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Joyce Black

Welcome to my online classroom

 

SCIENCE

Monday:

House Keeping is a handout, that will take care of beginning year questions. Will do first day keynote.  Students will start on getting acquainted activity – Getting to Know You Scoot, if time permits will start on expectations for year. 

 

TUESDAY:

Keep going over expectations, finish scoot, go over safety contract or Lab Safety or Read and Apply.

 

WEDNESDAY:

Go over Makerspace Keynot, finsh expecations, finish Safety Contract or Read and Apply.

 

THURSDAY:

Go over Engineering Design Process Keynote, desgin a device that will clean up pudding that has flooded the classroom.

 

FRIDAY:

Go over org. of Makerspace and safety issures creed, do a quick Lego challenge.

 

WORLD HISTORY

MONDAY:

First Day Rotation

 

TUESDAY:

Classroom Rules and Procedure

Student activity “All About Me Gazzett”.

 

WEDNESDAY:

Students will set up World History notebooks. Students will begin bell work, week 1, which we will work together today.

 

THURSDAY:

Students will do activity – “What History Means to Me” (Writing)

 

FRIDAY:

Students will take a Multiple Intellegence Survey, which will help  me in planning future lesson plans and activities.

 

 

Joyce Black

 

Lesson Plan – Week:  August 22-26, 2016

SOCIAL STUDIES:

Standards: .RH.6-8.1-.RH.6-8.9

ELP Construct grade appropriate oral and written claims and support them with reasoning and evidence(4)

Create clear and choherent grade appropriate speech and text(9)

Make accurate use of standard English to communicate ingrade appropriate speech and writing(10)

 

Bell WorK:  Geography:  Parallels & Meridians

MONDAY

Students will begin the unit, “Reading Like a Historian” taken from the Stanford History Education Group websit. Students will do,  Lunchroom Fight Activity, and add an activity response page to their composition books, discuss plausibility, and the possibility that a stor may change over time.

TUESDAY

Snapshot Autobiography Project

Homework:  Students will interview another person to obtain a different perspective about one of these events.  They will be given a worksheet to fill out and corroborate their stories.

WEDNESDAY

Students will share one significant event with the class.  We will discuss:  Why were some events more important or memorable?  What types of evidence would be helpful to corroborate your story? What happened when you sked someone about the event?  Did they remember things differently?  Make sure to asknowledge that this is what history is like.  History is what happened in the past.  Different accouns may conflict or agree.

THURSDAY

We will reflect on the fact that people often have different accounts of events.  One question that historians face is what makes one account more trustworthy than another.  Students will be divided into groups and complete a worksheet.  Students will be given a hstorical question, two sources, and then prompted to decide, “Which source do you trust more? Why” Students will be given an additional scenario to add to their composition folder and complete.

FRIDAY

Students will be divided into pairs and given a scenario to read that involves a problem  They will be provided pieces of evidence to corroborate the problem and choose the evidenc hat supports a stronger case.  The students will explain their answers inwriting and provide a statement that reflecs the evidence chosen.  Students will share their answers with he class.

 

 

SCIENCE:

6ETS1-1 – 6ETS1-4     

ELP 6.8.1

 

Monday

Grade will be taken from notes taken on Friday, go over Engineering Design Process Keynote while taking notes.

 

Tuesday

Will start designing in a small group, a device that will clean up pudding that has flooded the classroom

 

Wednesday

Will finish their device or prototype that will clean the pudding off the floor, redesign it, start creating a mini-poster using a file folder on their device.

 

Thursday

Finish their mini-poster and present prototype and mini-poster if time, students will work as a group to silently build the tallest tower they can in 5 minutes, using only spaghetti, gumdrops or marsh mellows.

Friday

Maker Space   -  Yarn Painting

 

 

Joyce Black

Lesson Plan – Week:   August 29-September 2, 2016

 

SOCIAL STUDIES

Standards CCSS.ELA-LITERACY   RH.6-8.1-RH.6-8.9

ELP – Construct grade appropriate oral and written claims and support them with reasoning and evidence(4)

Create clear and coherent grade appropriate speech and

text(9)

Make accurate use of standard English to communicate in grade appropriate speech and writing (10)

Bell work:  The Four Hemispheres

Monday

Hand out Historical Thinking Chart.  Read and discuss with student the sections of the Historical Thinking Chart.  Students will create a diagram book of the sections and place in composition book.

 

 

Tuesday

Students will have a matching quiz over Historical Thinking Chart.

Start Assyrian Siege of Jerusalem taken from Reading Like a Historian.   Students will do vocabulary for unit in their composition book (cuneiform, relentless, earthwork, talents, exacted}.

Present  Project Power Point Slide 1:  Wall Carving from Assyrian Palace and hand out copies of Palace Wall Carving.

Students will address questions and share response (Handout to be placed in notebook).  Finish power point.

Wednesday

Continue from Monday.  Pass out Document A:  The Sennacherib Prism (Modified} and the Guiding Questions.  These questions cover Sourcing, Close Reading, and Corroboration.   In groups of two to three, have students read the document and answer the Guiding Questions. 

Thursday

 Pass out Document B:  The Book of Kings (Modified).  In groups of two to three, have students read the document and answer the Guiding Questions.  Questions cover Sourcing, Close Reading and Corroboration.  Share out and discuss responses.

Friday

Final Questions:  Individually, have students respond in writing to the final questions.  Note that responses should be in complete sentences and include information from or about the documents.

Evaluating Sources Quiz

 

SCIENCE

 6-ETS1-1, 6-ETS1-2, 6-ETS1-3, 6-ETS1-4, ELL6-8.5

 

Monday

 

Students will create an advertisement for their device using a checklist that will be provided, which will be placed in their pocket folder.

 Go over Engineering Process Notes, students write notes in composition book.

A grade will be taken on Thursday over notes.

Homework:  Study Engineering Process Notes, Grade taken on Thursday

Tuesday

Students will finish taking notes from yesterday.  They will then redesign their device using constraints:  a mother cat and her kittens came in during the night

 and are stuck in the pudding.  It is student’s responsibility to rescue them.  You have a time limit of 7 minutes for brainstorming and 30 minutes to rebuild.

Homework: Study Engineering Process Notes, Grade taken on Thursday

Wednesday

Work on finishing failures and success of STEM sheet.  Go over Engineering notes- types of engineers, placed in folders.  Finish advertisement. (Graded)

Homework:  Study Engineering Process Notes, Grade taken on Thursday

Thursday

Five minutes to review Engineering Process Notes.  Worksheet over Engineering Process, graded.

Friday

Maker Space 

 

Joyce Black

Lesson Plan – Week:  No School Monday (Labor Day) Sept. 6-9, 2016

SOCIAL STUDIES

Objectives and Common Core Standards:

Common Core Standards:

CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-LITERACY.RH.6-8.2 – RH.6-8.9

ELP Standard(s):

Construct grade appropriate oral and written claims and support them wit reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech and writing (10)

Bell Work:  A Map Grid and Index

MONDAY

No School – Labor Day

TUESDAY

Finish up on Final Questions from last Friday.  Students will do – Evaluating Sources Quiz/Test.

Wednesday

Start Ancient Mesopotamia – Writing.  Students will learn about ancient writing (Cuneiform), reading discussing and taking notes.  Go to see how to write like a Babylonia by using the website :  http://.penn.museum/cgi/cuneiform.cgi

Thursday

Take a 10 question quiz over notes from Sumerian writing.  

About this quiz:  All the questions on this quiz are based on information that can be found on the Sumerian Writing and Cuneiform page at http://www.ducksters.com/history/mesopotamia/sumerian_writing.php.

This quiz is copyright property of Ducksters and TSI.  All rights reserved.  Please visit www.ducksters.com.

Friday

Students will translate a page of ancient language (Cuneiform) to discover some famous people and places in ancient Mesopotamia. Then write their own message in cuneiform to be translated by a peer.

*All work not finished during class becomes homework.

SCIENCE

Frameworks: Engineering Strand including: 6-ETS1-1, 6-ETS1-2, 6-ETS1-3, 6-ETS1-4, ELL6-8.5

Monday (No School – Labor Day)

Tuesday

 Finish Engineering Keynote, highlight notes, Do mini-assessment and Engineering Design sheet

Wednesday

 Finish 2 pages

Thursday

 The Tower Challenge using Engineering Design Process, if time permits Redesign Process – The Tower Challenge

Friday

 Makerspace

*All work not completed during class becomes homework

Joyce Black

Lesson Plan – Week:  No School Monday (Labor Day) Sept. 6-9, 2016

SOCIAL STUDIES

Objectives and Common Core Standards:

Common Core Standards:

CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-LITERACY.RH.6-8.2 – RH.6-8.9

ELP Standard(s):

Construct grade appropriate oral and written claims and support them wit reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech and writing (10)

Bell Work:  A Map Grid and Index

MONDAY

No School – Labor Day

TUESDAY

Finish up on Final Questions from last Friday.  Students will do – Evaluating Sources Quiz/Test.

