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Stephanie Long

1st grade: Families
Social Studies: standard 5: Relationships among people, places, ideas, and environments are dynamic

Beginning: The teacher will begin the lesson by having all of the students sit on the carpet at the front of the room. The teacher will prompt the students with the question, “who in your life makes rules that you have to follow?” The students will list people in their lives who make rules for them. The teacher will also ask, “why do we need to follow the rules they make?

Middle: the teacher will have a couple of pictures that will be displayed one at a time. While going through the pictures, the teacher will ask the class to identify the different people in charge. The student will be able to identify the leader in the pictures. The teacher will ask the students what job that person might have. While going through the pictures, students will be asked who do we follow these different authority figures rules.

End: The students will return to their seats. At their seat, they are to brainstorm different people they know in their lives that make rules. The students will then focus on one person who sets rules, this can be their teacher, parent, police officer, or any authority figure. The student will identify the person of choice, and list a rule that that person has for them to follow.

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3rd Grade- Language Arts

Standard: W.3.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Unit- descriptive writing

Beginning: Teacher will begin by saying she really would like to make a peanut butter and jelly sandwich for lunch but she has forgotten how to make one! asks the class if they could kindly help her remember! Students will write a descriptive paragraph explaining the steps of how to make a PB&J.

Middle: When students are done writing their assignments they will gather around with their papers and sit in front of a table the teacher has set up with the supplies to make a PB&J. The teacher will then take each students paper and read it aloud while following their directions making the PB&J for them. for example: if the student says to spread the peanut butter on the bread but leaves out the part of using a knife to do it then the teacher won't use a knife they will use their hand. this shows how important it is to not leave out details. be as descriptive as possible! It would be super visual for them and fun cause they would be able to eat their PB&J as well.

End: Students see what they were not clear about from the demonstration and go back and revise their paragraphs while they enjoy their sandwich. They will turn them in and the teacher can assess their revisions.

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2nd Grade Social Science

Unit: Civics/Government- Rules

Standard: 2.) Individuals have rights and responsibilities.

Objective: Students will be able to debate the reasons for rules.

Beginning: The students will have a blank piece of paper on their desk and will be asked to list any rules they follow at home. They will then partner up and share their rules with each other.

Middle: The teacher will explain the importance of rules and why we have them. The students will then work together as a class to come up with rules for their classroom. They will write down their rules on a word document, print it out, and then post it for the class to see. These rules are ones they will be following for the rest of the year.

End: For their exit ticket, students will write down three reasons for why we have rules and share them with a partner. They will then hand them in before moving on to the next subject or break.

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8th Grade Language Arts: Language Standard

L.8.4c – Consult general and specialized reference materials (eg., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Beginning: (5 minutes)

The teacher will write the following prompt on the board before class: “Listen for and list at least 4 words that are pronounced in more than one way.”  This prompt will help guide the students as they watch the following video (time range: 0:27 to 3:15) featuring Fred Astaire and Ginger Roberts in “Shall We Dance” (https://youtu.be/LOILZ_D3aRg). At the end of the video clip, ask 3 volunteers to share a word that they heard being pronounced in more than one way, and which way they personally think it should be pronounced. Next, the teacher will ask the students to raise a hand if they have ever been reprimanded for saying a word “incorrectly.” The teacher will then explain that they will work in groups today to identify words with varying pronunciations, research their pronunciations, and debate which pronunciation is correct/most acceptable based on dialect differences.

Middle: (30 minutes)

The teacher will divide the class into groups of 2. The teacher will explain the first step of today’s activity: together, think about 5 words that are commonly pronounced in more than one way and list them on a sheet of paper. For example, “wash” is oftentimes pronounced “warsh.”  Allow the students to think and write for 2 minutes.

At the end of 2 minutes, the teacher will ask each group to share one word they listed and pronounce the word both ways (each student says one pronunciation). Thank the students for sharing and ask them look up the word they used in the dictionary. Before opening the dictionary, ask the groups to hypothesize which pronunciation will be considered “correct” according to the dictionary. Next, find the word in the dictionary and read aloud the way(s) in which the word is correctly pronounced back in the paired groups. Allow 5 minutes.

Next, the teacher will bring the class back together for a discussion. Ask each group to present their findings. The teacher will also search for the word in the Oxford English Dictionary on the project screen and the entire class will read what the OED considers acceptable pronunciations. Invite the class to present ideas addressing why words are pronounced differently; is it a regional dialect connection, ignorance, or something else? After discussing what generates different pronunciations, ask the students if they believe that there is only one correct way to pronounce words, or if variety is acceptable. Invite them to consider different dialects of the same language (Southern, East Coast, Midwestern, etc.) and discuss if they are all correct, or if one reigns supreme as “more” correct.

End: (5 minutes)

After the discussion, conclude by recapping the class activity and what was learned: Today the class researched pronunciation, discussed which pronunciations are declared “correct” or “appropriate,” and debated which dialects/pronunciations are “right” or if any of them are “more correct” than others.

To close the lesson, the students will complete an exit ticket with the following prompt: “In five sentences, defend or refute the following statement: There is only one correct way to pronounce a word.”

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HS - Inheritance and Variation of Traits

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HS - Inheritance and Variation of Traits

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HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

Lesson Beginning: the teacher will start your posing the following brain teaser: A female purebred white cat and a purebred black male cat had a litter of 12 kittens. Out of the 12 kittens, all but three were black. How many female kittens were there? Students will discuss in groups what they think the answer would be and why. After a couple minutes of discussion, the teacher will offer the following hint: Black fur is a dominant allele. Students will discuss for another minute of they believe their answer was right and change if they want. The teacher will then ask the students what they thought as a class.

Lesson Middle: the teacher will share the correct answer, which will lead into an explanation of why 9 is correct. The teacher will then discuss recessive and dominant genes, alleles, and Punnett squares. The teacher will then lead into how this relates to DNA and what its role is in the process. The students will answer questions using the brain teaser as a reference and example for the lesson.

Lesson Ending: Students will make their own brain teaser using the knowledge about chromosomes and DNA that they have gained during class.

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Kindergarten

Reading

RI.K.5 – Identify the front cover, back cover, and title page of a book.

Beginning: The teacher will use a book as a visual aid. The teacher will take time to describe what the front cover is and what is generally on it, the back cover and what is usually on the back, and the title page and why that it is important. The classroom will have short discussion about each of the qualities.

Middle: For the next part of the lesson we would read a book. During each part of the book that has one of the terms the classroom will pause and the teacher will ask which term it is and how they knew it was the cover page, back page, or title page.

End: At the end of the book the students will review to their seats. On their tables there will be one book. As a table they will have a discussion and a chance for each student to point out where the cover page, back page, and title page. They will talk about what we learned and what is found on each page. Then the teacher will walk around and ask each table what they talked about.

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2nd Grade Social Studies:

Standard: Societies experience continuity and change over time.

Skill: Use historical information, artifacts and documents acquired from a variety of sources to investigate the past.

Introduction: Teacher will begin by having the class meet outside of the classroom and will already have the room prepped for the activity. The teacher will announce to the class that there has been a robbery and usher all of the students into the classroom, revealing a toppled over cookie jar on a table surrounded with cookie crumbs.

Middle: Teacher will tell the students that their help is needed in finding who stole the cookies from the cookie jar. Students will split up into their regular work groups and go to stations located around the room. Each station will have a clue. For example, one station will have a small tuft of blue fur, another will have a messily written unsigned apology note from the culprit with a return address. Each of these clues are meant to represent artifacts and documents and are being used by the students to investigate the past. The groups are to record their clues and what each clue might mean.

End: Once the groups have circulated to all of the stations, each group will write down one guess as to who the culprit was. The teacher will then reveal that it was the Cookie Monster and ask each group as a class what their reasoning behind their guess was. The students will be evaluated on if their group guess made using the clues as supporting evidence (for example, if a group had guessed that the culprit was a person who wore a blue fur coat and lived on Sesame Street, they would be just as correct as a group that guessed it was the Cookie Monster). The teacher will then connect the activity back to the skill for the students, making it clear that what they did was like investigating the past using information, artifacts, and documents.

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(KCCRS RI.5.3) Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical…text based on specific information in the text

Beginning:

The instructor will begin the lesson by reviewing the important historical figures who contributed to the American revolution with the class.

Middle:

Students will play the guess who game with one another. Each student will be assigned a character from the revolution. There are two copies of each character passed out among the class, so two students will have one historical figure. The object of the game is for the students to ask one another questions and find the other person who has the same character. The rules are that students make only speak with one other person at a time and must ask questions regarding their character. Once the student thinks they have found their other half, they are to sit together somewhere in the room.

(Example questions: Am I a leader? Did I fight in the war? Did I write something important?)

End:

The instructor will lead a discussion reviewing all of the characters within the game by following the video: https://www.youtube.com/watch?v=PpR9meShCRs

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1st Grade
English Language Arts

Standard: L.1.4c – Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Introduction: The teacher will start the lesson by reviewing suffixes with the class up on the board (which the students have learned from previous classes). The teacher will ask the students to list off some words with suffixes that they remember from previous classes, and then write their ideas up on the board. The teacher will then ask the class to read the words out loud together as a class. After the class has gone through the list, the teacher will ask the students “do you notice any spelling patterns?” and prompt the students to participate in a think-pair-share and discuss what patterns they see.

Middle: The teacher will ask the students to go back to their seats. The teacher will pass a plate of Cheez-it Scrabble Junior crackers out to each table, and ask the students to not touch the Cheez-it’s until they hear the directions. The teacher will explain to the students that they will be writing the suffix words that they are learning, but using the Cheez-it Scrabble Junior crackers to help. The students will pull out a piece of paper, and write the root word of each suffix word (for example- look, talk, go, etc.) After the students write all of the root words that the teacher tells them to, the teacher will ask the students to grab a handful of Cheez-its and lay them on their papers. The teacher will ask the students to use the Cheez-it “letters” to change the root words into a suffix word (for example- adding ed, s, or ing onto the end of the word.) The teacher will walk around the room and monitor as the students do so.

End: After the students have created some of their own suffix words using the crackers, the teacher will ask the students to share what they came up with. As a class, they will discuss if it was difficult to find the endings using crackers, and if anyone had a creative way of changing it if they didn’t have a specific cracker (like asking their partner if they have a letter they need, or writing in the letter if they didn’t have it in cracker form). The class will do one more review of suffixes, to make sure they fully understand what they mean. At the end of the discussion, the students will be able to “eat” their words, by enjoying their Cheez-it’s!

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1st grade

Standard: 5. Relationships between people, place, idea, and environments are dynamic.

Introduction:  The students will start the lessons by telling about the types of places they like and why they like them.

Middle:  I will briefly pick one of my favorite places and show pictures of my favorite. The purpose is to show how people can be conntected places through relationships. I will then have them dicuss with their table partner about why they chose that place and what it means. Then I will have a few students share their answers.

End:  To the this lesson I will have the students visualize the place and through memory they will draw (depict) what the place looks like and we will hang them up
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Grade 1: Language

L.1.5a: Sort words in categories (e.g, colors, clothing) to gain a sense of the concepts the categories represent.

Objective: The students will be able to identify and describe objects based on the category they belong in.

Beginning: The students teacher will review the different ways thing could fit in categories. Such as shapes, colors, size, etc. The teacher will ask students categories they see of things outside of school. The teacher will put up categories on the board. Each student will put a piece of tape on their card and tape it to the board under the correct category. The teacher can ask discussion question about why the student thinks it fits there.

