does not want to.<span style="mso-spacerun: yes;"> </span>He may just observe if he wants.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 38.0pt; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><b><span style="font-size: 8.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">3.)<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b><span style="font-size: 8.0pt;">Product/Based on Readiness, Learning Profile or
Interest</span></b><b><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-left: 20.0pt;">
<span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold;">Orion may
see me if he needs extra clarification or help with any part of the
lesson.<span style="mso-spacerun: yes;"> </span></span><span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">I will be circulating
around the room and students can see me if they need additional
assistance.<span style="mso-spacerun: yes;"> </span>I check the graphic
organizers for completion and to make sure they are correct before students
glue them into their composition books.<span style="mso-spacerun: yes;">
</span></span><b><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
</td>
</tr>
<tr style="mso-yfti-irow: 6;">
<td colspan="2" style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 243.9pt;" valign="top" width="244">
<div class="Hangingindent" style="margin-left: 0in; text-indent: 0in;">
<b><span style="font-family: Arial; font-size: 8.0pt; mso-bidi-font-family: Arial;">10.
INSTRUCTIONAL STRATEGIES <o:p></o:p></span></b></div>
<div class="Hangingindent" style="margin-left: 0in; text-indent: 0in;">
<span style="font-family: Arial; font-size: 7.0pt; mso-bidi-font-family: Arial;">(Describe
what the teacher does. Include differentiation strategies.)<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span>A.
Anticipatory Set/Into<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">On the day prior
to the lesson, the teacher had students research information regarding our Sun and
planets for a project.<span style="mso-spacerun: yes;"> </span>When
students arrive to class, the teacher will go over the schedule and
objectives for the day.<span style="mso-spacerun: yes;"> </span>The
students will then work on the warm-up question for the day, which is “Write
down as many things you know about our Sun as you can.” While the students
are answering the question, I will pass out an H, He, C, O, and Fe to each
group.<span style="mso-spacerun: yes;"> </span>The letters will be glued
to a Popsicle stick. Following the warm-up question, the teacher will show a
quick video clip about the different parts of the Sun and explain what
nuclear fusion is. (10 min)<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span>B.
Instruction/Through<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">The
teacher will pass out a graphic organizer to each student.<span style="mso-spacerun: yes;"> </span>After students receive the graphic
organizer, the teacher will go through each individual page with the students
and explain what is expected of them.<span style="mso-spacerun: yes;">
</span>The teacher will give a brief PowerPoint presentation on the different
parts of the Sun and nuclear fusion.<span style="mso-spacerun: yes;">
</span>The first few slides will consist of the Sun and it’s parts, and
students will follow along, labeling and defining the different parts of the
Sun on their diagram.<span style="mso-spacerun: yes;"> </span>The next
slide will be a big explosion, which will simulate the Big Bang.<span style="mso-spacerun: yes;"> </span>The following slides will explain how
nuclear fusion occurs and the life cycle of a star.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">(15
min) </span><b><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span>C.
Guided Practice/Through<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">The teacher will go through
the PowerPoint slides with students, saying and defining each word.<span style="mso-spacerun: yes;"> </span>The teacher will also show pictures
of each word, and identify where each word goes on the Sun diagram. Words
will be said out loud by the teacher.<span style="mso-spacerun: yes;">
</span>The words will be broken into syllables (clapping at each syllable) so
that students will know how to pronounce each word correctly (SDAIE strategy).
Following the slides, the students will hear a big explosion from the
speakers.<span style="mso-spacerun: yes;"> </span>The teacher will tell
the students that the Big Bang just happened and that all of the Hydrogens
need to stand up.<span style="mso-spacerun: yes;"> </span>After they stand
up, the teacher will tell them they need to pair up (fuse together).<span style="mso-spacerun: yes;"> </span>The next step the teacher will tell
them that the Hydrogens are running out of fuel, and that the Heliums need to
stand up and fuse together.<span style="mso-spacerun: yes;"> </span>The
class will continue doing this until they get to iron.<span style="mso-spacerun: yes;"> </span>After the class gets to iron, the
teacher will have the students with the iron placards accumulate to the
center of the class.<span style="mso-spacerun: yes;"> </span>Finally,
the teacher will tell the students that on the count of three the star will
explode and that they all have to scatter. (30 min)<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>D. Independent Practice/Through<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">The teacher will say and
define each new vocabulary word.<span style="mso-spacerun: yes;">
</span>The teacher will describe each word and explain what part of the Sun
it is and what occurs in that specific area of the Sun.<span style="mso-spacerun: yes;"> </span>(10 min)<b><span style="mso-spacerun: yes;"> </span><o:p></o:p></b></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span>E.