Wednesday

Start Ancient Mesopotamia – Writing.  Students will learn about ancient writing (Cuneiform), reading discussing and taking notes.  Go to see how to write like a Babylonia by using the website :  http://.penn.museum/cgi/cuneiform.cgi

Thursday

Take a 10 question quiz over notes from Sumerian writing.  

About this quiz:  All the questions on this quiz are based on information that can be found on the Sumerian Writing and Cuneiform page at http://www.ducksters.com/history/mesopotamia/sumerian_writing.php.

This quiz is copyright property of Ducksters and TSI.  All rights reserved.  Please visit www.ducksters.com.

Friday

Students will translate a page of ancient language (Cuneiform) to discover some famous people and places in ancient Mesopotamia. Then write their own message in cuneiform to be translated by a peer.

*All work not finished during class becomes homework.

SCIENCE

Frameworks: Engineering Strand including: 6-ETS1-1, 6-ETS1-2, 6-ETS1-3, 6-ETS1-4, ELL6-8.5

Monday (No School – Labor Day)

Tuesday

 Finish Engineering Keynote, highlight notes, Do mini-assessment and Engineering Design sheet

Wednesday

 Finish 2 pages

Thursday

 The Tower Challenge using Engineering Design Process, if time permits Redesign Process – The Tower Challenge

Friday

 Makerspace

*All work not completed during class becomes homework

Joyce Black

Lesson Plan – Week: September 12-16, 2016

*****Sign Students up for Google Classroom and Moby Max

SOCIAL STUDIES

Bell Work:  Map Coordinates

Reading Like an Historian – Egyptian Pyramids

Objectives and Common Core Standards:

Common Core Standards:

CCSS.ELA – Literacy .RH.6-8.2- RH.6-8.9

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech and writing(10)

Monday

Display PowerPoint Slide 1.  PowerPoint slides will establish or review background information on the Egyptian pyramids. Students will free-write in response to he prompt, “What do you know about the Egyptian pyramids?” Share out responses.

Tuesday

Pass out Documents A and B along with the Organizing and Evaluating the Evidence Graphic Organizer, go over and explain Pass out Document C.  In pairs, have students read the document and fill out the Graphic Organizer.  Share out.

Wednesday

Pass out Document D and put in pairs, have students read the documents and fill out the Graphic Organizer.  Share Out.  Pass out Document E and do the same.

Thursday

Final Claim: Do you think slaves build the Great Pyramid at Giza? Why or why not?  Make sure to use evidence from at least two of the documents in this lesson to support your claim.  Do research and write a short paper on the pyramids.

Friday

Constitution Day Activities

**All work not finished during class becomes homework.

SCIENCE

Frameworks:    All of the Engineering Strand Frameworks

Create the pocket for steps of the Engineering Deign Process and glue in spiral notebook. Take notes for test.

Tuesday

Engineering Steps and sorting process cards.   Play a matching game to remember them by. ( Helping student prepare for test.)

Wednesday

Research a type of engineer using their new MacBooks.  If they do not finish research it becomes homework.  Last 15 min.  play class game in preparation for test.

Thursday

10 minutes for students to look over notes for test.   Take test – open book, and use their notes.

Friday

Makerspace- explore Makey Makey

** All work not finished during class, becomes homework.

Joyce Black

Lesson Plan week of Sept. 26-30, 2016

SOCIAL  STUDIES

Bell Work:  Geography – A Robinson Projection Map

Objectives and Common Core Standards:

Common Core Standards:

CCSS.ELA – Literacy.RH.6-8.1 – RH.6-8.9

ELP Standard(s)

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech and writing (10)

Monday

Take notes over Ancient Egyptian Pyramids, a handout from “Reading Like an Historian”. Test on Wednesday.

Tuesday

Students will take test over Ancient Egyptian Pyramids.  Students will make a Social Studies Notebook Entry titled “What is Geography?”  This entry defines geography, human geography,, and physical  geography.  The entry also breaks geography,   down into four parts:  state, region, country, and continent.  The students will also view a power point titled “Thinking Geographically.”   This power point covers the 5 themes of geography.

Wednesday

The students will make a Social Studies Notebook entry titled, “Social Studies Words”.  The students will define the following words from page H5 in their textbook:  AD, BC, BCE, CE, century, civilization, climate, culture, custom, economy, era, geography, physical features, politics, region, resources, society, and trade.  This entry will go in the Social Studies section of their Social Studies Notebook.

Thursday

Students will become familiar with terms used in Social Studies and world history and paste a list of specialized history words in their composition folders.  We will discuss each one.  Students will discuss what event in recent years will students likely read about in history books.  As a class, we will read page 4 and 5 in the text book.  Students will answer questions 1-4 on page 5 about using special vocabulary.  Students may use the book and entry in their composition book to answer the questions.

Friday

Students will read, “Studying History” pages 6-11 in the textbook.  Then, we will work guided reading pages 6-11 in the textbook.  Then we will work guided pages, U

“Uncovering the Past”, pages 1-3.   Finally, the students will answer questions 1.1-3.c. on page 11.

Technology:  Apple TV, iPad and TV

*All work not finished during class becomes homework.

Science

Frameworks:  6-LSI-1

Finish from last week.

Monday

Students will take Quiz over, “ Characteristics of Life “

Send Family Link letter (Activity),  “ Is Fire Alive”, home.

Google Classroom – Assignment:

Go over unicellular vs. multicellular.  Students will copy and past Google images into a Google Drawing T-Chart.

*Homework:  Family Link letter (Activity) - Is Fire Alive?

Tuesday

Discuss homework, Family Link letter (Activity) – Is Fire Alive? Students will watch video on Khan Academy – Prokaryotic vs. Eukaryotic, while highlighting important  information on their handouts (Prokaryotic vs. Eukaryotic) that go along with the video.  Video website will be on Google Classroom.

Wednesday

Go over Unicellular and multicellular, Do “Cells The Inside Story, Prokaryotic and Eukaryotic Doodles

Thursday

Finish up from yesterday.

Friday

Brainstorm ideas for Makerspace, list of websites, start a Google Doc of ideas

Technology: iPad, Apple TV, MacBook

*All work not finished during class becomes homework.

Joyce Black

Lesson Plan Week of October 3-7, 2016

SOCIAL STUDIES

Bell Work : Unscramble Words (Write on paper and turn in)  in Google Classroom

Monday:  oghegypra,  mnoeoyc,  isyotce

Tuesday:  eusrcesro,  teicaml,  ngroie

Wednesday: Research National Symbols

Thursday: Research National Symbols

Friday:  Research National Symbols

Objectives and Common Core Standards:

CCSS.ELA-Literacy.RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4,RH.6-8.5, RH.6-8.6, RH.6-8.7

Monday

Student Learning Activities:  1.  The students will finish answering questions 1.1-3.b in page 11 in the textbook.  We will check their answers.  2.  The students will make a Social Studies Notebook entry titled, “Primary and Secondary Sources”.  This entry will go in the social studies section of their notebook.

Tuesday

Student Learning Activities:  G.8.6.2  1. “Studying Geography” pages 12-17 in the textbook.  2. He students will make a Social Studies Notebook entry titled, “The Five Themes of Geography”.  The five themes are: location, place, region, movement, and human environment interaction.

Wednesday

Student Learning Activities:  The students will start their research on the following National Symbols:  The American Flag, The Bald Eagle, The Statue of Liberty, The Great Seal, and The Liberty Bell.  The students will answer a set of questions as they conduct heir research for each symbol.

Thursday

Student Learning Activities:  The students will finish their research on the following National Symbols:  The American Flag, The Bald Eagle, The Statue o Liberty, The Great Seal, and The Liberty Bell.  The students will turn in their questions for a grade when they are done.

Friday

Student Learning Activities:  The students will take their geography quiz.  They will have to know the 7 continents, 5 oceans, Cardinal and Intermediate directions, and the 5 elements if a map.

Technology:  Apple TV, TV, and iPad, Student MacBooks

Homework:  None for the week

*All work not finished during class, becomes homework.

SCIENCE

Frameworks:  Life Science Cells & Systems 6-LS1-6-LS1-8

Monday

Students will work on Prokaryotes and Eukaryotes.  Handout of notes, and activity for their Science Notebook on Prokaryotes and Eukaryotes will be given. Students will compare and contrast prokaryotes and eubaryotes.

Tuesday

Students will be sent a link (http://www.sheppardsoftware.com/health/anatomy/cell/index.htm)

 on Google Classroom, which takes them to an interactive game that allows them to match the parts of a Prokaryotes and Eukaryotes cell.  Handout will be given where students will then apply what they learned from the game by writing in the parts of a cell.

Wednesday

Students will be given 4 Major types of Cells Activity.  MacBooks will be used in this activity.  They will glue inside their Science Notebook. Hand out with notes will be given, titled, “What are cell parts and their functions?” Students will write the parts of a cell and it’s definition as the handout is read.