Middle: The students will be put in groups. The groups will play I Spy within their groups. The student who is the person picking the object must say the category and then describe the item. For example, a student would say “I spy a clothing item. It is blue and have a Nike sign on it.” The students will each get a turn to pick the item.

End: The class will do a review of what a category is. Each student will be given three categories. The student must draw a chart with 3 columns and put the category at the top of each. The student must draw a picture of two things that would fit into each of the categories. This must be handed in for an exit ticket.

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Class: High School Chemistry

Standard:HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

Intro: Teacher will fill three beakers with increasing concentrations of HCl. The teacher will then put a piece of metal in each of the beakers. The metal will react but the beaker with the highest concentration of acid will dissolve the metal first. The teacher will ask the students to propose a hypothesis on why this happens.

Middle: The teacher will then teach the students that reaction rate depends on the particles of one reactant interacting with the other reactant. This means that surface area, temperature, pressure, and concentration can all effect reaction rates. The teacher will explain that the higher concentrated acids had a greater number of acid particles. Therefore, more interactions could happen at once between the acid and the metal causing it to go faster. The teacher will then ask the students what they believe would happen if the metal was cut up into pieces, or performed in a refrigerator or heater. Next, the students will do an experiment in which they break glowsicks in various temperature water.  They will see that the glowsticks broken in hot water will react faster.

Lesson ending: The teacher will review the information and ask the students if they have any questions. The teacher can also explain how this lesson crosses over to biology in things link metabolism.

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Grade 4-Social Studies

Unit: Societies of North America: Lands and People: Ancient-1400’s

Standard 3: Societies are shaped by beliefs and ideas.

Objective: By the end of the lesson, students will be able to evaluate the different belief systems/ideas of the pre-Columbian Mississippian Mound Builders.

Lesson Introduction:

·         Fact: “The varying cultures collectively called Mound Builders were inhabitants of North America, who during a 5,000 year period, constructed various styles of earthern mounds for religious and ceremonial, burial, and elite residential.”

·         Have different stations set up around the room: pictures such as earth lodges, flint fragments, broken pottery, arrow, spear heads. (or real artifacts/fake ones if have them)

·         Have students analyze where items came from, why they were used, how they were used, what they are made of…etc.

Lesson Middle:

·         Have class discussion over objects, the teacher will tell the students that the Mississippian Mound Builders lived in Manhattan, Kansas at one point. (This has the capability to connect students to their own environment).

·          Students will discover how the belief system/ideas of the Mississippian Mound Builders led to the building of the mounds.

·         In groups of two or three, students will research the religious ideals, societal hierarchy, and ways of life of the Mississippian Culture by using at least one book, and two sources from the internet.

·         In groups of two or three, students will DRAW how each of the above aspects effected the Mississippian Culture.

·         Students will then be able to demonstrate their own mound building by creating a layout of a mound builder civilization with colorful clay, paint, playdough, etc.

Lesson End:

·         Mound Game:

·         Teacher has mounds set up around the room (hoola hoops). Labeled with Religious Ideals, Societal Hierarchy, and Ways of Life.

·         Teacher will ask questions pertaining to the religious ideals, societal hierarchy, and ways of life of the Mississippian Culture.

·         Students will go from mound to mound depending on if the question falls under religious ideals, societal hierarchy, and ways of life of the Mississippian Culture.

·         The mounds will help categorize the three aspects of the Mississippian Culture for the students. 0","0"v��K)(�

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W.2.1 – Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Lesson Introduction: Read the children "Cat in the Hat" stop to discuss the story while reading

Lesson middle: explain to the students how to write about opinions of a story and discuss out aloud the story of "The cat in the Hat".

Lesson Ending: allow the students time to write opinions about a book they have been reading.

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1st Grade Math

Standard: 1.MD.3

Tell and write time in hours and half-hours using analog and digital clocks.

Beginning:

The teacher would have multiple examples of clocks in the front of the room, such as watches, alarm clocks, wall clocks, a phone, an iPad, and a laptop. These clocks would be an assortment of both digital and analog type clocks. The teacher will lead a discussion with the students asking what they notice about these items. What do the items have in common? How are they different? Where else do you (the students) see clocks during the day? Why is it important to know how to read the time on a clock?
Middle:

In the middle chunk of the lesson, the teacher will teach the students how to read both analog and digital clocks. The teacher will explain to the students that the numbers on the left side of a digital clock represent the hour, and the numbers on the right side represent the minutes. On an analog clock, the short hand represents what hour it is, the long hand shows what minute it is, and the thinner long hand represents each second.  Each student will have an analog clock manipulative that they can use to practice setting different times on the clock. Each student will also have a white board and marker to practice writing times as it would appear on a digital clock.

End:

The teacher will read the book “Telling Time: How to Tell Time on Digital and Analog Clocks” by Jules Older. As the teacher reads the book, students will use their clock manipulatives to set the time on their clocks to the time it is in the book on the different pages. Students can also use a marker and white board to practice writing times as they would appear on a digital clock. The teacher will be able to see if students are grasping this concept by having the students hold up their clock manipulatives or white boards once they think they have the time set correctly. The teacher will lead a discussion summarizing how to read the time on clocks and why it’s important to be able to read the time on a clock. As homework/extended learning, students will be asked to practice telling time by recording their daily schedule (ex. I ate dinner at 7:00 p.m. I went to bed at 9:00 p.m.).

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Kindergarten science

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

Beginning: I will bring in different types of clothing for different seasons and then I will lay them out and have the kids put them in piles of seasons to where they think you would wear it.

Middle: I will describe seasons and the weather in each season and how they change over time. Then we will watch a video describing it and they will dance along to it. They will create movements for each season, or weather. Then we will talk about why it keeps happening in a circle over and over again  and why we think it does that. We will make a diagram of the cycle of the weather and it's patterns.

End. The kids will get stick figures or cut outs of people and they will have to decorate them. After they are decorated they will have to go to a section of the room that is labeled as that season or weather and they will hang it up. They will do that depending on what they drew for their clothing and items with them. That way we can see if they understood the conditions and information about each weather/season.

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2nd Grade Science
Standard: 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.

Introduction: The students will watch this video explaining why plants need sunlight and water to grow. Before watching the video ask the students to be on the look out for the five things a plant needs. https://www.youtube.com/watch?v=dUBIQ1fTRzI
After students watch the video the students will talk with their group and share what they think a plant needs to survive.

Middle: Now the students are familiar with what a plant needs to survive. Student's will begin an experiment. The students will plant their own plant and watch it grow! They will make sure the essentials of the plant is met until their plant has bloomed.

End: There will be a worksheet for the students to fill out so they will be tested on their knowledge on how plants need water and sunlight.

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Specific standard statement

5-ESS1-2.  | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.[Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]

Possible learning introduction

The teacher with have the students pair up and grab some chalk.The students will have an opportunity to go outside onto a blacktop or side walk and trace their partner's shadows.

Strategies for a lesson middle

The teacher will explain that the earth's rotation causes shadows to change angles throughout the day.The teacher will have the students use hands-on experiments with flashlights and models.

Lesson end

The teacher will take the students back outside to their shadows to trace the changes. The students will explain why their shadows changed.

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Kindergarten English
Standard, Benchmark, Indicator                RL.K.2. – With prompting and support, retell familiar stories, including key details.
Introduction: I would first give the students clue to see what book we will be reading today. First I would read the book, “If you take a mouse to the movies”. Then after I was done reading to the students I would ask if they had any questions.
Middle: Then the students will use the felt characters that I give in order they appear in the book. Each table will have a bag of felt characters and they will have to put them in order.

End: I will have a worksheet that the students will fill out for the assessment to make sure that they get the concept of retelling a story.

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English Language Arts
RL.1.9 – Compare and contrast the adventures and experiences of characters in stories

Introduction: The teacher will give students skittles and M&Ms and ask students what is the same and what is different about the two candies. The students will discuss as a group the similarities and differences of the two candies. The teacher will read “No Two Alike” by Keith Baker. The teacher will instruct students to listen for things that are the same and things that are different throughout the book. The students will listen to “No Two Alike” by Keith Baker while listening for things that are the same and things that are different.
Middle: The teacher will pose the following question: “HOW DO THE ADVENTURES AND EXPERIENCES OF (INSERT CHARACTER NAME) COMPARE AND CONTRAST TO THE ADVENTURES AND EXPERIENCES OF (INSERT CHARACTER NAME)?” and write it on the big white board for students to reference throughout the lesson. The teacher will instruct students to answer this question by using individual white boards and dry-erase markers to brainstorm. The students will consider the following question: “HOW DO THE ADVENTURES AND EXPERIENCES OF (INSERT CHARACTER NAME) COMPARE AND CONTRAST TO THE ADVENTURES AND EXPERIENCES OF (INSERT CHARACTER NAME)?” by brainstorming similarities and differences of any two characters of their choice using individual white boards and dry-erase markers.
Ending:  The teacher will instruct students to write their final thoughts on a pre-made venn diagram. The students will use their brainstorm and pre-made venn diagrams to compare and contrast the two characters they have chosen. The student will use their completed pre-made venn diagram as an exit ticket.

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7th Grade Geography
Topic: Ring of Fire and Volcanism
Standard 5:  Relationships between people, place, idea, and environments are dynamic.

Introduction: The students will watch this video explaining volcanoes: https://www.youtube.com/watch?v=uZp1dNybgfc
After the video, the students will be given internet access and a worksheet to complete.  They will be split ideally into groups of 4. Each student will have to take a role within the group. The teacher then will explain the activity and the purpose of it.

Middle:  Many of the questions will be factual ones, like "What types of volcanoes are there?", "Why does the Ring of Fire exist?" However, there will also be guiding questions as well such as, "Why do people continue to live near volcanoes?". The teacher will monitor student learning while the students are working on the activity, ensuring that student questions and concerns are answered.

End: The teacher will bring the students all back together for a discussion about what they learned. Some questions may include: "What cool things did you guys learn about volcanoes?", "What famous cities have volcanoes near them?", "Do we have any reason to fear volcanoes here in Kansas?" and more. The teacher will clear up any misconceptions during the discussion. For the exit ticket, the students will have to write an answer to this question: "Is it worth it for humans to continue to live and build near volcanoes? Please explain you reasoning in at least 2 to 3 sentences

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6th Grade Social Studies
Standard: 5. Relationships between people, place, idea, and environments are dynamic.
Introduction:  The students will start the lessons by telling about the types of diseases that they know about.  They also will tell about what symptoms that they have experienced.
Middle:  The students will watch a video from John Green, explaining about diseases throughout history.  (https://www.youtube.com/watch?v=1PLBmUVYYeg).  Then the students will play a game on the iPad called Plague, Inc.  (http://www.ndemiccreations.com/en/). This game will allow students to manipulate a disease.  They can manipulate the symptoms, the resistance factors, and how the disease is transmitted.  The point of the game is to conquer the world and try to kill off all of the people in the world.  The teacher can have the students compete to see, whose disease kills the most people, or whose disease lasts the longest.
End:  The teacher will ask the students to think-pair-share the question: What symptoms were the most successful?  Then the teacher will have the students write an exit ticket to the question: Why was the bubonic plague so deadly?

