How: We will be conducting a gallery walk in the hallway outside of Coach's classroom taking notes + answering questions about the 5 overall causes of WWI on our note sheet for the day.

Outcome: By the end of class, you will be able to list + explain the MAIN Causes of WWI in a "Letter Home From the Front" exercise.

EQ: Why did WWI happen? Was it one thing's fault? Were there multiple causes?

We will take notes on solving multi step equations and practice on whiteboards.

By the end of class, you will be able to solve multi step equations using inverse order of operations.

material to socialize and to provide and obtain

information. 1A

How: Students will takes notes over solving linear equations for their interactive notebook, and then practice on Delta Math.

Students will be able to solve multi-step equations with variables on both sides with an accuracy of 90% by solving 10 Delta Math problems by the end of the class period.

EQ: How do I solve multi-steps equations with distributive property on both side and how can I check my answer?

How: The student will make a presentation on the current topic

Outcome:

EQ:

Declaration of Independence and the U.S. Constitution, including the Bill of

Rights;

How: We will read and annotated the Declaration of Independence

Outcome: by the end of class, you will be able to explain why the grievances the colonists had let to this document.

EQ: What did the Declaration of Independence do? And why was it written?

H: We will learn what the pythagorean theorem through an explore activity. When will then be able to apply the theorem to real-world problems.

O: SWBAT correctly apply the pythagorean theorem to right triangular problems to find a missing side length.

E: What benefits would be knowing the pythagorean theorem be in the real-world?

How: Students will learn how to identify key words highlighting specific parts of linear equations.

Outcome: Students should be able to break down word problems or equations to find the independent variable.

EQ: How do I know which part of a word problem or linear equation is the rate of change?

H - We will use a combination of illustrations to create a classroom timeline featuring the history of fashion through time.

O - By the end of the project, you will be able to describe how the history of fashion has transformed over time.

E - What are some trends and influences that have caused fashion to change over time?

How: Today we will be able to explain the importance and implement a monthly personal budget.

TBC

How:Today you will create an informational poster teaching others about your assigned dietary modification.

Students will Jig Saw and teach others about their assigned modification

How: We will be annotating an excerpt from “Hatchet” and using text evidence to answer the following question…

Outcome: By the end of the day, students will successfully use text evidence to back up their response.

How: Students EXPERIENCE the tutorial process through practice.

Outcome: Students are willing to and excited to engage fully in the tutorial process.

EQ: What skills do we need to continue to build in order to participate fully in the tutorial process.

How: We will be working with a partner to solve problems.

Outcome: We will be able to find the slope from a given equation.

EQ: How do I find the slope from a given equation?

H: Review Special Right Triangles, degrees in a circle, Introduce radian measure

O: By the end of class, students should be able to complete a unit circle

EQ: How can I quickly recall trigonometric values from memory?

How: We will create profiles In College Board and begin the SAT tutorial practice test

By the End of Class: I will be able to log on the College Board and continue to practice answering SAT questions.

How: Students will observe these two variables acting together.

Students will write an explanation about what happened using specific key vocabulary.

Students will use their response in a collaborative group to create a single best explanation.

Students will gallery walk to peer evaluate their answers and then make final edits.

Students will then see the teacher's answer and score their team's response by comparing it to the teacher's model response.

Outcome: by the end of class students should be able to explain why the relationship between pressure and volume exists.

EQ: What is the relationship between pressure and volume of a gas?

How: Gallery walk with different landforms, students take notes over the different landforms.

Outcome: Students can identify different landforms and differentiate between them at will.

EQ: What is the difference between different types of landforms

EQ: What are the four seasons?

How: Match visuals to their definitions, watch educational videos representing the seasons, and review weather elements.

Bye the end of class: I will be able to match correct elements to their meanings to further understand Seasons and their characteristics.

How: We will be learning how to establish lifelong fitness goals and how to establish SMART goals

Outcome: By the end of class, students will be able to discuss and state the basic elements of fitness (Frequency; Intensity; Time; Type) and the requirements to reach established goals

EQ: What is functional fitness and how important is it in my life

How: We will sing vocalizations that incorporate Do-Mi, sing the Interval by echoing director, sing interval without demonstration by following hand signs, recognize do- Mi within sight-reading example and find it within repertoire.

