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Students will provide their understanding/or lack thereof of the various elements involved with maps and GPS. We will share how we discover new locations and navigate there.

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Before discussing the lesson on Graphing of Functions. I will give students a review on how to graph points on Cartesian Plane since some of them are still confuse on how to plot points. 

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Before discussing the lesson on Graphing of Functions. I will give students a review on how to graph points on Cartesian Plane since some of them are still confuse on how to plot points. 

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we will be using full group paper analysis

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Debate or Panel Discussion

I would design it as an open discussion, where they can voice their opinions and respond to each other in a structured, respectful way.

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How to get ready for an inspection?

How to properly wear the uniform

How do you maintain a uniform property?

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Learned about the time efficient use of pushback to get students to think. What would the Service Learning Project look like if we removed one of the roles? Why is your idea important? Why do we need to do it that way?

That's a quick way to get students to think more deeply about the content. And if I'm present enough to record it, it can serve as data to drive future teaching and learning decisions.

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I spent time trying to tie in misconception from previous unit to current unit. Students struggled with The Great Schism so I'm going to bring it back up and have kids compare and contrast with split between Shi'a and Sunni split.

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My opportunity for student discourse is the "Cryptography" problem related to inverse functions. I can ask what their step-by-step method is to solve the puzzle.

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My opportunity for student discourse is the "Cryptography" problem related to inverse functions. I can ask what their step-by-step method is to solve the puzzle.

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Gallery Walk (Transformation of Graphs of Exponential Functions)

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Gallery Walk (Transformation of Graphs of Exponential Functions)

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what do you notice with the graphs? Discuss it with your groupmates.

How do relate the graphs and equations?

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Students will demonstrate their grasp of rhythm by creating their own rhythms and performing them through the unique art form of South African Gumboot dancing in groups. Student will be able to demonstrate basic gumboot dance steps (such as step, stomp, slap, clap) with proper rhythm and coordination, while understanding the cultural significance of the dance form.  This application will not only reinforce your learning  but also provide a fun and engaging way to explore the subject.

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Reviewing Data from Benchmark and highest missed domain. Plan to discuss with students for students to understand data and take ownership of strengths and weakness. Prepare for GMAS?

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Having the students understand why we have a JPA inspection and what could happen if we failed the inspection and the importance of it. What is a JPA.

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How to prepare for Drill and ceremony?

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How do you create answer stems yourself in order to answer questions in complete sentences?

Why should you try to answer in complete sentences when learning a foreign language?

Can you apply this practice of creating comlete sentence amswer stems tomorrow when we do our daily writing tooic warm-up?

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This week students are scheduled to take their first district assessment. We are reviewing. Some questions for discourse include:

1. How do I prepare for assessments?

2. What have I done to prepare for the assessment on Friday?

3. What is my mood approaching the assessment?

4. How can I stay focused and prepared despite "life lifing"?

5. Why is it important to prepare for assessments?

6. What is the purpose of taking assessments?

7. How can I maintain a positive outlook going into my assessment?

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What are the steps you take when approaching a long passage in the target language?

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Currently we are learning the difference between ionic and covalent compounds & how to name these compound correctly. To make sure to know the differences is to know elements that are metals and nonmetals.. discussion during bell ringer about the periodic table and where these elements reside within the periodic table!

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Student will be asked to demonstrate how to engage there muscles and use proper form to complete a lift safety.

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How do you prove a quadrilateral is a parallelogram?

Students need to reflect on the definition of a parallelogram. Opposite sides are parallel, so they must decide how to prove the sides are parallel by determining the slope. They should also discuss that opposite angles are congruent. A square, rhombus and a rectangles are also parallelogram.

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At the beginning of the period, we start the class with an open discussion question to determine what the students now before the day begins. The question is reflective of their daily life to tie in the lesson into their personal lives.

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I’m going to steal your Sunni/ Shi’a split idea! 😊 Probably tomorrow!

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1. How to prepare the kitchen before prepping?

2. How to properly prep the cutting board?

3. Why is prepping the cutting board important?

4. How and where to hold a knife?

5. Why is holding the knife properly important?

6. How to properly chop?

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Observing and identifying geometric designs in foreign countries.

Using discourse to define vocabulary.

Link to careers.

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We are currently analyzing the argument, "Letter from Birmingham Jail." Today, we started with the U2 Essential Question: "How do we escape what oppresses us?" I asked the students to think about what the word "oppression" means. I had a few students call out that it means to be "treated unfairly." With the confirmation of the word "oppression," I had the students write down on a sticky note ways in which people, past and present, have been able to fight against unfair treatment. The students had about 3 minutes to think and write. Once they were done, they had to put their sticky note on the "Stick Your Landing" board at the front of the room. When the students were done, I read off randomly picked responses from the sticky notes. We then went on to watch a video of moments in history when people have fought oppression and discussed the reason for why Martin Luther King Jr. wrote, "Letter from Birmingham Jail." Tomorrow, I will lead the lesson with, "WHY is it important to analyze arguments?" I will have the students connect those who have written arguments in the past in response to "oppression" to the WHY. For example, Gloria Steinem's argument for the sake of fighting for women's reproductive rights. I anticipate some to struggle with this, but I hope some will be able to connect the importance of analyzing arguments to fight for what they consider to be "right" or "wrong," OR for the sake of becoming more informed about a subject that they may not know much about.