Closure<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">At the end of class, the
teacher will require the students to paste their graphic organizers into
their composition books.<span style="mso-spacerun: yes;"> </span>The
teacher will go over the main ideas and points from the lesson at the end of
class.<span style="mso-spacerun: yes;"> </span>The teacher will ask
students to identify the six parts of the Sun, and what nuclear fusion does.
(5 min)<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span><b>F. Beyond<o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">The
following week, the teacher will quiz the students on new vocabulary words
during a test review Jeopardy game in which students will be put into teams
to answer specific questions about the new terms. (1 hour)</span><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold;"><o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 238.5pt;" valign="top" width="239">
<div class="Hangingindent" style="margin-left: 0in; text-indent: 0in;">
<b><span style="font-family: Arial; font-size: 8.0pt; mso-bidi-font-family: Arial;">11.
STUDENT ACTIVITIES <o:p></o:p></span></b></div>
<div class="Hangingindent" style="margin-left: 0in; text-indent: 0in;">
<span style="font-family: Arial; font-size: 7.0pt; mso-bidi-font-family: Arial;">(Describe
what the students does. Include differentiation activities.)</span><span style="font-family: Arial; font-size: 8.0pt; mso-bidi-font-family: Arial;"><o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span>A.
Anticipatory Set/Into<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">The
students worked on a project the day before to answer questions regarding our
Sun and planets.<span style="mso-spacerun: yes;"> </span>The students
also answered a warm-up question, “Write down as many things you know about
our Sun as you can,” once they arrived to class.<span style="mso-spacerun: yes;"> </span>Following the warm-up question of the day, students will
watch a brief YouTube video clip about the Sun and nuclear fusion. (10 min)<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span>B.
Instruction/Through<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">The
students will receive a graphic organizer from the teacher.<span style="mso-spacerun: yes;"> </span>After the teacher gives the students
the graphic organizer they will go through the organizer as the teacher gives
them instructions on what they will do.<span style="mso-spacerun: yes;">
</span>The students will then watch a brief PowerPoint presentation about the
different parts of the Sun and nuclear fusion.<span style="mso-spacerun: yes;"> </span><b><span style="mso-spacerun: yes;"> </span><o:p></o:p></b></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span>C.
Guided Practice/Through<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will follow along
while the teacher is going through the PowerPoint slides, saying and defining
each word.<span style="mso-spacerun: yes;"> </span>Students will also view
pictures of each word and observe where each word goes on the Sun
diagram.<span style="mso-spacerun: yes;"> </span>Students will write the
definitions to each word on their graphic organizer.<span style="mso-spacerun: yes;"> </span>After students are finished writing
the definition to the new word, the teacher will instruct the students to say
each word as a class (clapping at each syllable of each word).<span style="mso-spacerun: yes;"> </span>After the students have said the word
(clapping at each syllable) two times, the students will be required to say
the word as they normally would (SDAIE strategy).<span style="mso-spacerun: yes;"> </span>Following the slides, the students will hear a big
explosion from the speakers.<span style="mso-spacerun: yes;"> </span>The
students will be told that the Big Bang just happened and that all of the
Hydrogens need to stand up.<span style="mso-spacerun: yes;">
</span>After they stand up, students will be told that they need to pair up
(fuse together).<span style="mso-spacerun: yes;"> </span>For the next
step, the teacher will tell the Hydrogens that they are running out of fuel,
and that the Helium need to stand up and fuse together.<span style="mso-spacerun: yes;"> </span>The process will continue until the
class gets to iron.<span style="mso-spacerun: yes;"> </span>After the
class gets to iron, the teacher will have the students with the iron placards
all accumulate in the center of the class.<span style="mso-spacerun: yes;"> </span>Finally, the students will be told that on the count of
three the star will explode and that they all have to scatter.<span style="mso-spacerun: yes;"> </span>(30 min)</span><b><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>D. Independent Practice/Through<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">Students will draw and label
the parts to the Sun diagram on their graphic organizers, using the model on
the PowerPoint slide as a guide.<span style="mso-spacerun: yes;">
</span>Students will continue to work on their graphic organizers until they are
completed. (10 min)<o:p></o:p></span></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>E. Closure<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">The students will be
required to paste the graphic organizers they completed into their
composition books.<span style="mso-spacerun: yes;"> </span>The students
will write a summary to the questions the teacher asks.<span style="mso-spacerun: yes;"> </span>(Parts of the Sun, What nuclear
fusion does, etc.) (5 min)</span><b><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><span style="font-size: 8.0pt;"><span style="mso-spacerun: yes;"> </span>F.