Outcome: Student will have an understanding of how Do-Mi sounds, looks, and feels when singing. They will be able to recognize it within triad, vocalization, sight reading, and repertoire.

Students will be able to accurately sing Do-Mi in small group and large group ensembles.

How: Students will practice a crescendo and carry in expressive moments in their concert music. They will then listen both to other groups and their own group. The teacher will give initial feedback to set the standard, but then the student will also give feedback on their own progress

Outcome: The student will be able to distinguish expressive singing vs. stagnant singing in others performance as well as their own.

How: We will take notes on how to find the slope and practice problems with the teacher

Outcome: Students will be able to find the slope of any given equation

EQ: What does finding the slope help us with?

How: Starting with a 15-20 min warm up exercise

outcome: by the end of the warm up all students will have raised their heart rate and warmed up their muscles.

EQ: whats the importance of personal fitness and strengthening the body?

How: Students will participate in a TPRS Ask-A-Story using the target vocabulary. Students will retell the story to their shoulder partner.

Outcome: Students will be able to use the target vocabulary to interact with others on the unit topic.

Essential Question: [Unit 1] How do people reach out to communicate with others?

How: We will complete a group activity using a graphical periodic table.

Outcome: By the end of today, you will be able to compare elements and sort them by size.

EQ: What pattern emerges when you look at the sizes of atoms from various elements?

How: We will take notes about and practice using various selection tools. We will also continue using navigation tools learned in the last unit.

Outcome: By the end of class students will have added one image to their "All About Me" digital collage using each of the various selection tools learned.

EQ: Why do various selection tools exist? What makes one tool more useful than another?

How: Students will participate in a Socratic seminar.

O: By the end of class, students will be able to execute an effective Socratic seminar.

EQ: What is the purpose of being able to communicate effectively?

What: Students will identify the components of DNA.

How: Students will build a model of DNA demonstrating their understanding of the structure of DNA.

How: Students will use a map of the world to locate and label the Countries considered Nuclear Power Houses during the Cold War.

Outcome: Students can identify Nuclear Power Houses during the Cold War.

H: We will use sentence stems and graphic organizers to plan our ideas.

O: Students will be able to write a complete good paragraph.

EQ: Why is important that we are able to write a complete paragraph?

How: We will read and annotate "When I Was Puerto Rican" for ways that Esmeralda's cultural change had an impact on her character.

Outcome: By the end of class you will be able to analyze how a character's cultural setting influences who they are.

EQ: How is identity shaped by one's past?

• I.2.A,B,C:  I can identify key words and details, and infer the meaning of words from authentic, sentence-length texts about personal information.

• I.1.A,B,E:  I can ask and respond to questions about who I am and what I like to do using culturally appropriate, memorized words, phrases, and some simple sentences.  

• I.3.B:  I can describe who I am using memorized words, phrases, and some simple sentences.

MODES of communication

👀👂Interpretive Communication

• I.2.A,B,C:  Listen to someone describing themselves.  Answer questions where you will Identify key words and details, and infer the meaning of unknown words.  Video sample

💬  Interpersonal Communication

• I.1.A,B,E:  Ask and answer questions with your partner about who you are and what you like to do using culturally appropriate memorized words, phrases, and simple sentences.  Your recording should not be longer than two minutes.  Record twice, listen to your recordings, choose the best one, and upload your file.  

⌨️🎥  Presentational Communication

• I.3.B:  Describe yourself in a written social media post OR in a video using memorized words, phrases, and some simple sentences.  Don’t forget to consider who the audience is, what they need to/shouldn’t know, and how to organize the information.  

OUTCOME:

At the end of the activity the student will be able to use the target language to communicate in the real world scenarios.

H- We will look at examples of art with negative and positive space in a slide show.

O-As an exit ticket they will highlight negative space on a worksheet with one color and postive space with another.

EQ-What is the difference between negative and positive space?

HOW: Students will understand the criteria for document analysis as defined by the College Board.

EQ: Explain the significance of the HIPP-O .