Thursday

Students will finish handout from Wednesday and taking notes.( Parts of a cell and it’s definition. Students will then fill out a Cell Chart, using their notes. Students will color code a cell.

Friday

Students will have a quiz over Cell Parts, (Matching)

Students will brainstorm and use questionnaire in Google Drive for planning their own MakerSpace projects.

Technology: iPad, MacBooks, Apple TV, and TV

*Classwork not finished during class, becomes homework.

Joyce Black

Lesson Plan Week of October17-21, 2016

SOCIAL STUDIES

Bell Work:  Correct the following sentences

Monday

  1. mary played with her puppy
  2. mr. smith drove his car to the shop
  3. what was the name of that movie
  4. wow that car was driving fast
  5. the storm will be here tomorrow

Tuesday

Determine whether each sentences is True or False.  If the sentence is False, make it True!!  You may use pages 28-34 in the textbook to answer the questions.

  1. Historians call the time before there was writing ancient history.
  2. During the Paleolithic Era people used stone tools.

Wednesday

Determine whether each sentences is True of False.  If the sentence is False, make it True!!  You may use pages 28-34 in the textbook to answer he questions.

 

    Early ancestors of humans are called Homo Sapiens.

  1. Hunter-gathers are people who hunt animals and gather wild plants, seeds, fruits, and nuts to survive.

Thursday

  Unscramble words: cie egas;  ritagem; mostechili rea; mald grider Clue: freezing times that ended about 10,000 years ago p.36-39

Monday

Student Learning Activities:  We will read and discuss “Studying Geography” on pages 12 & 17 in the textbook.  Then, we will read and discuss “Map your country “ pages 25-26 for a grade.

Tuesday

Student Learning Activities: We will read and discuss “Chronological Order” pages 26 &27 in the textbook.  Then, the students will make a Social Studies.  Notebook Entry titled “Timelines” in the Odds and Ends section of their Social Studies Notebook.

Wednesday

 Student Learning Activities:  We will begin Chapter 2:  The Stone Ages and Early Cultures.  We will read and discuss “The First People:  pages 28-34 in the textbook.  After our discussion the students will answer questions 1.a., 2.a., 3.a., and 4.a., on page 34.  We will check these questions together when they are finished.

Thursday

Student Learning Activities:  The students will make a Social Studies Notebook Entry titled” Early Humans”.  This entry will go in the social studies section of their notebook.  There will be an Ice Age and a Stone Age section to this entry.  We will define the following terms:  Ice Age,  land bridge, Neolithic Age, domesticate, systematic agriculture, specialization, Stone Age, Paleolithic, nomads, hunters-gathers, cave art, and technology.

Technology:  Apple TV, iPad, TV, and Student MacBooks

*All work not finished during class becomes homework!

Objectives and Common Core Standards:

Strand:  History Content Standard 13:  World History Beginnings of Civilization Through 1500 C.E  - Students will analyze key historical periods: patterns of change over time; and ways people view, construct, and interpret the history of nations and cultures of the world.

CCSS.ELA-Literacy.RH.6-8.1 –RH.6-8.9

ELP Standard(s)

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech and writing (10)

SCIENCE

Frameworks:  6-LS1-1,2

Monday

Students will review and play game concerning unicellular and multicellular organism in preparations for test.

Tuesday

Students will review and play game concerning identifying the parts of an animal and plant cell.  Will use their MacBooks.  The website students will use will be posted in Google Classroom.

Wednesday

Students will take the test over Cells.

Thursday

Students will go over notes given at the beginning of the units on Cells and the Human Body. It will show how we are moving through learning about cells and then progressing to tissues.

Friday

No School.  PD day for teachers

Technology: Apple TV, TV, MacBooks, iPad

*All work not finished during class, becomes homework.

Joyce Black

Lesson Plan Week of October17-21, 2016

SOCIAL STUDIES

Bell Work:  Correct the following sentences

Monday

  1. mary played with her puppy
  2. mr. smith drove his car to the shop
  3. what was the name of that movie
  4. wow that car was driving fast
  5. the storm will be here tomorrow

Tuesday

Determine whether each sentences is True or False.  If the sentence is False, make it True!!  You may use pages 28-34 in the textbook to answer the questions.

  1. Historians call the time before there was writing ancient history.
  2. During the Paleolithic Era people used stone tools.

Wednesday

Determine whether each sentences is True of False.  If the sentence is False, make it True!!  You may use pages 28-34 in the textbook to answer he questions.

  1. Early ancestors of humans are called Homo Sapiens.
  2. Hunter-gathers are people who hunt animals and gather wild plants, seeds, fruits, and nuts to survive.

Thursday

  Unscramble words: cie egas;  ritagem; mostechili rea; mald grider Clue: freezing times that ended about 10,000 years ago p.36-3

Monday

Student Learning Activities:  We will read and discuss “Studying Geography” on pages 12 & 17 in the textbook.  Then, we will read and discuss “Map your country “ pages 25-26 for a grade.

Tuesday

Student Learning Activities: We will read and discuss “Chronological Order” pages 26 &27 in the textbook.  Then, the students will make a Social Studies.  Notebook Entry titled “Timelines” in the Odds and Ends section of their Social Studies Notebook.

Wednesday

 Student Learning Activities:  We will begin Chapter 2:  The Stone Ages and Early Cultures.  We will read and discuss “The First People:  pages 28-34 in the textbook.  After our discussion the students will answer questions 1.a., 2.a., 3.a., and 4.a., on page 34.  We will check these questions together when they are finished.

Thursday

Student Learning Activities:  The students will make a Social Studies Notebook Entry titled” Early Humans”.  This entry will go in the social studies section of their notebook.  There will be an Ice Age and a Stone Age section to this entry.  We will define the following terms:  Ice Age,  land bridge, Neolithic Age, domesticate, systematic agriculture, specialization, Stone Age, Paleolithic, nomads, hunters-gathers, cave art, and technology.

Technology:  Apple TV, iPad, TV, and Student MacBooks

*All work not finished during class becomes homework!

Objectives and Common Core Standards:

Strand:  History Content Standard 13:  World History Beginnings of Civilization Through 1500 C.E  - Students will analyze key historical periods: patterns of change over time; and ways people view, construct, and interpret the history of nations and cultures of the world.

CCSS.ELA-Literacy.RH.6-8.1 –RH.6-8.9

ELP Standard(s)

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech and writing (10)

SCIENCE

Frameworks:  6-LS1-1,2

Monday

Students will review and play game concerning unicellular and multicellular organism in preparations for test.

Tuesday

Students will review and play game concerning identifying the parts of an animal and plant cell.  Will use their MacBooks.  The website students will use will be posted in Google Classroom.

Wednesday

Students will take the test over Cells.

Thursday

Students will go over notes given at the beginning of the units on Cells and the Human Body. It will show how we are moving through learning about cells and then progressing to tissues.

Friday

No School.  PD day for teachers

Technology: Apple TV, TV, MacBooks, iPad

*All work not finished during class, becomes homework.

Joyce Black

Lesson Plan week of Sept. 26-30, 2016

SOCIAL  STUDIES

Bell Work:  Geography – A Robinson Projection Map

Objectives and Common Core Standards:

Common Core Standards:

CCSS.ELA – Literacy.RH.6-8.1 – RH.6-8.9

ELP Standard(s)

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech and writing (10)

Monday

Take notes over Ancient Egyptian Pyramids, a handout from “Reading Like an Historian”. Test on Wednesday.

Tuesday

Students will take test over Ancient Egyptian Pyramids.  Students will make a Social Studies Notebook Entry titled “What is Geography?”  This entry defines geography, human geography,, and physical  geography.  The entry also breaks geography,   down into four parts:  state, region, country, and continent.  The students will also view a power point titled “Thinking Geographically.”   This power point covers the 5 themes of geography.

Wednesday

The students will make a Social Studies Notebook entry titled, “Social Studies Words”.  The students will define the following words from page H5 in their textbook:  AD, BC, BCE, CE, century, civilization, climate, culture, custom, economy, era, geography, physical features, politics, region, resources, society, and trade.  This entry will go in the Social Studies section of their Social Studies Notebook.

Thursday

Students will become familiar with terms used in Social Studies and world history and paste a list of specialized history words in their composition folders.  We will discuss each one.  Students will discuss what event in recent years will students likely read about in history books.  As a class, we will read page 4 and 5 in the text book.  Students will answer questions 1-4 on page 5 about using special vocabulary.  Students may use the book and entry in their composition book to answer the questions.

Friday

Students will read, “Studying History” pages 6-11 in the textbook.  Then, we will work guided reading pages 6-11 in the textbook.  Then we will work guided pages, U

“Uncovering the Past”, pages 1-3.   Finally, the students will answer questions 1.1-3.c. on page 11.

Technology:  Apple TV, iPad and TV

*All work not finished during class becomes homework.

Science

Frameworks:  6-LSI-1

Finish from last week.

Monday

Students will take Quiz over, “ Characteristics of Life “

Send Family Link letter (Activity),  “ Is Fire Alive”, home.