Beyond </span></b><b><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt; mso-bidi-font-weight: bold;">The
following week, students will participate in a quiz on new vocabulary words
during a test review Jeopardy game in which they will be put into teams to
answer specific questions about the new terms. (1 hour)</span><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold;"><o:p></o:p></span></div>
</td>
</tr>
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<div class="MsoNormal">
<b><span style="font-size: 8.0pt;">12. RESOURCES<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-size: 8.0pt;">PowerPoint, graphic
organizer, video<span style="mso-spacerun: yes;">
</span></span><b><span style="font-size: 8.0pt; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></b></div>
</td>
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<div class="MsoNormal">
Reflection:<span style="mso-spacerun: yes;"> </span>I
think the lesson was designed pretty well.<span style="mso-spacerun: yes;"> </span>All of my students were able to understand the lesson and
complete the graphic organizer. Maria was able to work with a bilingual peer
and do well.<span style="mso-spacerun: yes;"> </span>The lesson was
designed for each learning style.<span style="mso-spacerun: yes;">
</span>At the beginning of class, I asked a warm-up question and showed a quick
YouTube clip to gain the students’ interest.<span style="mso-spacerun: yes;"> </span>I placed the Sun diagram with the different parts labeled
and defined on PowerPoint so that all students could see the words while we
said them out loud as a class.<span style="mso-spacerun: yes;">
</span>After we completed the vocabulary part of the lesson, the students had a
lot of fun with a nuclear fusion activity. Following the activity, students
worked together in think, pair, share, as well as finishing their graphic
organizer.<span style="mso-spacerun: yes;"> </span>Right before the end of
class, I was able say the definition of one of the new vocabulary words and
call on volunteers.<span style="mso-spacerun: yes;"> </span>The students
will also required to write a quick summary on what they learned for the day
and what objectives they covered.<span style="mso-spacerun: yes;">
</span>Clapping at the syllables was a great SDAIE strategy.<span style="mso-spacerun: yes;"> </span>Not only could all of the students see
the word and definition, but I also said the word and definition out loud,
showed them a picture of the word and had them draw one of their own, and
finally clapping at the syllables in order to pronounce the word correctly.
