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8.7.B
Student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon.
Objectives: Describe and recognize the stages in the lunar cycle.
What does the word lunar mea to you?
Discuss lunar observations/ ask questions to determine knowledge

Engage

1) Students are divided into groups of 4-5. Each group is given a set of 9 cups. The bottoms of the cups are shaded with marker to represent the various lunar phases. The blue cup is the Earth.

2) Groups are instructed to place the blue cup in the center (bottom up) and surround the “Earth” with the cups showing the lunar phases in what they think is the correct order.

3) Students will keep their model on their table to be revisited later after playing the games.

Explore

1) Hand out the Phases of the Moon Worksheet to each student.

2) Have students sign into Legends of Learning and enter your teacher code.

3) Launch Playlist 1 to the students.

4) Pass out the Phases of the Moon Worksheet.

5) While students are working through this game they will complete the worksheet.

Explain

1) Students will get back together in their groups from the Engage activity and re-arrange their phases of the moon model based on the new knowledge they have gained.

2) Teacher will check that each group has an accurate model prior to moving on.

3) Teacher will review the answers to the Phases of the Moon Worksheet by drawing diagrams on the board. Teacher will ask students to come to the board and shade in what the moon looks like for each of the phases.

Elaborate
Encourage students to discuss the connections with the phases and the tides.
Have a dialogic discourse with the students about their connections.

Ways lesson will help students in multiple subgroups:
Modeling
Available Online from anywhere/ available in class
small manageable tasks
strategical partnerships
visuals provided to students
multi-modal
movement in lesson

https://www.legendsoflearning.com/blog/lunar-phases-lesson-plan/

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TEKS- A8A Solve quadratics having real solutions by factoring, square roots, completing the square, and applying the quadratic formula.

Explore:
Students will use clues they gather from correctly solving quadratic equations, by factoring to solve the mystery of 'Who Killed Mr. Quad?'. As students solve the equations, they will look around the room for their answer to see what clues they should eliminate. When a student gets an answer, that option is eliminated from the mystery. When they are finished, students will only have one suspect, one weapon, and one location left which they will use to solve the mystery.

Engage:
Begin work on the first five problems of the activity together as a class, so the students become more comfortable with the material.

Explanation:
Introduction to topic and notes. Explain that the only difference between the new topic and what they have been learning in class is that they have to solve the equations equal to zero and solve for x for X-intercepts.

Elaborate:
Students will be working in groups of 3-4 (numbered off by instructor) to be given opportunities to work with other students in the classroom. This way, group interaction will assist in students learning the material from each-other and assisting one-another during the activity.
Students will:
1) Work together on solving the equations
2) Use the answers they find in order to find solutions to the puzzle
3) Find out the solution to the mystery.

Evaluate:
Students will have a worksheet to work on as they go through the activity that they must turn in as an exit ticket before leaving the class. Last 10 minutes of class will be wrapped up with a question to asses their understanding of the activity and material associated with it.

Questions to ask:
1) Can someone explain their methods of solving the equations quickly and effectively?
2) What did you feel was the most difficult part?
3) How can you tell which direction the parabola opens just by looking at the equation without the graph?
4) When the C value of the equation is negative, how can you tell which factor is negative?

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Andrew / Robert / Chris
TEKS- 7.1.A
coordinate movements with teammates to achieve team goals;

Unit: Chasing, Fleeing, & Dodging
Lesson: "Pull the flag"
Students will be split into even teams based off of class size. Each team is recognized by flag colors, winner is determined by which color has the most team members still in play by the end of the time domain.

(Decoding- students figure out on their own what is the best strategy to be successful, try it out!)

(Comprehension- students come to an agreement, work together to achieve goals.)

After each game played, students will regroup to assess strategy to achieve goals together. The students will be allowed a short amount of time that will continue to decrease after each round.

(Response- after each round, students should work together more efficiently and be creative with strategies.)

After the completion of the activity, group together and give each team an opportunity to speak on what went well, where they could've done better, and instructor will provide effective feedback/input.