Google Classroom – Assignment:

Go over unicellular vs. multicellular.  Students will copy and past Google images into a Google Drawing T-Chart.

*Homework:  Family Link letter (Activity) - Is Fire Alive?

Tuesday

Discuss homework, Family Link letter (Activity) – Is Fire Alive? Students will watch video on Khan Academy – Prokaryotic vs. Eukaryotic, while highlighting important  information on their handouts (Prokaryotic vs. Eukaryotic) that go along with the video.  Video website will be on Google Classroom.

Wednesday

Go over Unicellular and multicellular, Do “Cells The Inside Story, Prokaryotic and Eukaryotic Doodles

Thursday

Finish up from yesterday.

Friday

Brainstorm ideas for Makerspace, list of websites, start a Google Doc of ideas

Technology: iPad, Apple TV, MacBook

*All work not finished during class becomes homework.

Joyce Black

Lesson Plan week of Sept. 26-30, 2016

SOCIAL  STUDIES

Bell Work:  Geography – A Robinson Projection Map

Objectives and Common Core Standards:

Common Core Standards:

CCSS.ELA – Literacy.RH.6-8.1 – RH.6-8.9

ELP Standard(s)

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech and writing (10)

Monday

Take notes over Ancient Egyptian Pyramids, a handout from “Reading Like an Historian”. Test on Wednesday.

Tuesday

Students will take test over Ancient Egyptian Pyramids.  Students will make a Social Studies Notebook Entry titled “What is Geography?”  This entry defines geography, human geography,, and physical  geography.  The entry also breaks geography,   down into four parts:  state, region, country, and continent.  The students will also view a power point titled “Thinking Geographically.”   This power point covers the 5 themes of geography.

Wednesday

The students will make a Social Studies Notebook entry titled, “Social Studies Words”.  The students will define the following words from page H5 in their textbook:  AD, BC, BCE, CE, century, civilization, climate, culture, custom, economy, era, geography, physical features, politics, region, resources, society, and trade.  This entry will go in the Social Studies section of their Social Studies Notebook.

Thursday

Students will become familiar with terms used in Social Studies and world history and paste a list of specialized history words in their composition folders.  We will discuss each one.  Students will discuss what event in recent years will students likely read about in history books.  As a class, we will read page 4 and 5 in the text book.  Students will answer questions 1-4 on page 5 about using special vocabulary.  Students may use the book and entry in their composition book to answer the questions.

Friday

Students will read, “Studying History” pages 6-11 in the textbook.  Then, we will work guided reading pages 6-11 in the textbook.  Then we will work guided pages, U

“Uncovering the Past”, pages 1-3.   Finally, the students will answer questions 1.1-3.c. on page 11.

Technology:  Apple TV, iPad and TV

*All work not finished during class becomes homework.

Science

Frameworks:  6-LSI-1

Finish from last week.

Monday

Students will take Quiz over, “ Characteristics of Life “

Send Family Link letter (Activity),  “ Is Fire Alive”, home.

Google Classroom – Assignment:

Go over unicellular vs. multicellular.  Students will copy and past Google images into a Google Drawing T-Chart.

*Homework:  Family Link letter (Activity) - Is Fire Alive?

Tuesday

Discuss homework, Family Link letter (Activity) – Is Fire Alive? Students will watch video on Khan Academy – Prokaryotic vs. Eukaryotic, while highlighting important  information on their handouts (Prokaryotic vs. Eukaryotic) that go along with the video.  Video website will be on Google Classroom.

Wednesday

Go over Unicellular and multicellular, Do “Cells The Inside Story, Prokaryotic and Eukaryotic Doodles

Thursday

Finish up from yesterday.

Friday

Brainstorm ideas for Makerspace, list of websites, start a Google Doc of ideas

Technology: iPad, Apple TV, MacBook

*All work not finished during class becomes homework.

Joyce Black

Lesson Plan Week :  October,  24-28, 2016

Bell Work

Monday – Describe the purpose of each type of map.

Physical Map;  Political Map;  Thematic, or Special Purpose Map

 Tuesday – Use the clue to find the answer. (1.) This map item shows distance between two points on a map. (2.) These imaginary lines from a grid over Earth, which enables us to pinpoint the exact location of any spot on Earth.

Wednesday – Use the clue to find the answer.  (1.) This map item explains what the symbols and patterns on a map represent.  (2.) These are ways of showing the round Earth on flat maps.

Thursday -  Unscramble the words:  (1.)  otlo, (2.) gameir (3.) cnoaters

Friday – Go over the answers for Bell Work and take grade.

 

Text Box: Standards/Objectives:

CCSS.ELA-Literacy. RH.6-8.1-RH.6-8.9

 

ELP Standard(s)

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech and writing (10)

Monday

(1.) Students will fill out a feedback/ assessment form on lesson titled, “ Touching a Life, Making a Difference”.  (2.) Students will write Chapter 2 Vocabulary on page 27 of their textbook in their Social Studies Composition Book (Grade on Tuesday).  (3.) Do a timeline of their life for a grade.

Tuesday

(1.) Students will be given a choice of creating a power point, collage, poster, or creating a replica of something during that time period. (2.) Students will write a reflection that shows what they have learned about the Stone Age.  (3.) Students will present the project to the class.  (Will be graded by a Rubric; Due Date: Tuesday, November 2, 2016.

Wednesday

(1.) Students will do their research for project.

Thursday-Friday

< >Students will continue working on project. Grade Bell Work 

*All work not finished during class, becomes homework.

SCIENCE

Frameworks 6-LS1-3,4

Monday

(1.) Start keynote presentation on the Human Body Systems

Tuesday       

(1.) Students will finish keynote presentation on the Human Body Systems

(2.) Students will start Organ/Organ System Research project.

Wednesday-Friday

(1.) Students will continue and finish Organ/Organ System Research project.  Will take grade.

*All work not finished during class, becomes homework.

Joyce Black

Lesson Plan Week: October 31 –November 4, 2016

Bell Work:  Review of Chapter 2

Monday - Find on MacBook 5 facts about the Ice Age and write, turn in on Friday.

Tuesday – Draw a Venn Diagram of Stone age and Ice Age life.

Wednesday–1. Was the migration of the early humans voluntary or forced? Explain

2. How did farming change society with the early humans?

Thursday – Give 2 or 3 examples of how early humans adapted tot heir environment.

Friday – Grade Bell Work

Common Core Standards:

CCSS.ELA – Literacy RH.6-8.1 – RH.6-8.9

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech and writing (10)

Monday

1.Students will complete a study guide for Chapter 2:  Early Humans.  Once the study guide is completed the students will create a set of flash cards for their vocabulary words for chapter 2.  They will study for the rest of the class. 3.Test on Wednesday

Tuesday

1.Will go over study guide  (Grade), then play a short game with student for 10 minutes. pertains to test. 2.  The students will complete the Chapter 2 review on pages 45 & 46 in their textbook.  We will check he answers when the students are finished.

Wednesday

1.Students will have 10 minutes to review before taking chapter 2 test.  2. Students will take Chapter 2 test. Read for rest of period.

  Thursday

 Students will have two days to talk about the presidential election.

 1.  Students will gain an understanding of the three major political parties (Republic, Democrat, Independent) and their platforms by researching on their MacBook and filling a Party Chart.  2.  Students will determine the most important issue of he current campaign. Students will follow a multi-step voting process to determine the most important issue(s) of the current campaign.  They will document the final vote on five important issues by graphing the results. Issues: The economy; Health care; Foreign policy; Immigration; The environment; Social security/Medicare; Education

Friday

Students will research the 2 major candidates: 1. Donald Trump 2. Hillary Clinton and the how they feel about the major issues listed yesterday by completing the Candidate Position Paper.  Any remaining time can be spent on MacBook, reading  about this year’s presidential election.

Technology:  Apple TV, iPad and TV

*All classwork not finished during class, becomes homework

Science

Frameworks: 6-LSI-1  - 6-LSI-8

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Monday

1. Finish Keynote presentation on human body systems.

Tuesday

1. Finish presentations if needed.  2.  Start the Nervous System Circuit Stations.

Wednesday

1. Work through Nervous System Stations.

Thursday

1. Work through Nervous System Stations.

Friday

1. Makerspace

* All classwork not finished during class, becomes homework.

Joyce Black

Lesson Plan Week: Nov. 7-11, 2016

Bell Work:

Mon. – Thurs.:  Write the definitions of Chapter 3 vocabulary words on page 53 of textbook, Sections 1-4.

Friday – Grade Bell Work

Common Core Standards:

CCSS.ELA – Literacy RH.6-8.1 – RH.6-8.9

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech and writing (10)

Monday

1.  Students will complete handout on Mesopotamia and the Fertile Crescent (Section1 and start Section 2).

Tuesday

1.  Students will finish completing handout on Mesopotamia and the Fertile Crescent (Section 3).  2. Students will complete handout on Mesopotamia and the Fertile Crescent (Section 4).  Grade all 4 sections

Wednesday

1.Students will complete a study guide for Chapter 2:  Early Humans.  Once the study guide is completed the students will create a set of flash cards for their vocabulary words for chapter 2.  They will study for the rest of the class. 3.Test on Wednesday.