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6th grade math
6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

Introduction: The teacher will begin the class by giving a brief review of ratios (which has been covered in prior classes).  Then, the teacher will take a poll of the class.  They will poll the number of students with short/no sleeves to students with long sleeves.  If the time is available, you could have the students collect that data themselves. Conclude the poll by showing on the board the number of short sleeves to long sleeves and showing how to reduce the ratio. Ask the class what they can conclude about the weather based on this ratio.

Middle:  Now that the students are familiar with ratios and the language of ratios. Tell the students that they will be working with their table groups. Have the groups get on a computer or tablet (may have to go to the library) and look up the price of two different juices from the local store.  After they have picked the two products, have them write down how many ounces are in each bottle and the cost of each bottle.  Once they have this information, the students will be able to find the ratio between ounces and dollars.  They will then be able to identify which bottle of juice is the most cost effective.

End: Bring the class back together with the "high five" gesture. Once settled down, call on a group to describe what juice brands they found as well as the ratio of ounces to dollars. Finally, hand out note cards that will be used for exit slips. On the exit slips have the students write down what other instances in their life where ratios will be present

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Standard: RL.1.4 – Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Grade: 1st grade

Introduction: The teacher will begin by asking, “How is everyone felling today?” Students will have a chance to shout out how they are feeling and the teacher will respond to them. The teacher will Then say, “Well today we’re going to learn about different feelings characters have in a story.” Teachers will gather students in circle at the carpet. The teacher will then do a read aloud of A Bad Case of Stripes by David Sherman. As the teacher reads they will stop and look at Camillia’s feelings. Teacher will record students’ observations of Camillia’s emotions changing.

Middle: The teacher will transition by telling the students, “Now that you know some words that can describe a character in a story. You will be crating your own character trait frame.” Teacher will have already have cut out a circle in a big piece of construction paper for all students to hold up to their face like a frame. Students will then create their own character trait by using words like the ones they saw in A Bad Case of Stripes. The students’ will write down traits they believe they have. Teacher will ask them as they work, “Think about how you feel coming to school or going home at the end of the day.” When students are done the teacher will ask them, “Can you think of why we may feel a certain way at different times in our day?”  Students will first table talk about the question. Students will then volunteer to share what they came up with.

End: The teacher will transition by telling students, “Now that we learned about Camilla’s feelings earlier and created our own character traits. What traits do we have sometimes that Camilla had in the story?”  Students will think-pair-share ideas. Students will then volunteer to share what they talked about. The teacher will ask students if they want to share their character trait frame to the class. Students who volunteered will share some traits they wrote about themselves and show an example face expression to go with the word choice. Teacher will assist as needed throughout.

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1st Grade

English Literature

Standard: RL.1.3 – Describe character, settings, and major events in a story, using key details.

Introduction: The teacher will ask the students if they have dogs at home, ask them what kind of dog(s) it is and what does it/they look like. Then show them the “Henry and Mudge” book and explain that the teacher will read the book to the children and as the teacher reads, the students will work on a worksheet, that has boxes labeled “Character(s), Settings, and Events” at the same time. So teacher will pass out the worksheets after explaining instructions.

Middle: Teacher will read the book and every few minutes at a particular time the teacher will ask students questions like “How many characters are there so far?”, “ What are the characters names?”, “ Where is the story taking place?”, “ What is the character(s) doing/ trying to accomplish/ solve?”. Students will complete the work sheet while listening to the story and looking at the pictures. Students will turn in worksheet when completed.

End: Teacher will have students pick a book that they like from school library. Students will receive another one of those worksheets and complete it based on the book they picked for homework. Students will turn it in the next day and teacher will grade it.

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11th Grade English
SL.11-12.6 – Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Introduction: (5 min) The teacher will begin the lesson at the door of the classroom before class begins. Standing in the doorway, the teacher will welcome students into the classroom leaning in the doorway and using a heavy amount of slang (Optional: dress in character: tilted hat, sunglasses, baggy clothing). Once class has begun, the inevitably puzzled reactions of the students will be addressed. Breaking character, the teacher will ask “What did you notice, entering today’s class?” Followed up by, “What did you think of the way that I was acting?” From there, the teacher will address the-

Objective: The student will demonstrate an understanding of how speech context shapes speech content.

Middle: (15 min) The teacher will show different presentation/speeches given different contexts. 1) a funeral speech 2) a wedding toast 3) A Presidential speech

The students will respond with what the dos and don’ts are of each speech and what context factors shape each speech.

(15 minutes) By volunteering, the student will be presenting the dos and don’t of an improvised speech.

The teacher will provide a speech context (audience and position).

The class will indicate what factors the presenting student should account for.

The student will first provide a 30-60 second presentation of what a “good” speech would be given the context. Then, the student will give a “poor” school appropriate 30-60 second speech given the context.

The students will indicate what was appropriate and what was not appropriate given the context.

End: The students will review the lesson by indicating the factors that are relevant to account for in a speech and what was inappropriate in each context.

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3rd Grade Writing Topics
W.3.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons.
Essential Questions: What is an opinion? What is opinion writing?
Introduction: The teacher will ask students if they have ever eaten an Oreo cookie. The teacher will make sure to put an emphasis on the oreo because they will be writing an opinion piece. Present the "Oreo Graphic Organizer" on the white board. State that opinions are beliefs that people have about things, remind students that opinions must also state reasons why people believe those things and that there are no right or wrong opinions, right and wrong will come later when we learn about the argument. Finally opinions wrap up with a concluding statement is like tying your shoe, it brings the opinion together and retells the opinion a little differently then the first sentence.
Middle: The teacher will present a writing prompt "The best thing about my friends is....." the teacher will hand out the "Oreo gaphic organizer" to each student and have them fill out the paper according to their opinion of "what the best thing their friend is".
Ending: Have the students write a paragraph about what the best thing about their friends is. Make sure to emphasize the details they used on the graphic organizer on the paragraph. Once they are done they can table talk about what they wrote and see if they had the same reasonings as other people at their table.

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Kindergarten Social Studies

Unit: Geography
Standard: 1. Choices have consequences.
Weather- "What should I wear?"

Introduction: To begin, the class will watch a short video on youtube (If You Need to Know the Seasons) that has a song about the seasons. The song is extremely catchy and it not only teaches the students about the each of the four seasons but it also spells each season which is helpful for the students.

Middle: The teacher will show the students different articles of clothing and ask them what season they would wear it in. This will help the students to start thinking about how the weather affects how they dress. (Why do you wear a swimsuit in the summer? Why are gloves important in the winter? Why is a rain jacket made of slick material?) Once the students have had time to discuss each item the teacher will hand out a page that has four outlines that look like people. The students will then have the opportunity to color on clothes for each season.

End: The teacher will walk around and ask the students what they are drawing on each person. The students will write on the back of their paper "My favorite season is _____!" The teacher will then collect the pictures.

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RL.9-10.9 – Analyze how an author draws on and transforms source material in a specific work
(e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws
on a play by Shakespeare).

Objective: Students will be able to compare different texts and find influences from another author.

Opening:
Set up items influenced by the works of Shakespeare at the front of the room. (Modern phrases that we can attribute to Shakespeare, stories with similar themes like West Side story, Lion King, etc. pictures of theatres)
The teacher will ask students what all the items in front of the room have in common. Wait for their reponses and no matter if they are close or not it gets them warmed up for the days lesson. Explain to the students that all of these items were influenced by the works of Shakespeare.

Middle: "Shakepeare was one of the most prolific authors in history and his legacy is felt throughout the world even today." The teacher will show many examples of different stories and popular movies that draw from Shakepearean plays. Question the students and see if they are familiar with any stories that are influenced by Shakepeare (even the smallest influence is good). Have the students look up various plays from Shakespeare's time to get ideas. Now explain to the students that this is not just limited to Shakespeare, and that many influences are felt from other works and can be a callback to them. Have them list some examples that they know of and turn that in.

Close- "today we looked at the influence one author can have on another". The students will share some examples that they learned of in their searches.

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Kindergarten Math

Geometry K.G Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 2. Correctly name shapes regardless of their orientations or overall size.

Introduction: To review a previous lesson where students learned different shapes, students will do a shape matching activity. When students are done, the teacher will ask what different shapes are and students will come up to the board and draw the appropriate shape.

Middle: The teacher will demonstrate how to create a Shape Monster. Using at least three different shapes in various colors. Students will then be given supplies to create their own shape monster.

End: Students will pair up and talk to each other about their shape monsters. Students then will present in pairs, explaining their partner's monster and what shapes were used to make it.

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Middle School Film Music Course

Re.3.I Identify and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, and (when appropriate) the setting of the text

Lesson Intro: Teacher will begin the lesson by quickly asking the students about their experience with the movie Mary Poppins. The students will tell the teacher and their peers what the movie is about, what kind of mood it has, and other things they may know about the movie. The teacher will then show them the “Scary Mary” video clip from youtube, where the trailer for Mary Poppins is playing while ominous music sounds, giving the movie a very creepy and eerie feeling. The teacher will point out that this didn’t sound like the same Mary Poppins that the students were just discussing and plays the original trailer for them. This has the same video, but includes the original, much more happy sounding background music the students had associated the movie with.

Lesson Middle: The Teacher will have the students discuss in their table groups about how each of those trailers made them feel as they were watching, and if they changed their perception of the movie. Once the students have discussed with their groups, the teacher will have students tell the class what they thought. The teacher will then talk about how music affects movies. Teacher will ask students, “What musical concepts and terms affect the way we perceive music?” Students will discuss then and then talk about how dynamics, text, chords, tempo, mode and other music terms in music affect the movie it is for. Teacher will then have students break into 8 groups. He will assign 4 groups a different audio file to listen to. He will assign the other 4 groups a different trailer to a movie where the audio has been taken out. The students need to find the groups that have the music that they think goes with their movie. After taking about 5 minutes for the students to go to each group and determine if it’s a match, the students will combine their two groups to do some research on the music of the movie they were given. After about 15 minutes, the students will present their “research” to the class and explain certain aspects of the music and why they think it fits the theme of the movie.

Lesson End: Students will get back into a full group to have a large-group discussion on what they learned in general about how music impacts movies. The teacher will give some concluding thoughts on how the students did in their discussions, and asks if anyone had found anything out about the composers of the music they were given. Students may share answers, and the teacher points out that in the next few classes they will be using the knowledge they learned today to delve into the world of composition. Students will be studying composers and figuring out what some of the most famous movie score composers think about when writing music for movies in the classes to come.

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Accounting
Standard

Determine the cost of inventory
Introduction
Discussion: How do businesses know how much their inventory is worth? How much did they pay for the inventory?
Discussion: How does a small business keep track of its inventory compared to a large retailer? (This is in terms of how much the inventory is worth on paper.)
Middle
FIFO – first in first out. This is like a pipeline. What goes in first comes out first. Activity of drinking through a straw.
LIFO – last in first out. This is like filling a bucket with sand then dumping it out. If you never empty the bucket completely, there will be sand in it from the first time you filled it. Activity of putting play dough into a container.
Weighted Average – the average cost of the inventory. This is like popping a balloon. Everything gets evened out. Activity of mixing two different drinks to make a new flavor.
End
How do the large retailers such as Wal Mart, Target, and Costco keep up with their inventory?

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Fifth Grade Social Studies

Choices have consequences.  Unit: 1770-1780

Introduction: The teacher will ask the class if they've ever had a big change in their family or communities they are a part of and how that change affected them.  Students will share a few changes they have observed and how they were affected. The teacher will explain to students that within each society are many different changes that lead to the evolution of then entire society.