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Setting up class discussion threads where students respond to prompts and build on each other ideas.Also, technology enhances student engagement by providing multiple avenues for communication, collaboration, and feedback. It allows students to express their thoughts in various formats, whether through live discussions, written responses, or interactive tools.

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Students have just begun the unit on Islam. Their questions for discourse come from their notes.

1. Islam got its start when Muhammad had visions he believed were from the Angel Gabriel. How is the origin of Islam similar to that of Judaism?

2. The Arabic Peninsula is right in the middle of the Silk Roads trade routes. If Mecca had been located in Europe or Africa, do you believe that Islam would have spread so far? Why or why not?

Each lesson has a different set of questions. After the students have been on a unit for a few days, they are grouped up based on progress. Questions will be discussed with each group based on the lesson they are currently working on as well as the previous lesson.

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Our study guide is written with open ended questions. One thing I am trying to do more is get students to predict answers and use prior knowledge to connect to why things have happened. I also use our bellringers/exit tickets to mine data and have conversations about why certain answers were selected or change incorrect answers to make them correct.

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I am attempting to generate feedback on the ideas for their system of inquiry. I pulled the class and asked students to share their question. Then I ask students to add, what if, if then, or can to their statement. They were to jot down notes to direct their responses.

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Malware:

What is malware and what are some of the types that are used?

How do you know when a malware is affecting your system?

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Short Story "Chivalry": Understand how author's choices create characterization, which in turn drives plot

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Short Story "Chivalry": Understand how author's choices create characterization, which in turn drives plot

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At the beginning of class, have students write what they think the two most prominent characters (Mrs. Whitaker, Galaad) want most on poster paper (one per character). Then have small-group discussion on questions: How does Galaad's desires affect his decisions about how to treat Mrs. Whitaker? How does Mrs. Whitaker's competing desires affect how she responds to Galaad? How do these conflicting desires create complications in the plot? How do the conflicting desires affect the ultimate outcome of the story?

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A Long Walk to Water novel study:

Imagine walking all day through a desert to get to clean drinking water. How would this impact your life? How would you feel?

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Students will have the opportunity to engage in discourse as we are covering the historical development of Music from the Medieval, Renaissance, and Baroque periods. These are the first 3 periods of 6. I have prepared opportunities for students to compare and contrast these periods in regards to music characteristics (styles, genres, form/structure), composers of these periods, as well as instrumental developments. This will tie into our learning target which is being able to trace the historical development of Music in the Western Culture, Identify composers and styles of a specific musical period, and analyze music within a specific period.

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LT: I can ask questions to compare and contrast models depicting the particle arrangement (intermolecular forces) and motion (kinetic energy) in solids, liquids, gases, and plasmas

Pre-Q's:

How will you know you’ve accomplished this learning target (hint: look at your learning goal)

New vocabulary - what do you think these words might mean?  Have you heard them before? -particle arrangement, kinetic energy, intermolecular forces

Assignment: Students are watching video clips with guiding questions and discussing in think-pair-share or small group. https://docs.google.com/presentation/d/137UlG7KmjWoXzwYrPDFQkg_xcAjGNiippYDqMF4UgxQ/edit?usp=sharing

Monitoring Q's:

1. Describe the relationship between intermolecular forces and spacing of molecules in a liquid.

2. How did you differentiate your drawing of a liquid vs gas? solid v liquid? Can you use the learning target vocabulary in your response?

Closing Q's:

1. Tyler uses a concert as an analogy for the states of matter (ex: Gas:  a mosh pit with people fast and crazy). Can you think of your own analogy for each state of matter's molecular motion and intermolecular spacing

2. A student in our class is having trouble deciding if something is a solid or a liquid - can you ask questions to help them determine the state of matter?

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My opportunities for student discourse inckude asking students questions about the topic before the lesson like:

What ais the role of the costume designer?

Or

What are some practical concerns for a costume designer?

I then offer the students an oppurtunity to discuss with me what interests them or disinterests them about the topic.

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Interim study guide will be used for guidance for the interim test. Vs allowing students to work study guide on their own students will navigate through correct and also incorrect solutions.

Identify concept/content required to answer question.

Identify methods that can be used: graphing through desmos vs algebraic solutions and step by step procedural outline.

Why are solutions correct or not correct.