Thursday

  1. Students will make an entry in their Social Studies composition book on Mesopotamia.

Friday

1. Students will complete a short writing on either, the buildings, government, religion, or location of the characteristics of the city-states. Share with classmates.

Technology:  Apple TV, iPad and TV

*All classwork not finished during class, becomes homework.

Science

Frameworks:  6-LSI-1 – 6-LSI-8

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Monday

Nervous System Continued:

  1. Students will watch start working on handout packet on the Nervous System.

Tuesday

  1. Students will continue working the handout packet on the Nervous System.

Wednesday

  1. Students will finish the handout packet on the Nervous System. Grade

Thursday

  1. Students will color the parts of the brain and identify the responsibility of each section. Grade

Friday

  1. Students will take a quiz over the Nervous System. Grade 2.  Remaining time will be spent on students watching videos concerning the Nervous System.
  • All classwork not completed during class becomes homework.

       *Technology: MacBooks, Apple TV, iPad, and TV

        **** Students will be dissecting next week.

 

Joyce Black

Lesson Plan Week:  Nov. 14-18, 2016

Bell Work:

Read the list of events below and put them in the correct order.  Use chapter 2 in the textbook to help you put them in order.

Monday:

  1. Homo sapiens first appear.
  2. Agriculture is developed, allowing for a predictable supply of food.
  3. People first arrive in North America.
  4. Lucy, whose bones were discovered in 1847, walked on the earth.
  5. Villages and towns begin to dot the landscape.

Tuesday:

In each pair of sentences below, choose the sentence that is TRUE.

1.a. The Fertile Crescent was the area between the Tigris and Euphrates.

   b. Mesopotamia was he area between the Tigris and Euphrates.

2.a. Irrigation is a way of supplying fertilizer to an area of land.

   b. Irrigation is a way of supplying water to an area of land.

3.a.Surpluses in food production allowed for division of labor.

   b. Division of labor allowed for surpluses in food production.

Wednesday:

Mesopotamia Mechanic Spot-the Difference

Thursday-Friday:

Thanksgiving Packet

Monday

Student Learning Activities:  We will begin Chapter 3: 1. Look up vocabulary –enter in Social Studies Composition Book 2. Mesopotamia and he Fertile Crescent.  We will begin by watching a BrainPop Video titled “Geography Themes”.  We will take the quiz at the ne do the video.  Then, the students will read and discuss “Geography of the Fertile Crescent” pages 54-57 in the textbook.  We will end the lesson by starting a Map of Mesopotamia Activity.  The students will label and color the following bodies of water blue:  Mediterranean Sea, Black Sea, Caspian Sea, Red Sea, Dead Sea, Persian Gulf, Euphrates River, and Tigris River.  They will label and color Mesopotamia green.  We will finish the map activity on Thursday.

Tuesday

Student Learning Activities:  The Students will watch a BrainPop Video and take the quiz on the “Sumerians”.  Then, the student will read and discuss “The Rise of Sumer on pages 60-64 in the textbook.  I will check the students’ understanding by making a chart of Sumer’s government , religion, and society whole group.  This lesson will prepare us for the “Farcebook” activity on Sargon tomorrow.

Wednesday

Student Learning Activities:  Students will make a “Farcebook” page for Sargon”  the ruler  of Akkad.  They will use their textbook and their MacBook to find information about Sargon.  They will follow these instructions:

1.Draw and color a picture of your historical figure in the large square on the top left.

2.In the box labeled “About Me,” write the person’s name, hometown (where thy were born), birthday, and occupation (job).

3.In the box labeled “Friends”, draw four real people that your historical person might have known or been friends with.  Write their names next to their pictures.

4.In the box labeled “My Wall,” write posts (messages) by your historical figure and his/her friends.  Make sure they go in backwards order – the earliest post should be at the bottom.  Draw a picture of the person who wrote the post in the small box.  To the right of the box, write their name and the “timestamp,” or the date and time the post was written.

Technology:  Apple TV, iPad, TV, and Student Macbooks

Thursday

Student Learning Activities:  The students will finish the Map of Mesopotamia Activity.  They will label the Arabian Peninsula and Syrian Desert and color them yellow.  Then, they will label Egypt and Asia Minor a color of their choice.  Next, the

They will label and draw a symbol for he Zagros Mountains and the Taurus Mountains.  Finally, the students will create a key for the map.  If time allows, the students will start the Social Studies notebook entry titled “Mesopotamia:  Characteristics of a City State” Notebook Entry.  The entry will elaborate on the buildings, government, religion, and location.

** Nacho Cheese Party for helping with Shoebox Christmas!!!!!!!

Friday

Student Learning Activities:  The students will finish the Map of Mesopotamia Activity.  The students will label and color the following Arabian Peninsula, Syrian Desert, Egypt, Asia Minor, Zargos Mountains, Taurus Mountains, and they will have to make a key.  Then, students will finish their  “Faracebook” page for Sargon, if not finished.

** If not finished during class, it becomes homework.

Technology:  Apple TV, iPad, TV, and Student Macbooks

Objectives and Common Core Standards:

Strand:  History Content Standard 13:  World History Beginnings of Civilization Through 1500 C.E. – Students will analyze key historical periods; patterns of change over time; and ways people view, construct, and interpret the history of nations and cultures of the world.

CCSS.ELA-Literacy.RH.6-8.1 – RH.6-8.9

ELP Standard(s)

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech and writing (10)

Science

Frameworks: 6-LSI-1 – 6-LSI-8

ELP Standard(s)

Construct grade appropriate oral and written claims an support them with reasoning and evidence

Monday

1.Students will continue on the eye.  They will write important terms about the eye diagram in their Science notebook .  Students will be given handouts on the eye diagram, go over it with them, then placed in Science notebook.

Tuesday

1. Students will do Photoreceptor Review.  Quiz on Thursday.   2. Discuss with students procedure for dissecting cow’s eye and safety procedures for this exercise on Thursday.

Wednesday

1.  Students will dissect a cow’s eye.

Thursday

1.  Take quiz over Photoreceptor.

Friday

Makerspace

***Wishing all my students and their families a blessed Thanksgiving Holiday!!!!

 

Joyce Black Lesson Plan

 

Lesson Plan Week:  Dec. 5-9, 2016

 

Social Studies

 

Common Core Standards:

CC.6.RI. Reading Standards for Informational Text Key Ideas and Details

6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

6.RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Integration of Knowledge and Ideas

6.RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic issue.

CC.6.SL., Speaking and Listening Standards

Comprehension and Collaboration

6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

PHIL 1. Definitions of Philanthropy DPO1

 

ELP Standard(s)

Construct grade appropriate oral and written claims and support them with reasoning and evidence.

 

Bell Work

None this week, due to testing on Wednesday

 

Monday

Student Learning Activity:  Students will continue creating their philanthropist poster which will be used in building the  “Wall of Fame”.

 

Tuesday

Student Learning Activity:  Students will complete their philanthropist poster.  Students will present their poster to their peers.  Will use their posters to build the “Wall of Fame” in the hallway.

 

Wednesday

ACT ASPIRE

 

Thursday

Student Learning Activity:  Finish the Mesopotamia map we started. Continue with the Sargon Activity.

 

Friday

Student Learning Activity: Make a entry in the social studies composition book on Mesopotamia.

 

 

Science

No Bell Work

 

Frameworks:  6-L53-2; Engineering

 

Monday

Student Learning Activity:  1. Who is Gregor Mendel?  2.  Go over Genetics vocabulary that is on handout.  3.  Practice punnett squares.

 

Tuesday

Student Learning Activity:  1. Practice Punnett Squares,

 

Wednesday

ACT ASPIRE

 

Thursday

Student Learning Activity:  1. Doohickey Bug Punnett Squares  2. Cartoon Character Punnett Squares Task Cards

 

Friday

Makerspace (Engineering)

 

*All classwork not finished during class, should be considered homework.

 

 

Joyce Black

 

Lesson Plan Week of Jan. 9-13, 2017

 

Social Studies

 

Title: Gods and Goddesses Poster

 

Common Core Standards:

CC.6.RI. Reading Standards for Informational Text Key Ideas and Details

6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

6.Rl.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Integration of Knowledge and Ideas

6.Rl.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic issue.

CC.6.SL Speaking and Listening Standards

Comprehension and Collaboration

6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

 

Bell Work –Study for Ancient Egypt Vocabulary Test on Friday

 

Monday

Go to Quizlet and write down Ancient Egypt Vocabulary words in Social Studies composition book and then use the flashcards to study on Friday.  Assignment posted in Google Classroom.

 

 

 

Tuesday

Write the definitions of the word gods and goddesses in your composition book.