Middle: The students will watch a short video detailing the bigger details of the American Revolution. The students will then be split into smaller groups and each given a different list of things that a particular side of the Revolution believed in and was fighting for. The students will not know the exact titles of the group, just their beliefs and some background information. Using this information, they will work as a group to present these beliefs to the class and defend why they think they are correct. After each group has presented, the teacher will explain the name of each group and what side of the Revolution they were on (the main groups are Loyalists, Patriots, Minutemen and Redcoats). The teacher will tell the students about how each group thought they were right because that is what they had taught and how the choices they had a big impact on them for the rest of their lives, both positive and negative.

End: The student will have 5 minutes to jot down ideas in their journal as to how they could justify the British people's thoughts as to why they should persecute the Americans, and why their choices ended badly for them and ended well for us.

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Second grade science standard

2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.

Introduction- The teacher will show a one minute video of diverse plants in diverse habitats. The teacher will then display a cactus, tropical fern, pond lily, grass and small conifer and talk briefly about each plants attributes.

Middle- The teacher will then assign a plant and worksheet to each group of students.  The worksheet will list what plant attributes match to certain habitats.  The groups will be instructed to fill out the worksheet based on the plant they are assigned.

End- Each group of students will give a brief description of the plant they were assigned and what habitat it belonged to.

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8th grade Music

Cr.4.N Share personally-developed melodic and rhythmic ideas or motives
individually or as an ensemble - that demonstrate understanding of characteristics of music or texts studied in rehearsal.

Objective: By the end of the lesson, students will be able to create their own rhythmic patterns. (Apply)

INTRO
The teacher will put a rhythm on the board and students will come into class with a metronome already playing. Students will perform the rhythm multiple times together.  Then the teacher will change the rhythm on the board. Students will continue to perform the rhythm with the new changes. The teacher will explain how rhythms can  be changed and altered, and are very easy to create.

MIDDLE
Students will be assigned to a partner, and together they will create a simple four bar rhythm pattern. They can perform it using any kind of classroom instrument of their choice. With their partner, they have to use at least one of each of the note values they have previously learned in class (quarter notes, eighth notes, sixteenth notes and quarter rests)

END
Students will each come in front of the class and write their own rhythm on the board. With their partner, they will perform their rhythm and teach it to the class.

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High School U.S. History

Standard 3: Societies are shaped by beliefs, ideas, and diversity

Introduction: Teacher presents question "Who here has had to make a decision where there was no clear answer? A decision where you may have had to weigh some serious consequences?" As students raise their hand, Teacher explains that there was a choice the United States had to make that had drastic consequences, one that challenged the morals and the American value of Human life.

Middle: Teacher explains the situations surrounding the first usage of the atomic bomb, including the Japanese society and how the military fought to the last individual for the emperor, teacher explains logistics of a mainland invasion of Japan. After information is presented, a discussion among the students will take place to decide if the usage of Atomic Bombs on two civilian populations was necessary to save millions of lives. THERE MAY BE NO CLEAR ANSWER: Introduce Trolley problem.

End: Teacher asks various questions, such as "How would the decision to drop these massive bombs on the target cities been made?" "How does the decision to drop the bombs reflect the American view on human life?" Teacher MUST stress that there may be no right answer to whether it was justified, to preserve perspective.

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W.9-10.3c – Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

Intro- “Group Stories”- Instruct the students to write a sentence on a piece of paper. Then rotate the papers to the next person and have them write another sentence that expands on the previous sentence. Do this for a couple rotations. Read some of the finished stories aloud. Explain how the way events of a story are arranged can affect the story’s theme, tone, etc.

Middle- Analyze how a story contains different sequences that build on one another. Take different events from texts (ex. Princess Bride, The Hobbit, Romeo & Juliet, etc.) And have the students put them in order from beginning to end (students in groups). Then have them explain why they organized the story the way that they did. Possibly explain how they would change the story if they could.

End- Discuss what the students think are the most important techniques to sequencing a story. Discuss which of these important themes they see in their own favorite books.

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Fourth Grade Social Studies

Standard: Unit: History

Standard 4) Societies experience continuity and change over time; students will recognize and evaluate continuity and change over time through the study of daily life of a Plains Indian family, a pioneer family, and a modern family.

Introduction: Teacher will ask “what is the past?” and “what do you think the past looks like?” “what do you think I mean by the past when I talk about pioneers moving west?” After the teacher asks these questions, the teacher will write the students observations about what they think the past is and what it looks like on the board. The teacher will present pictures of a Plains Indian Family, Pioneer Family, and a Modern Day Family

Middle: The teacher will split the classroom into two groups (the teacher will prepare a list of items a modern day family will need to make food, build a house, have protection, items in the house after its built, transportation, anything the MODERN FAMILY would need to use to survive): Pioneer family group and the Plains Indian family group.

End: Students will make a graphic organizer comparing the different families and use it for the exit ticket.

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11th grade English

RL.11-12.6 – Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Intro: Students will enter the room as a (clean) Weird Al song is playing. As they take their seat the teacher will ask them to think about why the teacher might be playing a parody song like this if today they are going to be talking about irony/satire/sarcasm. Share out a few answers. Then the students will write what they already know about irony/satire/sarcasm on a different sticky notes, then put them on the board in a designated area for each topic. The teacher will tell the students that they will return to the notes later.

Middle: The teacher will pose brief definitions of these categories and hand out the short story “Lamb to the Slaughter.” The students will read the story individually, highlighting key evidence of the use of irony/satire/sarcasm. After they are finished, they will join with their table groups and compare evidence, writing shared points in the margins with their reasoning. The class will come back together and share out the evidence that they found, focusing on how these elements change the real meaning of the story.

Closure: The teacher will return to the sticky notes from the beginning and ask the students whether they still agree or now disagree with what they originally wrote on their sticky notes. If they agree, what from today's activity supported their original thought? If not, what helped them change their mind? The teacher will then ask them to keep this in their mind for when they begin reading “The Raven” tomorrow.

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9th grade Spanish

Standard 1.1 Communication – Interpersonal/Conversational.

1.     Student expresses basic courtesies, greetings, and salutations, appropriate to register.

Introduction: As students walk into the classroom, three students will see a prop on their desk. One student will have a hat, another will have a tie, and another will have a briefcase. They will be the designated adults for the opening activity. The teacher will activate prior knowledge about reminding the students the appropriate form of verb when talking formally or informally. The teacher will then explain to the students that today they will be learning about proper courtesies, greetings, and salutations in Spanish cultures.

Middle: The teacher will go over important things to remember when addressing a person both formally and informally and introduce students to popular greeting/salutation phrases. The students will get to practice by approaching the designated adults and using one of the greetings they have learned. After each student gets to practice, the teacher will present the next activity for the day. In their table groups, the students will have 10 minutes to come up with their own short Spanglish scenarios to play out for the class utilizing the appropriate greetings and salutations to use for different people as well as any vocabulary they have learned. They will be able to use props from the prop bucket to accentuate their roles of adults and children. Once they have their scenarios, they will act them out in front of the class.

End: The teacher will regain the students’ focus and ask the students if they thought each scenario properly represented the correct courtesies and why. The teacher will then have the students complete an exit ticket that includes three things to remember when using courtesies, greetings, and salutations with others in Spanish.

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Standard: 1.1.1 Identify careers/entrepreneurial opportunities in media and communications (i.e. broadcasting and online communications)

Intro: The students will be prompted with the question, what can you do with journalism? Students will discuss in groups of 2-3 for a few minutes and then share examples they come up with.

Middle: After hearing the examples, the teacher will ask students what types of careers they could pursue if they wanted to work in the journalism field. The teacher would give a few examples, like reporter or print layout designer. Students will then select a possible career and research about the career, looking for important info such as what they do, how much their salary would be, what it takes to get into the role.

End: The students will talk about their respective career choices in brief presentations to the class. To end, the teacher will set them up for the next class period: they will work on getting in touch with a professional actually doing that job, set up and interview time, and conduct an interview to learn even more from a first-hand source.

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First Grade Math

Measurement and Data 1.MD

Tell and write time. 3. Tell and write time in hours and half-hours using analog and digital clocks.

Introduction

The students will be asked “why do we need to know how to tell time?” The students will talk with a partner and then will share some ideas with the class. The teacher will show a short video about how a clock works and how we should read the clock to tell time.

Middle

The students will make a personal analog clock out of a paper plate. The student will then use their paper plate clock to move the hands to find the correct time. The teacher will teach students how the clock will look at the hour and give practice times for the students to show on their clock. The teacher will then teach the appearance of the half hour. The students will use their personal clock to show the practice half hour times.

End

The student will have a partner and will be given a time telling matching game. There will be pictures of clocks with the hands telling a certain time. The student will match the clock to a list of times. Once the pair has matched all their clocks and times, they will check their answers with a pair that is done near them and then check their answers with the teacher.

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Standard:

1-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when illuminated.

Beginning: Black out the room and ask the students to complete a task in the dark.

Middle: Have the students walk through a “cave” in the gymnasium with obstacles and tasks using only a flashlight to guide them.

End: Discussion about how you can only see things when light is present.

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Grace McNeil

Second Grade Science

2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.

Beginning: The teacher will show the students a time lapse video of a plant growing

Middle: The teacher will hand out materials needed for planting seeds in a cup for every student. The teacher will ask how they students think they are supposed to plant the seed? The teacher will give directions to students on how to plant the seed. The students will answer the question what does the seed need to grow? The teacher will have two separate cups with seeds for herself and one will be in complete darkness and one will be in the sunlight with the student’s cups. The teacher will ask what the students think will happen to the cup in complete darkness.

End: The teacher will show the students the cup in complete darkness and how much it grew compared to the cups in the sunlight. The teacher will ask what cycle the seeds went through to grow in a weeks time.

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Standard

1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.

ESS1.A: The Universe and its Stars

Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1- ESS1-1)

Introduction: Student will sit back reclined or lie on floor in a dark room while watching a projection on the ceiling of moving planets. As the movement of the Sun, Moon and stars are depicted in the movie the students will be asked to reflect quietly on the pattern of movement. Why does this occur? How can we predict what is happening and what will happen?

Middle: As the lights are brought up, students are asked to find their names in certain groups, named for scientists who made contributions to astronomical predictions. In their groups they will discussion what they know about one of several questions: how do the earth and planets move around the sun? What is the relationship between Earth and the Moon? What are the stars and how do they appear to move in the sky?

Student will explore their questions through models and computer modeling, if they choose, within stations that are set up. The teacher will guide and provide direct instruction at the stations.

Station 1: Movement of The sun and the solar system

Station 2: The relationship between Earth and Moon

Station 3: the stars beyond

The students will answer questions they have and those provided within a Passport book as an exit ticket. Teachers will stamp the passport books upon completion.

Ending: Students will share what they learned about each station in review and discussing what they liked and didn't like. The teacher will review the main points and discussion how the students use of models to predict is used in a lot of different scientific area and that it will be used again in the next lesson about predicting hours of sunlight during different times of the year.

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Second Grade - Science

2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.

Introduction:  Display multiple photos of plants and animals on the projector.  The teacher will ask the students to observe the similarities and differences in the photos.  The students will share their ideas, hopefully pointing out the backgrounds (habitats) of the photos.  They will write these in a venn diagram (after the teacher explains how to use one).