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MS Music Third Level (The Very Hungry Caterpillars)

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MS Music Third Level (The Very Hungry Caterpillars)

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Joseph Mora, Natalie Morales, Florian Love, Edward Williamson

TEKS
3.Historical and cultural relevance.
B. compare and contrast written and aurally
presented music representative of diverse genres,
styles, periods, and cultures;
Lesson would take place over a full week
As students enter/leave the classroom, they would listen to the specific genre/style of music that they would be sight-reading in class.
The styles would be Polka, Latin, Rock, and Reggae.  The students would spend ten minutes during the ensemble period sight-reading (following UIL sight-reading procedures) a piece that fits the style of the day. On the fifth day, the students would take a rhythmic motif (small musical idea), from each genre and make a four measure "composition" (staff paper and pencils would be provided) simply by rearranging the motifs from the pieces they have worked on. The students would be instructed to only use the notes from the G major pentatonic scale (G, A, B, D, E). Students would then form small groups, and perform their compositions for each other. Students listening would attempt to discuss among one another and analyze and decide which motifs came from which pieces.

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TEKS A2.2.A
Creative Expression/Performance

The student expresses ideas through original artworks, using a variety of media with appropriate skill.

After being presented with an example work by the teacher, and an explanation of the project to complete.  Students will be given studio time to brainstorm and list at least five main ideas or themes which represent them as a individual.  "What makes you ... YOU?" The non self portrait, self portrait.

During their creative time, SWAT create visual representations of the previous brainstorming experience.

Once all students have finalized the works in which they created, there will be a class critique where SWAT use critical thinking to express what they see in each others work as well as expressing themselves through their own work. Allowing all the students to find ways to be included and find the similarities which bring them together, and the differences which make them unique.

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HS LIII.1E: Interact and react in spoken conversation using culturally appropriate expressions, register, and gestures.

Before: Students will be separated into groups of 3 to 4 students. Each group will answer the following questions:
1) What is culture?
2)How is culture connected to language?
3)Does culture and language represent oneself?

At the end of their small discussion, each group will express what they were discussing as a group.

Lesson:
Students in their groups will be assigned to different countries where the Spanish language is dominant. Students will be given 30 minutes to research about culture, expressions, and  traditions. Students are required to use at lest 3 words of the vocabulary chart in complete sentences. Each team member is expected to culturally interact and react in spoken conversation.

After:
Write in complete sentences three facts of something new they learned from the other groups' presentations.

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8th Grade Soccer
TEKS: 8.2
Movement: Student applies movement concepts and principles to the learning and development of motor skills.

Lesson:
History Of Soccer
Rules
Drills/Techniques
Split into teams/Game

Equipment:
Pennies
Soccer Balls
Nets
Cones

Modifications:
Someone in a wheelchair: Using a hockey stick to move the ball.

Activity: Rhondo
Students get in a circle.  Defenders will depend on student classroom. Students start off in the middle as defensive players and attempt to take the ball away from the offensive outside players. Once one of the two defensive players takes the ball away from the offensive player. The offensive player becomes the defensive player. The activity continues for about 25-30 minutes.

After: Explain what and how they  can do to improve their defensive and offensive skills.
Ex: Body positioning, Looking up

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Julissa Figueroa, Conner Smith, Victoria McMillion, Samuel Castillo

TEKS  -
Foundations: Music Literacy. The student describes and analyzes musical sound.

B. categorize and explain a variety of musical sounds,
including those of woodwind, brass, string,
percussion, keyboard, electronic instruments, and
instruments of various cultures;

Objective -
Students will be able to identify the different families of instruments by hearing and analyzing various musical examples.

Lesson -
1. Students will sit in a circle and have 10 seconds of free playing on an instrument of their choice (xylophone, bongos, maracas, cymbal, recorder, ukulele, piano).
2. Students will demonstrate the sounds of each instrument and discuss their characteristics as a group.
3. Teacher asks students to share about personal or cultural experiences with the instruments used in class. Afterwards, the teacher will explain cultural and historical contents of specific instruments. Teacher will also give students the opportunity to share about any other instruments they're familiar with.
4. The teacher will explain how different instruments are used in different styles of performance. Teacher will provide musical examples from various cultures.
5. Listening Assessment:
Specific assigned groups of students will be asked to stand when they hear a specific instrument in the various musical examples. This will ensure that the students can identify the different musical characteristics of different instrument families.