 

Wednesday

Write what you already know about any of the gods or goddesses in your composition book.

 

Thursday

Write something about a god or goddesses that you have learn in the past two days in your composition book.

 

Friday

Which of the gods and goddesses is your favorite and explain why in your composition book




 

Goals:

*Students will understand the culture of Ancient Egypt

*Students will know the difference between gods and goddesses, as well as the different pharaohs from Ancient Egyptian times.

* Students will understand how Ancient Egyptian society functioned in comparison to the society that they live in.

 

Learning Goals:

*Intellectual skills in regards to thinking skills in social students of history, geography, government, culture and religion.

*Multidisciplinary approaches that help students understand the connection of ideas, information, issues and perspectives.

*Patterns to organize data that help students identify patterns of organizing data.

*Multiple learning environments and resources to increase access to different learning sites and expand their learning environment.

*Student-centered teaching, learning and assessment to more effectively provide opportunities of intellectual skills, multidisciplinary approaches, multiculturalism and multiple perspectives, along with pattern to organize data.

 

Monday

Student Learning Activities:  1.  Students will go to Quizlet on Google Classroom and write the definition of ancient Egypt words and write in their Social Studies composition book. 2. Student will study Quizlet flashcards on ancient Egypt words and study for test on Friday.

 

Tuesday

Student Learning Activities:

  • Students will learn about geography of Ancient Egypt by filing in a map of Egypt.
  • As a class, we will talk about the importance of Ancient Egyptians gods and goddesses. Religion was important to the ancient Greeks.  They believed that it would make their lives better while they were living.  They also believed the gods would take care of them when they died.
  • We will look at this website  http://www.ancientegypt.co.uk/gods/explore/main.html as a class. Once the students have a brief understanding of the different roles of the gods and goddesses. Students will collect data.

 

Wednesday

Student Learning Activities:

  • Take notes: The Ancient Greeks believed in many different gods and goddesses.  The Greeks believed that these gods and goddesses controlled everything in their lives and the environment.  There was a god for every aspect of their lives.  It was important to please the gods; happy gods helped you, but unhappy gods punished you.  People had special places in their homes where they could pray and leave presents.
  • What to do:(Students)
  1. Sign up on the class sheet for the god or goddess of your choice.
  2. Research and organize the data of the god or goddess you have chosen.


 

     3.   The poster is to include at least the following information:

 

           *Name of God or Goddess

           *Your Name

           *5 facts about your god or goddess

           *A drawing of your god or goddesses

           *A story about your god or goddess

 

           Your poster should be neat, legible, and visually appealing.  (Examples of poster: type in                       

            poster of god and goddesses, then click images

 

           

        

 

Thursday

Student Learning Activities:

  1. Finish research and organizing the data of the god or goddess you have chosen.
  2. Make a rough draft of your poster and have it approved.

 

Friday

Student Learning Activities:

  1. Make a poster of the god and goddess.  



 

Science

Frameworks: 6-LS3-2

 

Monday

Students will go to Quizlet, assigned in Google Classroom and write the definition of each energy word in their science notebook and study the flashcards for a test on Friday.

 

Tuesday

Cartoon Character Punnett Squares, Doohickey bug

 

Wednesday

Start Tator Tot Genetics

 

Thursday

Take notes for genetics test.

 

Friday

Makerspace



 

Joyce Black

Lesson Plan Week:  (No School on Monday-MLK) January 17-20,2017

Social Studies

Title:  Egyptian Gods and Goddesses Project

Common Core Standards:

CC.6.RI. Reading Standards for Informational Text Key Ideas and Details

6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

6.Rl.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Integration of Knowledge and Ideas

6.Rl.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic issue.

CC.6.SL Speaking and Listening Standards

Comprehension and Collaboration

6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELP Standard(s)

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech and writing (10)

Bell Work:  No bell work his week.

Monday

Students will continue working on Egyptian Gods and Goddesses Project.

Tuesday

Students will complete their Egyptian Gods and Goddesses Project

Wednesday

Students will create a story about their god/goddess.

Thursday

Students will do their presentations on Ancient Egyptian Project.

Friday

Field Trip to see “Hidden Figures”, in Paragoud.

Students will finish their presentations on Ancient Egyptian Project.  Monday Jan. 23, 2017.

*All assignments not finished during class, becomes homework.

 

Science

Standards: Physical Science

Monday

No school – MLK Day

Tuesday

Students will take note from Keynote on energy in their science notebook.

Teacher will demonstrate with an experiment, Conduction and one on convection.

Wednesday

Teacher will demonstrate with an experiment, radiation.  Students will fill out worksheet on conduction, convection, radiation that goes with their notes.

Thursday

Maker space

Friday

Student will complete worksheet that goes with their notes.  Students with start worksheet on heat transfer and answer question.

 

*Classwork not finished during class will be considered homework.

 

            

Joyce Black

 

Lesson Plan Week:  Jan. 23-27, 2017

 

Social Studies

 

Common Core Standards:

 

CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy. RH.6-8.2

Determine the central ideas or information of a primary or secondary source provide an accurate summary of he source distinct from prior knowledge.

CCSS.ELA-Literachy.RH.6-8.3

Identify steps in a text’s description of a process related to history/social studies.

Craft and Structure

CCSS.ELA-Literacy.RH.6-8.4

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

CCSS.ELA-Literacy.RH.6-8.5

Describe how a text presents information (e.g. sequentially, comparatively, causally)

CCSS.ELA-Literacy.RH.6-8.6

Identify aspects of a text that reveal an author’s point of view or purpose.

CCSS.ELA-Literacy.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9

Analyze the relationship between a primary and secondary source on the same topic.

 

 

 

 

 

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech

and writing (10)

 

Monday

Students will continue/complete their posters.

 

Tuesday

Guest speaker on the Middle East and India.

 

Wednesday

Students will create a story based on their god/goddess.

 

Thursday

Students will complete their story.

 

Friday

Students will present their posters and stories.

 

*All work not finished, during class, becomes homework.

 

 

Science

Frameworks: Physical Science

 

Monday

Students will research an experiment they will do for their classmates, while explaining it as they do it, also stress what the experiment is demonstrating.  Must be one on conduction, convection or radiation.  This is assignment will be graded by a rubric.  Due Friday

 

Tuesday

Work on experiment

 

Wednesday

Work on experiment.  Experiment must be finished by Friday, present to class.  Allowed to take home tonight and finish.

 

Thursday

Maker space

 

Friday

Experiment presentation, will also be on Monday if everyone doesn’t have an opportunity to present.

 

*All assignments not finished during class, becomes homework.

 

 

Joyce Black

Week of Feb. 6-10, 2017

Social Studies

Common Core Standards:

CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy. RH.6-8.2

Determine the central ideas or information of a primary or secondary source provide an accurate summary of he source distinct from prior knowledge.

CCSS.ELA-Literachy.RH.6-8.3

Identify steps in a text’s description of a process related to history/social studies.

Craft and Structure

CCSS.ELA-Literacy.RH.6-8.4

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

CCSS.ELA-Literacy.RH.6-8.5

Describe how a text presents information (e.g. sequentially, comparatively, causally)

CCSS.ELA-Literacy.RH.6-8.6

Identify aspects of a text that reveal an author’s point of view or purpose.

CCSS.ELA-Literacy.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9

Analyze the relationship between a primary and secondary source on the same topic.

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech

and writing (10)

Monday

Start Chapter 5 Ancient India.  Students will look up vocabulary words on page 123 and write in Social Studies notebook.   Students will use their Social Studies notebook to hold all the India material, which will be used as an assessment tool at then end of the unit.

Tuesday

Go over words and announce test over words on Wednesday (only 10 for test). 

Students.  Students will label a map of India.  Students will use a Venn Diagram to compare the three regions of India (Himalaya Mountains, Northern Plains, and Southern Plains.

Wednesday

Vocabulary Test.  Student will locate and label specific places on an India map.  (Assessment tool)

Thursday

Students will learn about Indian culture and customs.  Through role-play, the students will be introduced to the caste system.

*Parent Curriculum Night

Friday

*ACT ASPIRE

 If time, continue with the role-play from Thursday.  Assessment – observation of the reactions of the students and during the debriefing discussions, will observe students comments to see if they understood the objective.  Have the students Social  Studies notebook about this- either with words or pictures in their notebook.

(Will do Monday if ACT ASPIRE takes entire class time)

*All assignments not finished during class, becomes homework.

 

Science

Frameworks:

Monday

Science data on charts, graphs, etc. – Lesson concept

Students will do several exercises/activities on reading and understanding science data on charts, graphs, etc for next few days, preparing for ACT ASPIRE.

Tuesday

Science data on charts, graphs, etc. – Lesson concept

Students will do several exercises/activities on reading and understanding science data on charts, graphs, etc for next few days, preparing for ACT ASPIRE.

Wednesday

Science data on charts, graphs, etc. – Lesson concept

Students will do several exercises/activities on reading and understanding science data on charts, graphs, etc for next few days, preparing for ACT ASPIRE.