Middle:  The students will be split up in groups and they will be given multiple photos of different environments/habitats as well as photos of different animals and plants.  The students will analyze the photos and determine which animals/plants go with which habitat.  They will do this in groups so that they can share their ideas of what they think is important for each plant or animal to live and grow.

End:  The teacher will assess the students with a class discussion over their matching activity and their results.  The teacher will go through each animal/plant and ask each group what habitat they matched it with.  She will ask why they chose that photo.  The students will discuss the importance to water/oxygen/sunlight/etc.

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3rd Grade Science
3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

Beginning:
Get the students excited to learn about inheritance of traits by taking an inventory of the class' traits. Do this with a chart, that lists different traits, such as "Detached Earlobes" or "Tongue Roller". Ask the kids which of them can, for example, roll their tongue. They raise their hand, and use one colored marker or sticker for girls and another for boys. After this, the class will discuss at their tables why they all have different traits. Then, come together as a class and discuss where genetic traits come from.
Questions to discuss:
1. Why does ___ have blue eyes and ___ have brown eyes?
2. How come ____'s hair is curly?
3. Why does ____ have brown hair when her mom has red hair?
Continue asking questions along these lines, and let the students try to come to their own conclusions about the answers. When the students have come up with an answer, or even if they have no idea after several questions, the teacher will quickly explain genetics, and how people get traits from their parents.

Middle:
The class will be split into partners. The teacher will explain the activity: The students will be getting a chart with many different traits on them, for example brown or blue eyes. They will also be given a blank piece of paper, colored pencils, and a coin. The students will then flip the coin. They look at if it landed heads or tails. Then, on their chart, the traits are listed under heads and tails. For example, the brown eyes trait is listed under the heads column, and the blue eyes trait is under the tails column. The students will then collaborate to create a picture of a person, who has the traits they flipped for with their coin. The teacher will ask if the students have any questions, and then the teacher will pass out the materials to the students. As the students work on the activity, the teacher is walking around, helping the students learn how to flip coins, or with whatever they may need help with.

End:
At the end of this lesson, the students will all take their drawings and post it on the bulletin board in the classroom for all to see. They will look at each others' work. After they are finished with this, they will complete an exit ticket answering the question: "Explain where people get their traits from?" This will allow the teacher to check for their understanding, and close the lesson in a positive way.

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10th Grade Music
Cr.3.N Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.

Lesson Introduction: (5-10 minutes) Students will walk into the class with a song that the teacher has composed on the garage band with some rhythm, notes, and chord progression mistakes for the day playing. Once all the students have walked into the class the teacher will display on the screen their music composition to the class. The teacher will again play the composition for the students. Once the composition has been completed the teacher will ask the students "What key, time signature, and chord progressions are displayed in this composition"? (Blooms Taxonomy- Analyze). Students will then have the opportunity to think pair share first with their partner and then the teacher will open a group discussion. After this the teacher will ask the students to scan through the garage band composition looking for incorrect rhythms, notes, and chord progressions in the piece. Once a student has found a mistake, the student will have the opportunity to go to the computer and correct the mistake. After all corrections have been found by the student the teacher will play the corrected version of the song. The teacher will proceed to ask students "What are differences that you can hear between this corrected composition and the un corrected composition?" (Blooms Taxonomy- Analyze). Students will think-pair-share with their partner first and then the teacher will open a class discussion

Lesson Middle: (30-35 minutes) After the teacher finishes the discussion, the teacher will have the students take out their draft compositions. Each student will pick a partner. After the student has picked a partners  they will switch draft compositions. Each student will go through first and play through the composition on garage band and listen to the entire composition with open ears. Once they have listened to the composition they will look for any mistakes that were made in the key signature (notes), time signature (rhythm), and in the chord progression (harmonies). The teacher will walk around the room checking with different students asking what the student is working on and if they need help. The students will then circle these different mistakes. After 5 minutes the students will switch the composition with another partner. The students will again repeat the same process. After the student has switched their draft composition with their partners the students will first listen to their composition fully, then the students will look at the areas that were circled by their partners and they will correct the mistake. If the student is not fully aware of the mistake in their composition they can go back to the partner who corrected their composition and ask what is wrong or they may ask the teacher for help. Students will have 10 minutes to correct their draft compositions. Once the students have completed their draft compositions students will again listen to their composition. Then students will write a reflection of the differences they heard between their first draft composition before corrections were made and then their second draft composition. Students will also reflect on different corrections they made and what they corrected the mistake too with measure numbers. Students will submit this reflection on the class discussion board. Students will have 10 minutes to submit reflection.

Lesson End:  (5 minutes) After the students have submitted their reflections, the teacher will gain students attention. The teacher will then ask a volunteer to come up and play their first draft for the students, then show the corrections they made, and then play their final draft for the students. Once the student has shown the final draft, the teacher will ask the students "What are ways this project applies to your everyday music career?" (Blooms Taxonomy- Evulate) and "How could you use this draft besides for class work?" (Blooms Taxonomy-Create)

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RL.1.3 – Describe character, settings, and major events in a story, using key details.

(Reducing lesson just to major events, with the notion that we have already covered characters and settings)

Beginning: as the students walk into the classroom is set up with a scene out of Cinderella. There is a doll house that is drawn and stood up made 3D with a dirty/muddy looking Barbie doll outside standing next to a small pile of dust on the ground. Ask your students what they think is happening in this story?, who is that standing there?, and where is this story placed at?

Middle: teacher begins to read the book Cinderella to her class as they are still sitting in front of the set up scene. Before reading the book the teacher has other settings and a few more dolls behind her for easy access, in a tote so it isn't a distraction to any students. The teacher begins to read for her students as the story goes the teacher changes the characters and the settings. About a quarter way through the book the teacher asks why they think she keeps changing these props? Continue reading the book continue changing props as well. At the end of the book ask class what were some things from the story that was important? As the students are naming events by being called on you start to pick out the events that make up the main events in a story. Lay out the props you used at those main events ask students to name what character that is and where they are. Explain to your students what main events are, how they are the big events that all come together to make a story like they see with the props.Direct  students to get into their reading groups and each group is giving a book to read (each group will be different). Each group will also be given a piece of poster sized construction paper that has three big boxes drawn on it. Instruct your students to read the book as a group then to draw three main events from the book on their poster. Your prop line up of main events will still be left up for students to reference

End: each group will present their poster board to the class. Explaining their main events so that all the students will be able to get a quick idea of what that book is about.

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RL.1.3 – Describe character, settings, and major events in a story, using key details.

(Reducing lesson just to major events, with the notion that we have already covered characters and settings)

Beginning: as the students walk into the classroom is set up with a scene out of Cinderella. There is a doll house that is drawn and stood up made 3D with a dirty/muddy looking Barbie doll outside standing next to a small pile of dust on the ground. Ask your students what they think is happening in this story?, who is that standing there?, and where is this story placed at?

Middle: teacher begins to read the book Cinderella to her class as they are still sitting in front of the set up scene. Before reading the book the teacher has other settings and a few more dolls behind her for easy access, in a tote so it isn't a distraction to any students. The teacher begins to read for her students as the story goes the teacher changes the characters and the settings. About a quarter way through the book the teacher asks why they think she keeps changing these props? Continue reading the book continue changing props as well. At the end of the book ask class what were some things from the story that was important? As the students are naming events by being called on you start to pick out the events that make up the main events in a story. Lay out the props you used at those main events ask students to name what character that is and where they are. Explain to your students what main events are, how they are the big events that all come together to make a story like they see with the props.Direct  students to get into their reading groups and each group is giving a book to read (each group will be different). Each group will also be given a piece of poster sized construction paper that has three big boxes drawn on it. Instruct your students to read the book as a group then to draw three main events from the book on their poster. Your prop line up of main events will still be left up for students to reference

End: each group will present their poster board to the class. Explaining their main events so that all the students will be able to get a quick idea of what that book is about.

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Second grade RLA
RL.2.2- Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Beginning: Teacher will have students sit in a circle on the floor and read a short story (1 paragraph long). Afterwards, teacher will ask what they think was the most important thing about the story. Students will offer answers. Teacher will ask why they thought that was the most important thing. Students will respond with details from the story.
Middle: Teacher will introduce main idea and supporting details by providing definitions and using the examples from the story they just read. Once they learn the definitions and go over the examples, teacher will guide students through two more examples.
End: Ending activity will be an exit ticket. For the exit ticket, students will complete a worksheet that will contain a one paragraph short story, a box to fill in the main idea, and three boxes where students will fill in supporting details.

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SL.1.4 – Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Beginning: The teacher will ask students to think about one of their favorite memories. The students will think deeply about who was with them, where they were, and what was taking place during this memory. The teacher will then explain her favorite memory with these details and ask a few students to share as well.

Middle: As a class, we will read the book The Cat In The Hat. Throughout reading the book, the teacher will be asking students’ about different details in the story that portray to the people, places, and events that are happening throughout the story. After the book is read, students will be put into small groups with a simple book. As a group the students will read the book and fill out a story map that contains the people, places, things, and events of the story.

End: Each group will present their story maps to their fellow classmates. Other students in the class whom have already read the book that another group is doing their story maps over may contribute ideas for the people, places, things, or events.

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1. Standard: 3.NF.A.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

2. Introduction: Ask students whether or not they have been in a pie or pizza contest. Teacher should give an example where one person eats ⅜ of a pie and another person ate ⅝ of a pie. How will we know who one? This is why we are going to learn how to compare fractions

3. Middle: For the lesson middle, first review what a fraction is, and what the numerator and denominator are. Students should Then ask students to explain the different ways we can show a fractions size. When we know one fractions size, we can compare it to other fractions with the same denominator. This can be done by using a visual representation of looking at the numerator. The teacher will explain how we can use models to help determine the size of fractions, then compare the fractions. The teacher should complete some examples. Give students a set of practice problems.

End: Relate back to original dilemma. Because students now know how to compare fractions, they will know whether or not they won an eating contest. Students won't lose because they now understand how to compare fractions. Teacher should collect practice problems to check for student understanding.

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Standard: R.L.3.2 – Recount stories, including fables, folktales, and myths, from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Lesson introduction: we will read aloud Sylvester and the Magic Pebble with a focused question on what the lesson Sylvester learned would be and questions about his perspective changes throughout the read aloud.

Lesson middle: students will choose two fairy tales/myths/folk tales and write a journal entry summarizing each story and its lesson. These journal entries must include the main characters, the problem, the “solution”, the lesson learned, and evidence as to why that is the lesson.

Lesson conclusion: The class will gather together and discuss potential effects these stories have on various cultures. Think pair share at the end discussing why people might create fairy tales.

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Standard: Standard: 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.

Lesson Introduction: The teacher will get the students “hooked by providing a picture prompt projected on Power Point and encourage students to observe the plant and animal life.

Middle: The teacher will read the book Over in The Jungle to the class. The students will write down the animals in book and what their habitats look like.After reading the book, the students will be put in groups and asked to make a T-chart with one side labeled desert and one side labeled ocean. The students will answer questions such as: “where did you see the most plant life and why”, “where did you see the most animal life”, “how were the animals in both habitats the same”, “how were the plants in both habitats alike,”

End: After the teacher has read the book with the children and asked them to write down the habitats of the animals in the book, the teacher will give students pictures of animals to match with the habitats in which they live. After matching the animals and their habitats, the students will make a collage of animals and the habitats in which they live.