Overall, I was very pleased with the class working together in groups and being
able to do well on this assignment. </div>
<!--EndFragment--></center>Anonymoushttp://www.blogger.com/profile/05267511300682473305noreply@blogger.com0tag:blogger.com,1999:blog-133603871141219361.post-67656939384491099632012-09-23T11:16:00.000-07:002012-10-04T17:35:56.934-07:00SDAIE strategy<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIaI73ehCqwpzLhA9cjFwf7iCZ6WEhlAU6d_v8TDgCiBXoNzdqVOEnW5pQTCbZllK0wLqjTOPszchyPjmudEyvIeSmKVRM8SUE2t1SR8jND_-1VLAWYHLTWqe2M_3Y84rhB1u2bnytAD4/s1600/global+kids.jpg" imageanchor="1" style="clear:left; float:left;margin-right:1em; margin-bottom:1em"><img border="0" height="200" width="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIaI73ehCqwpzLhA9cjFwf7iCZ6WEhlAU6d_v8TDgCiBXoNzdqVOEnW5pQTCbZllK0wLqjTOPszchyPjmudEyvIeSmKVRM8SUE2t1SR8jND_-1VLAWYHLTWqe2M_3Y84rhB1u2bnytAD4/s400/global+kids.jpg" /></a></div>
In my classroom, we are constantly using SDAIE strategies. It is critical that we use as many SDAIE strategies as we can on a regular basis because in one class alone we have 18 students that are English Language Learners. Almost on a daily basis we implement textual, oral, kinesthetic, and auditory learning. Fortunately, when teaching science classes, it is easier than in other classrooms to add many different learning strategies to a lesson. One of the lessons that I think works really well in the classroom is the vocabulary lessons my cooperating teacher uses. When we work on vocabulary, we first put the word and definition on PowerPoint so the students can copy it from the board. The word is broken down into syllables so that students can visually see how to pronounce it properly. After the students write the word and definition, the next step for the students is to draw a picture of the word to have an image instilled in their minds. Finally, the last step is for the entire classroom to say the word out loud broken down into syllables. At each syllable, as a class, we clap and sound out the word together. After clapping at each syllable, the students will say the word at normal speed. Example: Photosynthesis- Pho (clap)-to (clap)-syn (clap)-the (clap)-sis (clap). The SDAIE strategy we use has made such a positive impact in all of our students’ scores that we will continue to use this method and find other ways to make it better or more efficient.
Anonymoushttp://www.blogger.com/profile/05267511300682473305noreply@blogger.com0tag:blogger.com,1999:blog-133603871141219361.post-74799597231395515062012-09-05T18:50:00.000-07:002012-10-04T17:59:47.149-07:00Science LiteracySurveys give teachers some helpful information as to what level students are entering a particular subject at. The survey my CT and I used was designed strictly to find out each student's background in science and math. The information from the survey allows us to gain an understanding as to what the level of science experience most students are coming into the semester with. We can also see if students are interested in the subject as a whole, and what particular area in Science interests them the most. Students also provided us with what math level they are currently at so we can get an understanding in where we may need to spend some additional time. Also, if students are particularly fond of Science or have not taken too many science classes in the past, the material may be brand new to them and we may need to provide extra help to those students. The survey is critical for a teacher to learn just who the students are in their class.
The results have given my CT and I a background into the level most students are entering our classroom in. Approximately, 90% of the students who took the survey took a science class last year, and the majority had taken Biology. The CT and I expected this since most students come into Earth Science as sophomores. Most of the students in our classes stated they were either in Algebra I or Geometry, with Geometry having a slightly higher percentage. Approximately, 60% of the students said their favorite class was Biology, which was also the highest percentage for students’ favorite type of science. The highest percentage of which Earth Science students enjoy the most was Oceanography, with Astronomy coming in a close second. Approximately, 65% of the students said they were going to take a science class next year and around 25% were still undecided. Most students wrote that they enjoyed doing labs the most in science classes. Some of the students also said they like to learn about animals and our planet. This would make sense because thus far, most of these students have only taken life science courses. Most students wrote that they’re least favorite part about science classes are learning all of the vocabulary words. I have noticed in our class that most students seem to get a little restless during vocabulary and that is why we get the class out of their seats while we go over new vocabulary words. We also have the students make drawings of the new vocabulary words and it seems that most students enjoy the drawings. The majority of students said they would finish the class with a B so my CT and I went over the syllabus again with the students and showed them that it only takes a little effort on their part to get a good grade. Just by doing all of the participation and homework, students will get at least a C. After we discussed it as a class, I told the class that I know each and every one of them can get an A as long as they put the effort in.