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Unit 2 Cognition

What is Intelligence? Instead of presenting definitions have students tell me what they think intelligence is.

What are the negative connotations associated with intelligence tests? have students discuss negative feeling associated with Intelligence Test/Testing

Are there different types of Intelligence

Have the students discuss in a think pair share ...what is the difference between an aptitude test and an achievement test

In what ways can intelligence test help educators better serve students

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In the business of learning, we will be creating a learning community, where all of our students input is valued. The most important piece here is allow students to have a discourse about the expectations of the class and are the standard cover so far. Taking the standards and evaluating my lower quarter in particular, Q1 and explaining what my next steps is very important in our overall growth and development Value. Students will come up with an overall outcome and or expectation of moving their understanding in the lower part of standards mastered.

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Opportunities for discourse teacher clarity questions asked to the whole class or small groups After a whole lesson on Letter from a Birmingham Jail students worked in pairs on selected passages to identify and evaluate the effectiveness of rhetorical devices. students share their evaluation with the whole class.Follow up questions asked were 1. How do you determine the effectiveness of a rhetorical device in a passage?

2. What makes an evaluation argument strong and convincing?

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During opener period I will ask the students to write the key terms used in linear function and discuss in small groups of 4 students each.

1. What is range, domain?

2. How can slope concept helps you plot a linear graph?

3. What does letter "m" represent in the formula y=mx+b

4. What does letter "b" represent in the formula y=mx+b?

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AQUATIC BIOMES

SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of matter within an ecosystem.

e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia. (Clarification statement: Consider the diverse aquatic ecosystems across the state such as streams, ponds, coastline, estuaries, and lakes.)

LT:I  can plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia.

I can describe the physical and chemical properties that impact Georgia’s aquatic biomes.

I can differentiate between Georgia’s aquatic biomes based on their physical and chemical properties.

OPENING:HOW DO VARIATIONS IN WATER TEMPERATURE, FLOW RATE, AND DISSOLVED OXYGEN LEVELS INFLUENCE THE TYPES OF AQUATIC ORGANISMS THAT CAN THRIVE IN DIFFERENT PARTS OF GEORGIA, LIKE THE CHATTAHOOCHEE RIVER VERSUS A COASTAL ESTUARY?

Students will…

work in pairs collaboratively/Individual

investigation of how chemical and physical properties impact aquatic biomes in Georgia.

https://drive.google.com/file/d/1vK8DMMmIdP0zzg3CUs23WSk6DmqyslmM/view?usp=drive_link

Questions/hints : Name two recent hurricanes that hit the Georgia coast and the year that they occurred.

2.The occurrence of powerful storms on the Georgia coast has varied over the years and the effects will no doubt be more severe with climate change. How has the occurrence of storms and tidal flooding in the past 50 years differed from occurrences in the last 50 years of the

1800s?

The Galloway family on Tybee Island has lived in their home for 49 years. How often has it flooded during that time and, when did the flooding occur?

CLOSING:

What are the key chemical properties of water, such as pH, nutrient levels, and salinity, and how do they affect the health and productivity of aquatic ecosystems in Georgia, particularly in areas like the Okefenokee Swamp or the coast?

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Reading "Unsolved Vigilante Murder in the Heartland"

-Based on details in the first three paragraphs, why do you think no one has been charged with McElroys' murder?

-The charismatic is often used to describe someone who is magnetic or charming. Why do you think the author used charismatic to describe Ken McElroy?

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Standard: Examine how related student

organizations are integral parts

of CTAE courses through

leadership development, school

and community service projects,

and competitive events.

Discussion:

After individually researching the history of FCCLA, students discuss the following:

What is the mission, purpose, motto, colors,

official dress and other distinguishing

characteristics of FCCLA?

Explain how participation in FCCLA can promote lifelong responsibility for community service and professional growth and development.

List any programs, conferences, community

service and competitive events on the local, state,and/or national level that you could participate in.

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1. What method did you use to find the perimeter of the rectangle?

2. How do you know that the area of the rectangle is ______.

3. John got ____ for the area and Paul got ____. Who is correct and why?

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Conjugating AR verbs- N. Anderson ( Spanish)

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Conjugating AR verbs- N. Anderson ( Spanish)

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Spanish Conjugating verbs. Opening:

Reviewing verbs. Most -ar verbs follow the same conjugation pattern. To conjugate a regular -"ar "verb, follow these steps: 1. First, decide your tense. Every tense in Spanish has a different set of endings. 2. Next, remove the infinitive ending (-ar). 3. Lastly, add the ending that matches the subject of the sentence.

Discussion of past tense in Spanish.

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Students will complete a box plot in order to determine their personal data with in the domains of weaknesses. The lower Q1 that is implement within class to create a total class understanding of the expectation. The most important piece about this is the moment for students to reflect on the information observed from peers and create next steps for those who need to advance and or improve on the overall grade point average.