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Kylee Spray

Standard: RL.2.3 – Describe how characters in a story respond to major events and challenges.

Beginning: Ask the class the following questions: How would you respond if someone was mean to you? How differently would you respond if someone was nice to you? What if someone gave you 5 dollars? What if someone stole 5 dollars from you? Explain to them that characters in stories respond the same way we respond to events in real life.

Middle: Have them read the book, Charlottes web and have them record major events and how the characters reacted. The students should keep this in their daily log. The student’s will read one chapter everyday as a class and they will openly discuss what they think the major events are of that chapter.

End: The student’s will write a one page paper over how major events and challenges can cause people to react. The teacher will draw in the concept of being nice to people causes people to be happy and being rude to people causes them to be sad.

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Kindergarten English Language Arts

RL.K.9 – With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Beginning: The teacher will have two pictures on the board that are different and the students will try to find the similarities and differences in the pictures. As a class the students will discuss how the pictures are the same and different.

Middle: The teacher will have two books that are both about the same thing but yet still different to read to the students. For example two different versions of The Three Little Pigs. The teacher will have the students look for similarities and differences while listening.

End: The teacher will have a big venn diagram on the board and will have the students tell her what to write in each section to compare and contrast the books. The students could also fill out their own venn diagrams.

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7th Grade English
Standard: RL.7.3 – Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Beginning:  The students will discuss what setting is taking place in "From the Mixed Up Files of Mrs. Basil E. Frankweiler" and explore how being in the museum shapes the two children's experiences.
Middle: Students will pick a setting of their choice and re-write one short plot scene of the book, using the setting they picked. For example, they could choose to have the students stay overnight in their own school. They should be able to explain how this would drastically alter the story.
End: The students will share their re-written plot scene with either groups or the entire class.

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Language Art: 5th Grade
KCCRS W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Lesson: The overall lesson the teacher telling a story about someone and their life. The students will not know who this person until the very end. The students have to recall relevant information from this person experience.
Beginning: The teacher will bring in a portrait of a person in an uniform. The teacher will present as “Who is this person?” The students will take guesses on who this person is. The teacher will tell them that you will gather information about this person through a story about them.
Middle: The teacher will have the story printed out and start reading through the life of this person. The teacher will stop throughout the story to ask questions that reflect back to the story. At the end of the story, the teacher will announce who this person is. The mystery person is her grandfather. After tell the story and revealing, the teacher will transition into vocabulary and connect the vocabulary back to the story that was told. After vocabulary, the teacher will present the activity. The activity is the students arranging in a human timeline with pictures of her grandfather. The students have to figure out where the pictures go in the timeline. The teacher will announce the correct order at the end.
End: The students will use an exit ticket to recall an event from the story and explain what happen. The teacher will review why we need to recall relevant information from experiences.

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Standard: L.2.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Beginning:
The teacher will have words on the board that create a sentence. For example, "lets eat grandma"
The teacher will have the students help correct the sentence using proper capitalization and punctuation. The teacher will explain how "punctuation saves lives!"
Middle: The teacher will review the punctuation and capitalization posters, going over each type and the rules. Next, students will complete a worksheet in which they will fix the sentences by rewrite rewriting them, using the correct punctuation and capitalization. After this, the students will perform the punctuation dance while the teacher slowly reads the sentences from the worksheet allowed. (directions in lesson plan)
End: Students will practice their punctuation skills by proofreading a story that is missing all punctuation, and correct it by adding punctuation. Exit Ticket: Student will write 6 complete sentences using correct spelling, capitalization, and punctuation. Each sentence will include at least one of the following punctuation marks: period, comma, exclamation mark, question mark, apostrophe, quotation mark.

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Seventh Grade Geography
Standard No.5  Relationships between people, place, idea, and environments are dynamic.

Introduction- Students will pour vinegar into a "volcano" that has baking soda

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1st grade Language Arts standard:
Retell some key details from read-alouds, simple written texts, and oral presentations.

Lesson introduction: the teacher will read a chapter of the class book aloud as students follow along their own copies.
Lesson middle: students will be put into small "book club" groups to share five key details each by writing them down on a whiteboard
Lesson end: the students will come back together and share their number one key detail decided on by the group with the rest of the class

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Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Beginning
Teacher will explain and popularly shake a hand and why it is effective. Then the teacher will effectively demonstrate this active.

Middle
Class will form two circles and shake hands with there classmates also useing common greeting such as how are you?

End
Bring the class together and talk about why it is important to shake hands

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Kindergarten Reading

RI.K.10 – Actively engage in group reading activities with purpose and understanding.

Beginning: Give each table of students a 20 piece puzzle and have them do the puzzle as a group. (5 minutes or less). Then give the students a puzzle piece with a letter in the middle of the piece and the full sight word at the top. Have them sit in a circle on the rug. Give them an example and show them how the puzzle pieces fit together when you find the matching piece.

Middle: Tell them to find the puzzle piece that fits to theirs and give them time to roam the room with each other and look for their partner. Tell them that when they are done, come sit on the carpet and praise them for getting it right (or tell them to keep looking if they are wrong!)

End: Have them sit by their partner on the carpet. Go around the circle and have each partner group say their word, and then have the class repeat it. Tell them at the very end that they are wonderful readers!

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Fourth Grade Language Arts
W.4.1d Provide a concluding statement or section related to the opinion presented.

Beginning: Have students sit in a circle on the ground to tell a story. The teacher will being and the teacher will designate a student to end the story. The teacher will start and say one sentence/phrase then it will go to the next student and they will say one sentence/phrase and so on. The designated student must say a concise and complete ending sentence. Repeat this process.

Middle: Talk about the parts of persuasive writing. Go through an example as a class. Students will call out examples from their desks and the teacher will write an outline on the board (include opinion, supporting reasons, and conclusion)

End: Have students think about an opinion they have (provide prompts, examples) and write the concluding statement (just the concluding statement as if they had written a whole essay) on a sheet of paper as their exit ticket.

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Second Grade
RL.2.3 – Describe how characters in a story respond to major events and challenges.

Beginning:
- The teacher will ask students to talk about major events they have had in their lives and how that effected who they are today.

Middle: The class will read a short story.  Questions will be asked about characters and main events through out the story.  When finished reading the class will work together to form a list of major events that happened in the story and how the characters responded to those events.  Students will then chose a book of their choice.  They will read the book and then create a list of major events and how the characters responded to those events.

End: The students will form groups of 4 and share their list to the group one at a time. This will allow the students to see different major events in various stories and how the characters responded.

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2nd Grade Standards for Reading, Key Ideas and Details:
3. "Analyze how and why individuals, events, and ideas develop and interact over the course of the text"

Introduction: Students will read a story from their text book and the class will all together identify the main characters and setting from the story.

Middle: The teacher will then break the students up into equally numbered groups and each group will be assigned different parts of the story, such as beginning, middle or end. Students will then work together to identify how the characters were feeling at that point in the story, and what events were occurring. The students will also identify a main theme of that section of the story.

End: All of the classroom will then come back together. Each group will then share what they found and identified about the characters and events for that section of the story. The class will then all together discuss how the characters and events have changed and developed throughout the story.

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High School US History - World War II

Standard 5: Relationships between people, place, idea, and environments are dynamic.

Lesson Introduction:
Students will watch a short video on Youtube introducing World War II and the countries that were involved.

Lesson Middle:
Teacher will hand out to the students a map with the different countries and major battles that were involved in World War II. The students will break up into groups and decide where each battle took place and the different countries involved. When every group is finished, the teacher and students will go over the correct answers and the students will correct their map.

Lesson Ending:
The teacher will break the students up into two teams and have a competition to see which group can get the most battles correct. One at a time a student from each team will come up to the board and the teacher will give them a battle. The students will have to name the different countries that were involved and where the battle took place to get a point. The team with the most points at the end wins.

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6th grade math
Standard: 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

Introduction: Bring in a visual with various animals, insects, and aquatic creatures.  Have the students pick out three different creatures from the image, draw the image, and describe how many legs it has and how many of one other feature it has in a sentence. (Ex: wings, eyes, ears, etc)

Middle: Explain that there is a better way to summarize the relationship between legs and animal, using a symbol.  Introduce the concept of a ratio on the board.  Ask some students to say what animal they picked what other feature they chose to compare to the amount of legs, and also how many there were of each.  Explain how that example would be written using a ratio, and also how this would be said.  The students will then write ratios for two different animals, and write the ratio language for those animals.  Then the students will compare these results with the other people in their table.  Who had the most uneven ratio?

End: Bring the group back together, and for one volunteer to explain ratio in their own words.  Ask the table groups to share which ratio was the most uneven.  Give exit slip to write a ratio for how many people live in their house to how many bedrooms there are (with beds).

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3rd Grade English

RL.3.7- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize aspects of character or setting).

Introduction: Students will bring in some of their favorite picture books to share with the class. Teacher will have images of the illustrations from each favorite picture book (creating a list ahead of time to research images and have them available for easy access). Teacher will read a picture book aloud having students pay attention to the illustrations, and modeling the thinking process of analyzing illustrations.

Middle: Students will share their favorite picture book with the class, explaining why it is their favorite picture book. Teacher will put up one illustration from each book for the class to analyze. Stations will be set up for identifying the mood of the picture book, the characters in the picture book, and the setting of the picture book. As each student comes to share their favorite book, the rest of the class will move from station to station. Teacher will call on group at each station to share what they’ve discussed for each illustration.

Q: What does the illustration add to the story that we can’t get from the text?

End: Students will write down what they learned about the mood, character and setting through the illustration from their favorite picture book based on discussion at each station. Teacher will then revisit the book read aloud at the beginning of class, and have students share their knowledge about analyzing illustrations by coming to conclusions of how illustrations help the story.

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7th Grade: Geography

Standard 5: Relationships between people, place, idea, and environments are dynamic.

Topic: Human impact on the Earth and physical systems

Lesson introduction: display slideshow of the earth as a utopia:showing green, lush lands, no roads, no cars, no buildings. Record scratch with new slideshow of earth as it is now: pollution on land and in the ocean.

Lesson Middle: Have students get into groups to research different countries to find out the amount of human caused pollution and present their findings to the rest of the class.

Lesson End: have students come up with ways to reduce the impact humans make to the pollution of the Earth.

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2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.

Intro: The teacher will show a plant that has grown with sunlight and one without. The teacher will ask students what they think the difference is between the plants? Students will answer and may make statements about the appearance of the plant. The teacher will then guide the conversation into what is important for plants to grow? The teacher will mention, some of you may have plants at your house, what do you have to do to keep them alive? Students will say different things necessary for plants to grow.

Middle: The teacher will divide the students into groups of 3 based on their level of understanding in science and how well they work with others. The students will sit at a table in their groups. The teacher will ask if any students have ever planted their own plant or grown their own plant? The students will respond and then teacher will then ask how they did it? The teacher will then explain that they are going to try and grow a plant. The teacher will give students a plant seed with a planter and soil. The students will plant their seed and will be able to grow it and place it wherever they want in the classroom.

End: After the plants have grown (or not grown) they students will make a presentation within their groups about how they grew their plants and what the turn out was of that.

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K-12 Benchmark 1.2 Novice Low. Understands basic spoken practiced words and sentences with contextual and visual support

2.Describes using one or two words.