<br />
<center>
<iframe frameborder="0" height="900" marginheight="0" marginwidth="0" src="https://docs.google.com/spreadsheet/embeddedform?formkey=dHJzNmR3TmtEZlI0MExic2VVM2RSd0E6MQ" width="875">Loading...</iframe></center>
Anonymoushttp://www.blogger.com/profile/05267511300682473305noreply@blogger.com4tag:blogger.com,1999:blog-133603871141219361.post-2871455919732192452012-09-05T09:26:00.001-07:002012-09-05T18:47:17.065-07:00InjusticePicture of an injustice at my school:<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0Y1X0JbEUFyGOhrgjh9q7UO0YiQ3bYzhBKMXCdmWHXkIVA0P0fPp-uGMy608HpJ0cjmNKr5ddvlTZPUYbH1yYGZLdP_cnKSDwQI0MLhX6G_ygORZz-qTmlq3RyQwCNz8ADivXXisrWSM/s1600/Skateboard+lockers.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0Y1X0JbEUFyGOhrgjh9q7UO0YiQ3bYzhBKMXCdmWHXkIVA0P0fPp-uGMy608HpJ0cjmNKr5ddvlTZPUYbH1yYGZLdP_cnKSDwQI0MLhX6G_ygORZz-qTmlq3RyQwCNz8ADivXXisrWSM/s640/Skateboard+lockers.jpg" width="356" /></a></div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<div class="separator" style="clear: both; text-align: left;">
The students at my school have a locker for their skateboards, but unfortunately there aren't any lockers for their school books. In all fairness to the school, our school is currently under construction. The school decided against placing school book lockers during the construction period to save money.</div>
Anonymoushttp://www.blogger.com/profile/05267511300682473305noreply@blogger.com1tag:blogger.com,1999:blog-133603871141219361.post-27370007484313405972012-08-25T15:13:00.001-07:002012-08-27T10:45:16.417-07:00"My Name"<!--[if gte mso 9]><xml>
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<span style="mso-tab-count: 1;"> My name is Noah Tiffany Barringer and t</span>he
story about my last name is a rather unique one.<span style="mso-spacerun: yes;"> </span>When my father was just two weeks old, his father was shot
down and killed in the Korean War.<span style="mso-spacerun: yes;">
</span>At the young age of 26, <span style="mso-bidi-font-family: Arial; mso-bidi-font-size: 14.0pt; mso-bidi-font-weight: bold;">Lieutenant Albert Rowe
Tiffany was the pilot of a F4U-5N Corsair night fighter with Composite Squadron
3 aboard the carrier USS PRINCETON (CV-37). On April 22, 1951, while on a
combat mission 17 miles south of Wonsan, North Korea, his aircraft received a
direct hit by anti-aircraft fire, crashed and burst into flames.<span style="mso-spacerun: yes;"> </span>To this very day, his remains have
never been found.<span style="mso-spacerun: yes;"> </span>My father was
born on April 2, 1951, and was named Craig Allan Tiffany.<span style="mso-spacerun: yes;"> </span>After a few years of trying to raise
two young children alone, my grandmother remarried a Naval Commander by the
name of Malcolm Barringer.<span style="mso-spacerun: yes;"> </span>Malcolm
took a real liking to my father and aunt, and while they were still very young
their middle names were changed to Tiffany while their last names were changed
to Barringer.<span style="mso-spacerun: yes;"> </span>Since Malcolm was
the only father my dad knew, at the age of eighteen my father chose against
changing his name back to Tiffany.<span style="mso-spacerun: yes;">
</span>Instead, my father kept Tiffany as his middle name to keep in the
family.<span style="mso-spacerun: yes;"> </span>When I was born, my mother
and father decided to give me the middle name of Tiffany so that our “true”
family name can continue for generations to come.<span style="mso-spacerun: yes;"> </span>I have decided that when I am fortunate enough to have
children, I am also going to give my children the middle name of Tiffany.<span style="mso-spacerun: yes;"> </span>Albert Rowe Tiffany was a true American
hero that paid the ultimate sacrifice for our country, and I think by keeping
his name in the family is the least I can do.<span style="mso-spacerun: yes;"> </span></span></div>
<!--EndFragment-->Anonymoushttp://www.blogger.com/profile/05267511300682473305noreply@blogger.com0