2-8 / 2-10-10
CJones' Language Arts & Earth Science Classes
Topic: Grammar Chapter 5 (Complements)pgs 104-121.
Literature “The Fun They Had”
Bloom’s Taxonomy PowerPoints.
Go over Tech Expo/Media Festival
projects.
A/R tests and/or book reports for 6 books.
Standard(s):
ELA6R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing.
ELA6RC3 The student acquires new vocabulary in each content area and uses it correctly.
ELA6W2 The student demonstrates competence in a variety of genres.
ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
ELA6LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.
ELA6RC1 The student reads a minimum of 25 grade level appropriate books or book equivalents per year from a variety of subject disciplines.
ELA6R1 the student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
ELA6R3 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres in a way that makes meaning clear to listeners.
ELA6W3 The student uses research and technology to support writing.
ELA6LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.
Performance Objectives(s):
Students will be able to identify prepositional phrases, independent and subordinate clauses, and sentence structure.
Students will be able to identify adjective and adverb phrases and clauses.
Students will be able to identify the simple, compound, complex and compound-complex sentence.
Students will be able to use phrases and clauses effectively in their writing.
Students will be able to finish 6 books for the nine weeks.
Students will be able to read and analyze poetry.
Students will be able to comprehend and give examples of the poetry terms like alliteration, onomatopoeia, refrain.
Students will be able to create a PowerPoint for their Bloom’s Taxonomy projects.
Students will be able to create a PowerPoint for the Tech Expo. / Media Festival.
Lesson Content:
Journal Topics:
Monday – Over the weekend I…
Tuesday – Create a poem using refrain.
Wednesday – Create a rhyming poem.
Monday – Begin new book, “I Can’t Believe I Have To Do This”. Discuss and begin Power Points for Bloom’s Taxonomy, Tech Expo., Media Festival. If time permits, Check Reading Logs. Read Library books, take A/R tests, do book reports.
Tuesday – Go over chapter 5 grammar, exercises 1-4 and review a for a test next Tuesday.
Wednesday – Listen to, “The Fun They Had” on page 205. Answer the questions at the end to check for comprehension. Read library books, A/R Tests, book reports.
*When they finish early on any assignment they need to read in their A/R book when they can. Every night students need to read their books for 30 minutes.
Assessment: Grammar test over chapter 5 next
Tuesday (2-16-10)
A/R testing and book reports
Questions over “The Fun They Had”
Bloom’s Taxonomy PowerPoints
Media Festival / Tech. Expo Projects
Homework: Check Reading Logs on Tuesday.
Grammar test over Ch. 5 complements on
Tuesday.
Questions over “The Fun They Had” due
Wednesday.
A/R tests and book reports over six books.
Bloom’s Taxonomy Powerpoints for Tech
Expo/Media Festival.
Earth Science Lesson Plans (2-8 / 2-10-10)
CJones
Complete Chapter 11: The Oceans
The Big Idea (Essential Question):
What are the causes of waves, currents, and tides?
Standards
SGCS1 - Students will explore the curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works..
S6CS2 - Students will use standard safety practices for all classroom laboratory and field investigations.
S6CS3 - Students will use computation and estimation skills necessary for analyzing data and following scientific explanations.
S6CS4 - Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities.
S6CS7 - Students will question scientific claims and arguments effectively.
S6E3 - Students will recognize the significant role of water in earth processes.
c. Describe the composition, location, and subsurface topography of the world’s oceans.
d. Explain the causes of waves, currents, and tides.
S6E5 - Students will investigate the scientific view of how the earth’s surface is formed.
f. Explain the effects of physical processes, plate tectonics, erosion, deposition, volcanic eruption, gravity on geological features including oceans (composition, currents, and tides).
Objectives
Students will be able to:
Discuss the reasons that people have studied the ocean.
Identify the features and main sections of the ocean floor.
Identify the zones into which scientists divide the ocean.
Explain how waves form.
Describe how waves change near the shore.
Explain how waves affect shorelines and beaches.
Explain what causes tides.
Explain what affects the height of tides.
Describe how tides are a source of energy.
Describe the salinity of ocean water.
Explain how the temperature and gas content of ocean water varies.
Describe how conditions in the ocean change with depth.
Lesson Content
Monday
Opening - Start-up Sheet.
Work Session
Take a test over chapter 10.
Closing - Ticket Out the Door - Show your completed start-up sheet. Tell one thing you learned today and how it relates to the standard.
Tuesday
Opening - Start-up Sheet.
Work Session
Skills Lab: MAP THE OCEAN FLOOR!! Use Figure 2 on pages 354-355. Use a sheet of construction paper.
Closing -Ticket Out the Door - Show your completed start-up sheet. Tell one thing you learned today and how it relates to the standard.
Wednesday
Opening - Start-up Sheet.
Work Session
Skills Lab: MAP THE OCEAN ZONES!! Use Figure 3 on page 356. Use a sheet of copy paper.
Closing -Ticket Out the Door - Show your completed start-up sheet. Tell one thing you learned today and how it relates to the standard.
Thursday
Winter Break
Friday
Winter Break
Start-up Sheet #6 (Chapter 11: The Oceans)
Standards:
S6E3 - Students will recognize the significant role of water in earth processes.
S6E5 - Students will investigate the scientific view of how the earth’s surface is formed.
Monday (Pages 351- 352)
1. Tell me about the HMS Challenger.
2. Which two groups were the earliest cultures to explore the oceans?
3. Who was Captain James Cook?
4. What happened in 1960?
Tuesday (Pages 352-253)
1. What does SONAR stand for?
2. What conditions exist in the depths of the ocean?
3. What happened in 1978?
Wednesday (Pages 354-356)
1. Which is steeper, the continental slope or the continental shelf?
2. Which ocean floor feature makes up the deepest parts of the ocean?
3. Into what three zones is the open-ocean zone divided?
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