Uses noun, adjective order and agreement.

Uses simple sentence structure to describe school, family, clothing, including size, old/new/young, traits/characteristics, conditions.

(working vocabulary of 30-50)

Hook: What colors are you wearing on your clothing today? OK! Now we will learn how to name one of those color in Spanish.

Goal: Students will describe there color of clothing in Spanish

Objective:Students will be able to name one color in Spanish that they are wearing.

Beginning:

The teacher will handout a paper with Spanish vocabulary consisting of colors. The words will be highlighted in colors they are representing( Rojo, Verrde, Azul).

The teacher will show a powerpoint with a guide on how to say “my shirt is” “ my shoes are”  “my pants are”(mi camisa.. es,mis zapatos son.., mis pantalones son..

Middle: The students will choose a color they are wearing and describe them to their peers using the powerpoint.

End:

The teacher will change the power point slide to help guide the students in saying there favorite color in Spanish.(mi color favorite es)

The students will describe their favorite color in Spanish.

The teacher will end the class by sharing his/her favorite color, and encourage the students to go home and tell their parents there favorite color using Spanish

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K-12 Benchmark 1.2 Novice Low. Understands basic spoken practiced words and sentences with contextual and visual support

2.Describes using one or two words.

Uses noun, adjective order and agreement.

Uses simple sentence structure to describe school, family, clothing, including size, old/new/young, traits/characteristics, conditions.

(working vocabulary of 30-50)

Hook: What colors are you wearing on your clothing today? OK! Now we will learn how to name one of those color in Spanish.

Goal: Students will describe there color of clothing in Spanish

Objective:Students will be able to name one color in Spanish that they are wearing.

Beginning:

The teacher will handout a paper with Spanish vocabulary consisting of colors. The words will be highlighted in colors they are representing( Rojo, Verrde, Azul).

The teacher will show a powerpoint with a guide on how to say “my shirt is” “ my shoes are”  “my pants are”(mi camisa.. es,mis zapatos son.., mis pantalones son..

Middle: The students will choose a color they are wearing and describe them to their peers using the powerpoint.

End:

The teacher will change the power point slide to help guide the students in saying there favorite color in Spanish.(mi color favorite es)

The students will describe their favorite color in Spanish.

The teacher will end the class by sharing his/her favorite color, and encourage the students to go home and tell their parents there favorite color using Spanish

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Grade 5

Unit: American Revolution

Standard: Individuals have rights and responsibilities.

Lesson Introduction:

Students will be forced (by their King) to dance to the song "You'll Be Back" by Jonathon Groff. They will be asked to listen for references to the American Revolution.

Lesson Middle:

The class will then discuss the references, perspective, and feelings of those singing ad involved with the song. The class will then get to feel how the colonists are feeling, during a simulation of taxation. Students will receive candy, to which they will have to give up to the king whenever he reads a card that pertains to them.

Lesson End:

The class will discuss with the whole group the way they are feeling. They will also hear the king's perspective of how he felt during the simulation. They will then be directed back to the song, and hear about the moments where the colonists fought back.

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Science 4.1.1: The student understands constructive and destructive processes, including weathering, erosion and deposition, dynamically reshape the surface of the earth.

Introduction: tell the students you want them to be thinking about what happens to land over time with certain types of erosion. Show a video clip over weathering overtime.

Middle: The teacher will give the students mason jars filled with sand and they will each have a draw. The teacher will then write an hypothesis on what she thinks the jar will look like after 15 seconds of slow blowing. The teacher will then demonstrate by blowing into the straw in the jar for 15 seconds and then record and draw what she found. The students will then do the same. They will also do the same for 45 seconds and 1minute and 30 seconds.

End: The students will collaborate with their shoulder partner and compare their findings. The teacher will then pick up their findings for the day and tell the students they will focus on a different type of erosion and sedimate tomorrow.

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Standard:
3rd grade - History- Oregon-California Trail
1. Choices have consequences.
Beginning: the students will discuss places that they want to move to and why. They will then discuss reasons why they wouldn't want to move from where they are and the consequences of leaving. Transition of how that relates to people wanting to take the Oregon-California trail.

Middle: students will write a story in the perspective of someone living in Kansas wanting to move West. The students will journal/draw pictures of their reasoning along with things that they are afraid of leaving.

End: students will write on an exit slip different consequences of their choices that the people would have made before heading West.

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1st grade English Language Arts

1. Standard: RI.1.6 – Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

2. Lesson Introduction: Show the class a picture that tells a story. Then the teacher will read an example  story that fits with the picture. The teacher will ask the students if the picture and reading tell the same story.

3. Lesson Middle: The teacher will show students another picture. The teacher will ask students to describe what they think the picture is about. Next, on worksheets students have already received, they will draw their own picture. Then they will write a story to go along with their picture. Students will share their pictures with a partner. They will then write a quick story about their partner’s picture. The teacher will then ask partners to share their stories with each other.

4. Lesson End: The teacher will open up partner discussion to a class discussion about their pictures. Did the partners write a similar story about each other's pictures? Why or why not? What clues from the pictures did students use to write their stories?

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4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

BEGINNING: show students two short YouTube videos and have them write down one thing from each video that they learned, found interesting or want to learn.
Lines Song: https://www.youtube.com/watch?v=P3AOoLbA3us
Angles Song: https://www.youtube.com/watch?v=NVuMULQjb3o

MIDDLE:  The teacher will split the class in half. To start, one half will be the guessers, and the other group will be the actors. The actors will form a line in the front of the room. The teacher will show the actors a prompt card that each have some term on them that we went over in class, or a definition of a term. The actor must use his arms to demonstrate to the group of guesses. The guessers will  discuss  and have one person from the group of guessers tell the classic ass what they thought the actor was acting out.  After each of the actors acts our his or her card, the groups switch roles. At the end of the game, points are tallied up and a winner is determined. An example of this is if the car says an acute angle, the actor will make an acute angle with his arms and the guessers will guess what the actor is making.

END: after the activity, the students will all stand up and close their eyes. The teacher will read some of the different cards to the students and they will use their arms to create what each card says. This will help the teacher see if the students truly understand the activity.

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Science 4.1.3 The student describes properties of water and process of the water cycle.

Beginning: Ask the students “how do you think the rain water gets in the clouds?” “Where does it come from?”  To get them thinking and questioning. Show the students a video about the cycle - magic school bus.

Middle:
• Have the students become the different stages of the water cycle and act it out.
• Have the students set up an experiment to observe the different stages over s period of time.

End: Have the students work as a class to create a poster of the cycle to hang in the classroom for the students to refer to.

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7th Grade Geography

Standard – Relationships between people, place, ideas, and environments are dynamic and the human interactions with the earth and the environment.

Beginning – Teacher will introduce a scenario of a fishing trip/boat cruise where the student falls overboard and is washed up on an island with one person. Show an interesting 3-4 Castaway clip. How does it feel like to be stuck in a place that you have no idea where you are? If you were trapped on an island alone how would you be able to signal for help and tell people where you are? Latitude and longitude help us pinpoint our location on a map to the nearest degree. Find a specific location on google earth and come up with a factoid from your location to share. Practice using latitude and longitude.

Middle – Latitude longitude treasure scavenger hunt. The students will break up into groups of 2-3 and find specific areas to bury metaphorical treasure on a large map on their iPad. Each group of students will then submit those coordinates to the teacher. The teacher then will organize the different coordinates and have the students compete by working in their groups to find the random coordinates. The coordinates are posted on the board and when ready is given the groups will hunt as fast as possible to find the coordinates. Once the coordinates have been located by everyone, the group’s coordinates that were found will give their interesting fact about the region. Students cannot guess the coordinates, and students cannot hint to others where their coordinates are set at. 3-5 different rounds of hunting for their treasures will be done to give the students lots of practice using latitude and longitude. The measure of how far north or south a place is from the equator is what? The measure of how far east or west of the Prime Meridian a place is located is what? The line at 0 degrees longitude is known as ______? The line at 0 degrees latitude is known as _____?

End – A short 5-10 question quiz over the things we learned about latitude and longitude. Then an ending discussion about how the latitude and longitude coordinates will be essential in our next lesson when learning about the different climates of locations on the earth and the relationship that the coordinates have with the weather climate. How far a location is from the equator effects the ______? The longitude of a place or how far it is from the Prime Meridian effects its _____? The closer to the equator a place is the ______ the temperature is?

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9th Grade Geography

Relationships between people, place, idea, and environments are dynamic

Intro

Show the students pictures of the different ways people in the different Latin American cultures have dressed through the years.

Middle

Go over a power point going talking about the different time periods through Latin American culture and talk about each country and what was happening throughout the country.

End

I’m going to give them pictures of different things from Latin American culture and have them try and figure what time period it was used in and what it was used for.

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2nd grade
English standard RL2.7
RL.2.7
"Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot."
Introduction
The teacher will read aloud to the class. The book will have intricate pictures and characters to follow.
The teacher will read the book through without commentary or interaction
Middle
The students will be split into groups and each group will have a different page of the book. The teacher will guide the students through discussion questions about the image, plot and setting and the students will answer based on their groups' page.
The teacher will explain that when reading books, the students can ask themselves the questions she was asking
-why would we want to ask questions while we read?
End
The teacher will read the book aloud again, but this time they will model how to ask questions through out the reading (what is happening in the picture? What do you think the character will do next?). The students will discuss openly or to a neighbor.

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Grade Level: First Grade

Standard: RF1.2- Phonological Awareness: Demonstrate understanding of spoken works, syllables, and sounds (phonemes). Part A- Distinguish long from short vowel sounds in spoke single-syllable words.

Objective: Students will be able to sing the Vowel-Bat song in order to remember the vowels and the sounds that they make.

Teaching Materials: https://www.youtube.com/watch?v=f2hXa8dbK3o

Teaching Learning Sequence:

Intro: (Whole)

Teacher: Hey First graders, we have been learning about our vowels and today we are going to learn a song to help us remember the five vowels and the different sounds that they make. First, I want to show you all a video of a song that will help us learn our vowels.

Teacher plays the beginning of the Vowel-Bat video

Teacher will ask "Do any of you recognize that song?"

Students will respond.

Teacher will say, "Good, now we are going to use that song to help us remember the five different vowels and their different sounds."

Teacher sings along with the video while adding a clap for each word and letter.

Middle: Learning the Song (Part)

Teacher: Now that you’ve heard the song we are going to begin learning it.

Teacher: I am going to sing a line of the song and you will echo me.

T: Vowel Bat…Vowel Bat…Vowel Bat…Vowel Bat (Clap on each word)

S: Vowel Bat…Vowel Bat…Vowel Bat…Vowel Bat… (Clap on each word)

T: A-E-I-O-U…Vowel Bat…A-E-I-O-U…Vowel Bat (Clap on each word and letter)

S: A-E-I-O-U…Vowel Bat…A-E-I-O-U…Vowel Bat (Clap on each word and letter)

T tells class that now we will add on a new part.

T: a a a a, a a a a, a a a a, a a a a, a a a a, a a a a, A-Bat…A-Bat…Vowel Bat

S: a a a a, a a a a, a a a a, a a a a, a a a a, a a a a, A-Bat…A-Bat…Vowel Bat

T: e e e e, e e e e, e e e e, e e e e, e e e e, e e e e, E-Bat…E-Bat…Vowel Bat

S: e e e e, e e e e, e e e e, e e e e, e e e e, e e e e, E-Bat…E-Bat…Vowel Bat

T tells class that we repeat what we learned at the beginning.

