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Students will use multiple models to compare and contrast, discuss, to demonstrate or analyze the motion and velocity.
Students will use question stems or a lab write-up template to describe the activity, to communicate results, and to provide details on the conclusions that were reached during the activity.
SW will present their conclusions to the class to demonstrate their understanding of frictionless rail-cars to their peers and the teacher.

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Standard: 6.11 Plot points in all 4 quadrants using ordered pairs of rational numbers

C. 2. E- Use visual contextual, linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

Objective for ELL and Activity-- Use a coordinate plane and label initially in numbers rather than the roman numerals typically used. Combine roman numerals in addition to numbers. Show x axis values as “positive” and + and y values “negative” and -.  Have the student label and match the plots ordered pairs. Scaffold out the labels as the student shows mastery in understanding the numerical ordering of the pairs.

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Content Objective: Students will be able to explain how logical reasoning applies to real world situations.
Language Objective: Students will be able to read, write, and speak the academic vocabulary of logic to explain the real-world connections.

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we can give students a map of the city of Houston showing the different regions inhabited by people from different parts of the world and how having so many different cultures results in a place not having an official language. Students can then identify what part of the city they most relate to.

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ALG 1
Ask students who has ever been to the mountains?  Maybe in Colorado, Europe, Mexico??? Show picture of mountains when entering form the plains.  Ask students what happens as you approach the mountains. (they go up, they rise,  climb)  Students can discuss with a partner or draw a picture of a mountain range. Range is the same way.  Range is on the y axis and goes up and down, like a mountain range goes up.

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Content: We will write quadratic equations from 3 points
Activity will be to work in pairs, to think, pair, share and formulate the equation.

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Content Obj: TSW calculate the rate of change of a linear function.
Language: TSW will define rate of change and give a real-
world example.

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Social Studies: We can provide students with a map of the school and a list of keywords that could be used to describe the school

Spanish: We can provide adjectives to the students to be able to describe the school or community.

Math: We can provide the students with a list of cognate adjectives that can help describe the school/community

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BreakOut 31: Students will solve 1 variable. 2 step equations. Language Obj: Students will discuss the steps to solving an equation. Activity: Work with a partner. 1st step of problem 1st student works. Team discuss problem. 2nd student completes 2nd step. Team discuss. Complete until all steps are completed in problem. Students are using vocabulary to describe to one another the steps that must be taken to solve the 1 variable 2 step equation. 

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BreakOut 31: Students will solve 1 variable. 2 step equations. Language Obj: Students will discuss the steps to solving an equation. Activity: Work with a partner. 1st step of problem 1st student works. Team discuss problem. 2nd student completes 2nd step. Team discuss. Complete until all steps are completed in problem. Students are using vocabulary to describe to one another the steps that must be taken to solve the 1 variable 2 step equation. 

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1. Content Objective:a. E4.5E- Interact with sources in meaningful ways such as note-taking, annotating, freewriting, or illustrating.b. E4.11F- Write responses that demonstrate analysis of texts,c. E4.4B- Generate questions about text before, during, and after reading to deepen understanding and gain information. d. E4.5B- Write responses that demonstrate analysis of texts, 2. Language Objective:a. Through note taking, use of their schema and an activity students will learn how to appropritly Interacting with text (annotating, note-taking, illustrating, writing), Paraphrasing, summarizing which will deepen their understanding of different texts or written information. 

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1. Content Objective:a. E4.5E- Interact with sources in meaningful ways such as note-taking, annotating, freewriting, or illustrating.b. E4.11F- Write responses that demonstrate analysis of texts,c. E4.4B- Generate questions about text before, during, and after reading to deepen understanding and gain information. d. E4.5B- Write responses that demonstrate analysis of texts, 2. Language Objective:a. Through note taking, use of their schema and an activity students will learn how to appropritly Interacting with text (annotating, note-taking, illustrating, writing), Paraphrasing, summarizing which will deepen their understanding of different texts or written information. 

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Content: We will describe the different characteristics that describe our community

Language: I will write a description of the characteristics that describe our school and will then share it with a partner.

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Content objective: Student will be able demonstrate grammar corrections in sentences.
Language: students will be able  create an infographic or word bank with those corrections . Instructor  model the reading corrected sentences and student will read their sentence corrections in class
Activity:
1.students will locate correct words from word bank and place in the sentence puzzle.
2 To check for understanding before submitting work to teacher. The instructor will re-read the info in the puzzle .

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Students explain how authors create meaning through stylistic elements including simile, metaphor, and personification.

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Students explain how authors create meaning through stylistic elements including simile, metaphor, and personification.

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Content Objective: Students demonstrate understanding of author's use of figurative language in creating meaning.

Language Objective:
Students create complete sentence answers to questions re:
author's creation of tone, characterization, etc. through use of figurative language.