Thursday

Maker Space

Friday

*ACT ASPIRE

(If time permits) Continue with science data on charts, graphs, etc. – Lesson concept

Students will do several exercises/activities on reading and understanding science data on charts, graphs, etc for next few days, preparing for ACT ASPIRE.

 

 

 

 

Joyce Black

Lesson Plan Week:  February 13 -17, 2017

 

CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy. RH.6-8.2

Determine the central ideas or information of a primary or secondary source provide an accurate summary of he source distinct from prior knowledge.

CCSS.ELA-Literachy.RH.6-8.3

Identify steps in a text’s description of a process related to history/social studies.

Craft and Structure

CCSS.ELA-Literacy.RH.6-8.4

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

CCSS.ELA-Literacy.RH.6-8.5

Describe how a text presents information (e.g. sequentially, comparatively, causally)

CCSS.ELA-Literacy.RH.6-8.6

Identify aspects of a text that reveal an author’s point of view or purpose.

CCSS.ELA-Literacy.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9

Analyze the relationship between a primary and secondary source on the same topic.

 

 

 

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech

and writing (10)

 

Monday

Review India vocabulary and then take test.

 

 

 

Tuesday

 Students will label a map of India.  Students will use a Venn Diagram to compare the three regions of India (Himalaya Mountains, Northern Plains, and Southern Plains.

 

 

Wednesday

  Student will locate and label specific places on an India map.  (Assessment tool)

 

Thursday

Students will learn about Indian culture and customs.  Through role-play, the students will be introduced to the caste system.

 

 

Friday

 

 Students, in groups of 2, will have to create a power point about India. Will be given a rubric to follow.  It will be due Thursday, February 17, 2017

 

*All assignments not finished during class, becomes homework.

 

 

 

 

Science

Frameworks: Physical Science (Energy)

 

Objectives:

*Students will be able to explain that energy has the ability to cause motion or create change

*Students will be able to describe forms of  **energy, including:  mechanical, chemical, electrical, sound, *light, and heat.

*Students will engage effectively with their peers in a whole group or small group setting,

* Students will be able to summarize the points the teacher makes and be able to support those points through reasoning and evidence.

 

 

 

 

Monday

Finish up with science data taken from chart, bar graph, etc and interpreting it. 

 

Tuesday

Maker space

 

Wednesday

Take grade on collecting and analyzing data from an experiment

Students will listen and take notes from video:  YouTube:  Kinetic and Potential Energy

Students will be engaged in a rubber band experiment, which demonstrate kinetic and potential energy

 

Thursday

Students will be engaged with an Explore Picture Sort activity.  Student will understand that there is stored energy (Potential) and energy in motion (Kinetic), these types of energy can come in many different forms and that they are going to explore those different forms of energy today.

 

Students will be engaged with an Explore Picture Sort activity.

Students will be allowed time to search internet for other examples of energy and sort them, as in the activity previously done.

 

Friday

Forms of Energy PowerPoint will be shown.  Students will take notes in their science notebook .  The PowerPoint contains directions, discussion topics, and definitions of each form of energy.

 

*All class work not finished during class becomes homework.

 

Joyce Black

Lesson Plan Week:  February 20 – 25, 2017

CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy. RH.6-8.2

Determine the central ideas or information of a primary or secondary source provide an accurate summary of he source distinct from prior knowledge.

CCSS.ELA-Literachy.RH.6-8.3

Identify steps in a text’s description of a process related to history/social studies.

Craft and Structure

CCSS.ELA-Literacy.RH.6-8.4

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

CCSS.ELA-Literacy.RH.6-8.5

Describe how a text presents information (e.g. sequentially, comparatively, causally)

CCSS.ELA-Literacy.RH.6-8.6

Identify aspects of a text that reveal an author’s point of view or purpose.

CCSS.ELA-Literacy.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9

Analyze the relationship between a primary and secondary source on the same topic.

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech

and writing (10)

Monday

President’s Day – No School

Tuesday and Wednesday

Students will work on India power point

Thursday and Friday

Students will present India power point

*All assignments not finished during class, becomes homework.

Science

Frameworks :  Water Cycle

Monday

President’s Day – No School

Tuesday

Students will create a KWL Chart in groups of 4 about The Water Cycle.  Students will then watch a video on Brainpop on The Water Cycle. Students will look up vocabulary and write in Science notebook: Evaporation, Condensation, Transpiration, Precipitation, Collection and Infiltration.

Wednesday

Students will complete  vocabulary and write in Science notebook: Evaporation, Condensation, Transpiration, Precipitation, Collection and Infiltration. Students will do Water Cycle Task Cards. 

Thursday

Maker Space

Friday

  Students will take notes on the Water Cycle.   If time permits, students will do Water Cycle Diagram for a grade.

All classwork not finished during class, becomes homework.

 

Joyce Black

Lesson Plan Week:  February 27 – March 3, 2017

CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy. RH.6-8.2

Determine the central ideas or information of a primary or secondary source provide an accurate summary of he source distinct from prior knowledge.

CCSS.ELA-Literachy.RH.6-8.3

Identify steps in a text’s description of a process related to history/social studies.

Craft and Structure

CCSS.ELA-Literacy.RH.6-8.4

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

CCSS.ELA-Literacy.RH.6-8.5

Describe how a text presents information (e.g. sequentially, comparatively, causally)

CCSS.ELA-Literacy.RH.6-8.6

Identify aspects of a text that reveal an author’s point of view or purpose.

CCSS.ELA-Literacy.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9

Analyze the relationship between a primary and secondary source on the same topic.

 

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech

and writing(10)

Monday

Students will finish presenting India powerpoint. (Graded with rubric)

Tuesday

Students will complete an India study guide for test and go over answers.  Test will be on Wednesday.

Wednesday

Students will take test over India.

Thursday

Students will look up vocabulary on China and write in their Social Studies notebook.  Will go over definitions and choose words for test on Friday.

Friday

Students will take a vocabulary test.

Science

Frameworks:  Earth and Space Sciences

Water Cycle

Monday

Students will look up vocabulary words and write in Science notebook: Evaporation, Condensation Transpiration, Precipitation, Collection and Infiltration.  They will us handout.  Test on Tuesday.

Tuesday

 Studies will watch a video on the water cycle on youtube. Students will take notes on water cycle in their science notebook. Test over notes on Friday.

Wednesday

Students will create a water cycle diagram of their own.

Thursday

Maker Space

Friday

Test over notes and water cycle.

 

Joyce Black

Lesson Plan Week:  March 6-10, 2017

 

CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy. RH.6-8.2

Determine the central ideas or information of a primary or secondary source provide an accurate summary of he source distinct from prior knowledge.

CCSS.ELA-Literachy.RH.6-8.3

Identify steps in a text’s description of a process related to history/social studies.

Craft and Structure

CCSS.ELA-Literacy.RH.6-8.4

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

CCSS.ELA-Literacy.RH.6-8.5

Describe how a text presents information (e.g. sequentially, comparatively, causally)

CCSS.ELA-Literacy.RH.6-8.6

Identify aspects of a text that reveal an author’s point of view or purpose.

CCSS.ELA-Literacy.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9

Analyze the relationship between a primary and secondary source on the same topic.

 

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech

and writing(10)

 

Social Studies

 

Ancient China

 

Monday

Students will look up vocabulary words on page 159 and write  their definition in  their Social Studies notebook.  Students will read pg. 160-165.

 

Tuesday

Students will go definitions of the vocabulary from yesterday and 10 will be chosen for test on Thursday.  Students will draw and locate the geographical features in and around China.   Students will be separated in to groups and research China’s natural barriers using their textbooks, internet, and other resources.  Students will be assigned or randomly select a barrier for each group, which would include:  Himalayan Mountains, Mount Everest, Gobi Desert, Taklamakan Desert (Sea of Death), South and East China Sea, Yellow River & Yahnze River, plus whatever other geographic features you would like to put under China’s natural barriers.  Then they will report back on their findings.

 

Wednesday

Students will be reminded of China vocabulary test on Thursday.  Students will share their reports on China’s natural barriers and write in their Social Studies notebook.  Students will be given a map of ancient China, which they will add major map labels and features of China on the map.

 

Thursday

Students will take ancient China vocabulary test.  Students will complete Ancient Map from yesterday.

 

Friday.

Students will create a timeline of some of the major figures in China.

 

*All classwork not finished during class, becomes homework.

 

 

Science

Frameworks: Water Cycle

 

Monday/Tuesday

Students will create a poster showing the water cycle.

 

Wednesday

Students will get into groups, then, create a collage showing all the ways water is used in these categories:

  1. Recreation
  2. In the Home
  3. Plants and Animals
  4. In nature all around us.

 

 Thursday

Makerspace

 

Friday

Students, in groups, will make a terrarium to see the water cycle in action.  They will observe water changing state from to gas(water vapor) and back again. (Use pop bottles)

 

*All classwork not finished during class, becomes homework.