T: Vowel Bat…Vowel Bat…Vowel Bat…Vowel Bat (Clap on each word)

S: Vowel Bat…Vowel Bat…Vowel Bat…Vowel Bat… (Clap on each word)

T: A-E-I-O-U…Vowel Bat…A-E-I-O-U…Vowel Bat (Clap on each word and letter)

S: A-E-I-O-U…Vowel Bat…A-E-I-O-U…Vowel Bat (Clap on each word and letter)

T tells class that now we will add on a new part.

T: i i i i, i i i i, i i i i, i i i i, i i i i, i i i i, I-Bat…I-Bat…Vowel Bat

S: i i i i, i i i i, i i i i, i i i i, i i i i, i i i i, I-Bat…I-Bat…Vowel Bat

T: o o o o, o o o o, o o o o, o o o o, o o o o, o o o o, O-Bat…O-Bat…Vowel Bat

S: o o o o, o o o o, o o o o, o o o o, o o o o, o o o o, O-Bat…O-Bat…Vowel Bat

T tells class that we repeat beginning again.

T: Vowel Bat…Vowel Bat…Vowel Bat…Vowel Bat (Clap on each word)

S: Vowel Bat…Vowel Bat…Vowel Bat…Vowel Bat (Clap on each word)

T: A-E-I-O-U…Vowel Bat…A-E-I-O-U…Vowel Bat (Clap on each word and letter)

S: A-E-I-O-U…Vowel Bat…A-E-I-O-U…Vowel Bat (Clap on each word and letter)

T tells class we will learn one last new part.

T: u u u u, u u u u, u u u u, u u u u, u u u u, u u u u, U-Bat…U-Bat…Vowel Bat

S: u u u u, u u u u, u u u u, u u u u, u u u u, u u u u, U-Bat…U-Bat…Vowel Bat

T tells class to sing beginning part again.

T: Vowel Bat…Vowel Bat…Vowel Bat…Vowel Bat (Clap on each word)

S: Vowel Bat…Vowel Bat…Vowel Bat…Vowel Bat (Clap on each word)

T: A-E-I-O-U…Vowel Bat…A-E-I-O-U…Vowel Bat (Clap on each word and letter)

S: A-E-I-O-U…Vowel Bat…A-E-I-O-U…Vowel Bat (Clap on each word and letter)

T: Now, I am going to sing a line and leave out a word. See if you can fill in the blank. Say it loud and proud so I can hear you. It’s okay if you can’t remember the first time. There will be a second chance for you to say it out loud.

T: Vowel Bat…Vowel Bat…Vowel Bat…Vowel BLANK

T: A-E-I-O-U…Vowel Bat…A-E-I-O-U…BLANK Bat

T: a a a a, a a a a, a a a a, a a a a, a a a a, a a a a, BLANK-Bat…BLANK-Bat…Vowel Bat

T: e e e e, e e e e, e e e e, e e e e, e e e e, e e e e, BLANK-Bat…BLANK-Bat…Vowel Bat

T: i i i i, i i i i, i i i i, i i i i, i i i i, i i i i, BLANK-Bat…BLANK-Bat…Vowel Bat

T: o o o o, o o o o, o o o o, o o o o, o o o o, o o o o, BLANK-Bat…BLANK-Bat…Vowel Bat

T: u u u u, u u u u, u u u u, u u u u, u u u u, u u u u, BLANK-Bat…BLANK-Bat…Vowel Bat

Teacher asks class how they’re doing.

T: We’re almost done learning the song! Now I am going to sing parts of the song at a time and I want you to repeat the part after me. I will point to myself when it's my turn and to you all when it's your turn.

T: (Pointing to self) Vowel Bat…Vowel Bat…Vowel Bat…Vowel Bat (Clap on each word)

A-E-I-O-U…Vowel Bat…A-E-I-O-U…Vowel Bat (Clap on each word and letter)

T points to class and they echo

T: (Pointing to self) a a a a, a a a a, a a a a, a a a a, a a a a, a a a a, A-Bat…A-Bat…Vowel Bat

e e e e, e e e e, e e e e, e e e e, e e e e, e e e e, E-Bat…E-Bat…Vowel Bat

T points to the class and they echo.

T: (Pointing to self) i i i i, i i i i, i i i i, i i i i, i i i i, i i i i, I-Bat…I-Bat…Vowel Bat

o o o o, o o o o, o o o o, o o o o, o o o o, o o o o, O-Bat…O-Bat…Vowel Bat

u u u u, u u u u, u u u u, u u u u, u u u u, u u u u, U-Bat…U-Bat…Vowel Bat

T points to class and they echo

T excitedly says that they have learned the song!

End: (Whole)

T: We are going to sing the entire song all together now.

T begins singing and class joins in to sing the entire song.

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SL.K.1a – Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Introduction: The teacher will gather the students together and tell them that they will be coming up with rules for the classroom discussions.

Middle: The teacher will guide the students while they come up with rules. The teacher will make sure that the rules are appropriate for the discussion. The teacher will provide examples if the students are struggling to come up with rules.The teacher will write the rules down.

End: After coming up with rules for the classroom, the teacher will review the rules with the students and post the rules where they can be seen in the classroom.

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Heritage Collages- 5th grade, Marie Taylor 

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Heritage Collages- 5th grade, Marie Taylor 

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1.)  VA-PR4.1.5.  "Define the roles and responsibilities of a curator, explaining the skill and knowledge needed in preserving, maintaining, and presenting objects, artifacts, and artwork."

2.)  Students will be asked what languages they can say HELLO in. Will also be directed in learning new ways to say hello.

3.) Students will research their families personal heritage or an are they are especially interested in.  They will save images of food, patterns, art and attire central to that area of the world. Students will recreate collages with printed photos and mixed media applications on their topic.

4.) Students will present and justify decisions and details they added to their finished product.

5.) As a group they will collaborate and together curate what collages look good next to each other in the hallway based on color composition, movement and balance!

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VA:Cr1.1.8 : Document early stages of the creative process visually and/or verbally in traditional or new media.

Lesson Introduction: Look at historical and modern ceramic artworks, and ask the students what emotion they convey. Ask what the artist might have been feeling when he/she made the artwork.

Lesson Middle: Look at processes of planning a design beforehand of a clay sculpture (gestural drawings from different angles, make diagrams for different ideas). Make small models to test ideas.

Lesson End: Trade one or two models with a neighbor, and make sketches and diagrammed sketches of it with notations about different solutions to design issues (if a part is too heavy, if the model is confusing/clear, how it spatially feels). Go over them with the person you traded with, brainstorm, and feed off of each other.

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Kindergarten- Math

Count to tell the number of objects

1. Understand the relationship between numbers and quantities;

connect counting to cardinality.

1. To begin we will watch a Sesame Street video about counting and then we will practice counting our peers.

2. Teacher will then have students participate in catch counting activity using m&ms. Then we will practice drawing the number of circles the teacher instructs the students on lap white boards.

3. Teacher will have stations around the room with varying numbers of objects and students will be given a chart and will have to record how many are at each station.

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K.CC

6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by us- ing matching and counting strategies.1

7. Compare two numbers between 1 and 10 presented as written numerals

Intro:

The teacher will play a YouTube video about greater than, less than, and equal too. The video is based on alligators. Before I show the video, I will give them a question to think about while watching: is the alligator mouth open to the bigger or smaller number?

https://www.youtube.com/watch?v=M6Efzu2slaI

Middle:

The teacher will keep with the alligator theme and read Alfie the Alligator. Then the teacher will have each student grab a white board and have basic equations posted on the projector for them to decide which way the greater than, less than, or equal too sign on their board.

End:

Exit ticket that will have the student hold up their arms, individually, to which way they believe solves the equation.

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Intro (continued from pervious post): At each table the students will read a short story and each station will ask them to read and identify different key details from the story. For example, one station might ask them to identify the plot, one might ask them to identify setting.
Middle: Students will go back to the table and we will discuss together what they found. Teacher will ask students to explain why it might be important to know this. Then, as a class, we would read a paragraph or page that explains a historical event or current event. Together, we will go through and identify which parts are the important details and how we know.
End: Students will write their own short story. the students will then switch and read another student's story and identify the key parts. We will then go back and ask a class go back over why it is important to do this and how this skill can be used in every day life.

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2.MD.A  Measure and estimate lengths in standard units.

INTRODUCTION/BEGINNING:
Begin the class by reading a book about measurements. Before reading, teacher will show students what an inch looks like. As the teacher reads through the book, the students will guess how many inches The item in the book is before reading the actual measurement.
- introduce the term 'estimate' as well as standard units of measurement

MIDDLE:
Have students do an activity where they have to go to different stations in the room to measure different objects using a ruler and/or a yard stick. They can work in pairs. Students will have to estimate the measurement of each item before actually measuring it. The teacher should have the students practice measuring in different units (inches, centimeters, feet). Before measuring, students will have to decide the appropriate unit to use.

END:
Have students do a reflection on how close their predictions were. Also have them discuss with their partners how they think that measurement can be connected to adding and subracting (will lead into future lesson). Students will share some of their ideas and teacher will explain that they'll learn about it in their next lesson.

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Second grade English

W.2.3- Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thought, and feelings, use temporal words to signal event order, and provide a sense of closure.

Intro: Teacher plays fiesta music and explains that we will be making story tacos. The teacher then goes over the ingredients of the Story taco: plot, setting, characters, theme. After this, the teacher will then read Dragons Love tacos to the class, telling them to look for these key attributes.

Middle: Students will create their own story tacos out of different colored construction paper. On each piece of different construction paper they will write the setting, plot, characters, and theme of Dragons Love Tacos. Then, the students will fold them in half and wrap them in a paper plate labeled "Story Taco"

End: Teacher will ask students to share their findings with the class. Teacher will then ask students how they could alter one of these attributes of the story and how it would affect the overall story.

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7th Grade Social Studies: Geography
Standard 5- Relationships among people, places, ideas, and environments, are dynamic.

Intro: Introduce a mnemonic device to remember the 5 Themes of Geography.

Middle: Students go through 5 stations to do activities associated with each theme of geography.

End: Have students in each group present to the class the activity they did at the last station they are at. Then have an exit ticket that asks the students to write the 5 themes of geography and the mnemonic device to remember them.

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1. RI.K.10 – Actively engage in group reading activities with purpose and understanding.

2. INTRODUCTION: Hook the students by asking, “What was a time when you were able to share something with a friend?” and “How did it make you feel to share?”

3. MIDDLE: Divide students into multiple teacher-led small groups. Read the book The Rainbow Fish out loud to children. Have students discuss, as a group, the idea of sharing and why the Rainbow Fish may have been reluctant to share at first. Create journal entries—individually-- about a time when they shared something that they didn’t want to initially. Have students draw a picture to go along with it!

4. END: Come together as a large group to have a discussion about what the students talked about in their groups. Have one or two students present their drawings and talk about their journal entries to the class.

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2.MD.A  Measure and estimate lengths in standard units.

INTRODUCTION:

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Standard- Integrity
Watergate scandal

Beginning- Play a game of box of lies
Middle- Help students see why a telling the truth ends up better for all relationships through the watergate incident by examining the people affected by it
End- compare the game at the beginning to the winners and losers and the comparisons to winners and losers in watergate