Activity:
Students complete graphic organizer demonstrating literal meaning of figurative language examples- results applied question stems re: characterization, tone, etc.

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Room #5                              Content OBJ: We will sort rocks according to their characteristics.           Language Objective I will tell 2 characteristics of each type of rock. 

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Room #5                              Content OBJ: We will sort rocks according to their characteristics.           Language Objective I will tell 2 characteristics of each type of rock. 

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Activity:
Before beginning show short video of the three types of rocks and the rock cycle
1) Card sort with 12 cards with characteristics of rocks from rock cycle
Discussion over sorting
2) Rock sort 9 rocks into the three categories
3) Gallery walk to see other students sortings ; Agree or disagree statements sentence stems (I agree because, I disagree because) while observing other groups
4) Go to original spot, reflect, do you still like your choices for sorting
5) Resort if necessary
Class debrief
Closing

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Students will be able to identify cell organelles and functions. 

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Students will be able to identify cell organelles and functions. 

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Students will draw 3 cell organelles and write their functions.

Activity: Drawing as a class (original notes), grouping students (matching/card sort of functions), color coded activity of the cell, use of sentence stems to get them writing, associating cell organelles with other examples in the school.
Group Breakout 27

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Room 6: Students can identify that valence electrons determine an atom’s chemical property, including reactivity.

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Room 6: Students can identify that valence electrons determine an atom’s chemical property, including reactivity.

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Language
Students can interpret the arrangement of the Periodic Table and EXPLAIN how properties are used to classify elements (including groups and periods)
Activity:
Students built a model of an atom using household items and shared how they knew how many electrons they added using the Periodic Table (groups and periods). They explained how they decided how many valence electrons were in the outer shell.
Breakout room 6

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Physics (TEK 4A)
Learning Objective: Students will match the appropriate velocity time graph with the position time graph in an online card sort activity.

Language Objective: Students will use visuals to help them understand the concepts as well as create and discuss scenarios that goes with the graphs.

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social studies,
we will explore the cultures with a focus on language
TW- verbally explain why that culture has an official language.

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Language Objective: Students will identify tone of a passage using key terms and word bank of tone words.

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Language Objective: Students will identify tone of a passage using key terms and word bank of tone words.

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I can respond using acquired content and academic vocab as appropriate

Language- I can use the word bank to respond to the text in writing

Breakout Room 14

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Introduction to literary nonfiction
Content Objective(s): Students will be able to define & explain different types within the genres
Language Objective(s): Students will be able match genres with appropriate definitions using cognates & examples

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Content Objective: Students will make inferences and use evidence to support reading comprehension.

Language Objective: Students will use teacher provided sentence stems and academic vocabulary to formulate their opinions.

Activity: In small groups, students will use sentence stems formulate a response to an analysis question based on a previously-read text. Then, each group will share their response (backed up by evidence in the text) with the whole class.

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Students will evaluate a text for key ideas.

ELPS: Students will squire new language.

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CO: The students will make inferences and use evidence to support understanding 

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CO: The students will make inferences and use evidence to support understanding 

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LO: The students will read and make predictions with about what what read with the use of sentence  stems.

Activity: The students will read The World on the Turtle's Back and make a foldable Know, Want to know and Learned based off the text read.

Room 25

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Group #13: students will determine the lesson or moral through the text. 

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Group #13: students will determine the lesson or moral through the text. 

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Students will explain the lesson or moral to a partner .

Activity: Students create a PowerPoint presentation, showing the events in the plot, and explaining the theme of the story.

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Students will create a flyer promoting food safety for pregnant women. Students will read information and explain the importance of food safety during pregnancy.
Activity: small group brainstorming of tips for food safety

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SW Find the domain and range of a given set of data.

Language Objective: SW define Domain and Range and find a real world example for each world.

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Content
Students will compose a list of causes for the Great War based on European alliances.
Language:
Group Students will identify words and phrases heard in a discussion about the Great War.

Activities:
Students will use the acronym
Militarism
Alliances
Imperialism
Nationalism
to learn the causes of the war. Then they will find illustrative examples of each within our content and discussion
Group #26

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We will examine how to multiply and divide rational numbers.

I will practice multiplying fractions and decimals.

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We will explore the culture of the United States with a focus on language and religion.

I will be able to verbally explain why I think the United States has no official language or religion.

Breakout Room 6

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Learning objective: Students will describe motion through the use of a position time graph.

Language objective: Students will write a scenario that accurately describes the motion of the object taken in the graph.

Activity: card sort activity where they have to match scenarios to the graph, write two missing scenarios that don’t have a pre-written scenario card already.

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Students will analyze the main idea of a short story and explain elements of the story.

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Students will analyze the main idea of a short story and explain elements of the story.

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Language Objective - Students will share with a partner. Breakout Room 31

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Students explain how authors create meaning through stylistic elements and figurative language including personification.

Language Objective: Using a metaphor describe the main character with a partner.