 

Joyce Black

Lesson Plan Week:  March 13-17, 2017

 

CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy. RH.6-8.2

Determine the central ideas or information of a primary or secondary source provide an accurate summary of he source distinct from prior knowledge.

CCSS.ELA-Literachy.RH.6-8.3

Identify steps in a text’s description of a process related to history/social studies.

Craft and Structure

CCSS.ELA-Literacy.RH.6-8.4

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

CCSS.ELA-Literacy.RH.6-8.5

Describe how a text presents information (e.g. sequentially, comparatively, causally)

CCSS.ELA-Literacy.RH.6-8.6

Identify aspects of a text that reveal an author’s point of view or purpose.

CCSS.ELA-Literacy.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9

Analyze the relationship between a primary and secondary source on the same topic.

 

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech

and writing(10)

 

Social Studies

 

Ancient China

 

Monday

Students will use the following website to answer the questions on the hand out. hppt://www.olgcnj.org/school/files/2010/10/lesson225.pdf

 

 

 

Tuesday

ACT ASPIRE

 

Wednesday

Students will read an article on The Terracotta Soldiers and then choose to either create a Terracotta Trading Card or a Travel Brochure that explains and solves the mysteries surrounding the Terracotta Army.

 

 

Thursday

Literacy Trip to the Foundation of Arts Play

 

Friday

PD day for teachers – No Students

 

 

Science

Unit on Mean, Median, Mode and Range

 

Monday

Students will work on Mean, Median, Mode and Range.

 

 

Tuesday

ACT ASPIRE

 

Wednesday

Makerspace

 

Thursday

Literacy Trip to the Foundation of Arts Play

 

Friday

PD day for teachers – No Students

 

Joyce Black

Lesson Plan Week:  March 27-31, 2017

 

CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy. RH.6-8.2

Determine the central ideas or information of a primary or secondary source provide an accurate summary of he source distinct from prior knowledge.

CCSS.ELA-Literachy.RH.6-8.3

Identify steps in a text’s description of a process related to history/social studies.

Craft and Structure

CCSS.ELA-Literacy.RH.6-8.4

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

CCSS.ELA-Literacy.RH.6-8.5

Describe how a text presents information (e.g. sequentially, comparatively, causally)

CCSS.ELA-Literacy.RH.6-8.6

Identify aspects of a text that reveal an author’s point of view or purpose.

CCSS.ELA-Literacy.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9

Analyze the relationship between a primary and secondary source on the same topic.

 

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech

and writing(10)

 

Social Studies

 

Ancient China

 

Monday

Students will review map of China for a quiz on Tuesday.

Students will do a China: Fact Sheet, using their MacBook.

 

Tuesday

Students will take a map quiz.  The ancient Chinese were famous for their inventions and technology, so students will research one and do a report.

 

 Wednesday

Students will be given an article on OH Confucius, What do You Mean?  Student’s break down what Confucius meant to say.  Students will read article and answer questions that go along with it.

 

Thursday

 Students will discuss what a proverb is and write definition in their social studies notebook. Students will be given proverbs written by Confucius, then translate it to what is might mean today.

Students will try their hand at being Confucius.  Students will think of three of the most important principles about how to live a good life: What is important to you? 

What do you value?  Then, put them in words that Confucius would say.

 

Friday

Students will finish up with Confucius today.  Instagram is a social media app that allows people to share their lives with a selected audience.  In this assignment, act as if you are a happy Confucius that has been taking pictures of positive relationship interactions.  Students will draw 6 pictures that he has sent to his audience.  In a description underneath the picture include who is in the picture, where and when it was taken, and what the subjects are doing.  Be creative!  Show your understanding of the behaviors Confucius encouraged.

Students will look up choose one thing about China that interests them and create a poster on it. Example:  Chinese Numbers, Days of the week in Chinese, Chinese Flag, The Great Wall of China, Colors written in Chinese, Terra Cotta Warrior, their money etc.

 

(Next Week: China’s Dynasties)

 

*All work not finished during class becomes homework.

 

 

Science

 

Frameworks:  Weather and Climate

 

Monday

Students will take notes on Weather Fronts and do an interactive activity in their social studies notebook on Weather Fronts.

 

Tuesday

Students will write definition of the following Weather Patterns: 1. Cold front,

2. High pressure system, 3. Low pressure system, 4. Hurricane, 5. Occluded front,

6. Blizzard, 7. Warm front, 8. Stationary front.  Students will watch a video on these weather fronts.

Students will take a quiz over words on Wednesday.

 

Wednesday

Students will take quiz on weather fronts.

Students will take on the role of a meteorologist and use the Weather Station Symbols reference guide to help them decipher a weather map.   They wil begin by pasting all reference pages in their science notebook for easy accessibility.

Students will finish class by taking notes on, A Weather Report.

 

Thursday

Students will continue working in pairs, on A Weather Report.

 

Friday

Students will finish – A Weather Report.

* All classwork not finished during class becomes homework.

Joyce Black

Lesson Plan Week:  April 10-14, 2017

 

CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy. RH.6-8.2

Determine the central ideas or information of a primary or secondary source provide an accurate summary of he source distinct from prior knowledge.

CCSS.ELA-Literachy.RH.6-8.3

Identify steps in a text’s description of a process related to history/social studies.

Craft and Structure

CCSS.ELA-Literacy.RH.6-8.4

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

CCSS.ELA-Literacy.RH.6-8.5

Describe how a text presents information (e.g. sequentially, comparatively, causally)

CCSS.ELA-Literacy.RH.6-8.6

Identify aspects of a text that reveal an author’s point of view or purpose.

CCSS.ELA-Literacy.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9

Analyze the relationship between a primary and secondary source on the same topic.

 

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech

and writing(10)

 

Social Studies

 

Ancient China

 

Monday

Students will continue with The Terracotta Soldiers.  Students will complete a graphic organizer on the Terracotta Soldiers.

 

Tuesday

Students will create Terracotta trading cards or a travel brochure that explains and solves the mysteries surrounding the Terracotta Army.

 

 

Wednesday

Students will research the Chinese dragon and its connection with the Chinese culture.  They will design their own Chinese dragon.

 

Thursday

Students will continue with their Chinese dragon.

 

Friday

No School – Good Friday

 

*All classwork not finished during class, becomes homework.

 

 

 

Science

 

Science Frameworks:  Weather and Climate

 

Monday

Students will be divided into groups and will construct instruments for measuring weather and explain and demonstrate how each instrument is used to measure weather.  Along with this students will create a weather diorama that they will explain to their peers.

 

Tuesday

Makerspace

 

Wednesday

Continue form Monday

 

Thursday

Makerspace

 

Friday

No school – Good Friday

 

*All classwork not finished during class, becomes homework.

 

 

Joyce Black

Lesson Plan Week:  April  24-28, 2017

 

CCSS.ELA-Literacy.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy. RH.6-8.2

Determine the central ideas or information of a primary or secondary source provide an accurate summary of the source distinct from prior knowledge.

CCSS.ELA-Literacy.RH.6-8.3

Identify steps in a text’s description of a process related to history/social studies.

Craft and Structure

CCSS.ELA-Literacy.RH.6-8.4

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

CCSS.ELA-Literacy.RH.6-8.5

Describe how a text presents information (e.g. sequentially, comparatively, causally)

CCSS.ELA-Literacy.RH.6-8.6

Identify aspects of a text that reveal an author’s point of view or purpose.

CCSS.ELA-Literacy.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

CCSS.ELA-Literacy.RH.6-8.9

Analyze the relationship between a primary and secondary source on the same topic.

 

ELP Standard(s):

Construct grade appropriate oral and written claims and support them with reasoning and evidence (4)

Create clear and coherent grade appropriate speech and text (9)

Make accurate use of standard English to communicate in grade appropriate speech

and writing(10)

 

Social Studies

 

Ancient China

 

Monday-Wednesday

Students will work on Chinese Dragon, as we did not get to it last week due to preparing for ACT ASPIRE.

 

Thursday

Students will complete the study guide for test over China and as a class go over the correct answers.  Students will have presentation over their dragon.

 

Friday

Field Trip – Civil Rights Museum

Monday -Students will take test over China.  Students who did not give their presentation on their dragon will  finish.

 

*All classwork not finished during class becomes homework.

 

 

Science

 

Monday/Tuesday

Students will give presentation over their Weather/Climate projects.

 

Wednesday

Students will complete a test study guide over Weather/Climate unit.

 

Thursday

Makerspace

 

Friday

Field Trip – Civil Rights Museum

 

*All classwork not finished during class, becomes homework.

 

 

 

 

May 1-5 Lesson Plans

https://docs.google.com/document/d/1RwJdZoHbyHZ9diOoKfmcOF-HC4eWe7ahiNKYLvqxjrE/edit?usp=sharing

May 8-12 Lesson Plans

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Joyce Black

Upcoming Events

Contact Joyce Black

Classroom Number:
114
School Phone:
8709107809
Conference Time:
7:55