Mrs. Niehus’s Lesson Plans for February 2-Febuary 6, 2015



MONDAY(Black)Advisor: Parent-Teacher Conferences Preparation; Review Homework; CNN Student News; and Silent Read8th Reading: Bell Ringer – (5 minutes) “Silent Read your AR Book and when the bell goes off write a summary of what you read.”/Lesson - Review Test Procedures and Rules; Introduce Test; Introduce poems on Pages 652-659: read the 3 poems and do #3 on Page 659 and Worksheet Review Pages 41-44./Shared Practice – Share summary of what you read in your AR book./Independent Practice – Students will complete the reading of the 3 poems on Pages 652-659 and Question #3 on Page 659 and Worksheet Pages 41-44. (Due Wednesday)/Closure – (Last 5 minutes of class) Share one detail from the one poem you liked the best from Jacqueline Woodson.Objectives – Understand the characteristics, elements, and forms of poetry; Learn about author Jacqueline Woodson; Read and analyze free verse poetry; Relate visuals in poetryTUESDAY(Orange)Advisor: Silent Read; CNN Student News; Homework Check in Agendas7th Computer: Do Now – (10 minutes) “What are the benefits and risks of presenting yourself in different ways online?” - discussion/Lesson – Question of the Day – “Where do the Canary Islands get their name from?”(from a dog – not a bird – the bird took its name from the island) –- discussion; Introduce Which Me Should I Be? Lesson – Teach 1: Henry’s Story, Teach 2: Take a Stand, & Which Me Should I Be Quiz; Review Movie Maker and Project – All About Me (New Year-New Me)/Shared Practice – After Journal – share with a neighbor what you wrote; Share the answer to the daily question; Share in groups for activities with Which Me Should I Be? – Take a Stand Case Studies/Assignment (Independent Practice) – Students will take a quiz; Students will work on their Movie Maker/Closure – (last 5 minutes of class) Go through quiz answers – end of class procedureObjectives/Standards: Demonstrate use of Movie Maker to create a presentation; Reflect on the benefits and risks of presenting their identities in different ways online; Evaluate-from an ethical point of view-the feelings, motivations, contexts, and possible outcomes associated with adopting different roles online; Judge whether certain ways people present themselves online are harmless or harmfulWEDNESDAY(Black)Advisor: Silent Read; CNN Student News; Lesson; Homework Check in Agendas8th Reading: Bell Ringer – (5 minutes) “Which poem create the most vivid picture out of the 3 that you read for today? Why?”/Lesson - Review Test; Review poems on Pages 652-659 and Question #3 and Worksheet Pages 41-44; Introduce the 3 poems on Pages 660-667-group activity. Introduce questions on worksheet Pages 53-54./Shared Practice – Share journal entry. Read poems together and discussion by questions on notecards./Independent Practice – Students will complete the reading of the 3 poems on Pages 660-667 and Questions on Worksheet Pages 53-54. (Due Friday)/Closure – (Last 5 minutes of class) Share the poem you liked the most and why with one other person in the class.Objectives – Use context clues to determine meaning; Preview a poem to identify unfamiliar words; Recognize the effects of sound devices used in poetry; Understand alliteration, onomatopoeia, rhyme, rhyme scheme, and meterTHURSDAY(Orange)Advisor: Silent Read; CNN Student News; Homework Check in Agendas7th Computer: Do Now – (10 minutes) “What are gender stereotypes, and how can they shape our experiences online?” - discussion/Lesson – Question of the Day – “Which is the SECOND most common language spoken in England and Wales?”(Polish: Jak si? masz? This means How are you? – you would answer dobry if you mean good) –- discussion; Introduce Gender Stereotypes Online Lesson – Teach 1: What Are Gender Stereotypes, Teach 2: Gender Messages in Virtual Worlds, & Gender Stereotypes Online Quiz; Review Movie Maker and Project – All About Me (New Year-New Me)/Shared Practice – After Journal – share with a neighbor what you wrote; Share the answer to the daily question; Share in groups for activities with Gender Stereotypes Online – Creating online gender types and reflections/Assignment (Independent Practice) – Students will take a quiz; Students will work on their Movie Maker/Closure – (last 5 minutes of class) Go through quiz answers – end of class procedureObjectives/Standards: Demonstrate use of Movie Maker to create a presentation; Define gender stereotypes and their impact on people’s identities, both online and offline; Identify gender stereotypes in a virtual world for kids; Analyze opportunities and limitations for gender expression in virtual worldsFRIDAY(Black)Advisor: Silent Read; CNN Student News; Lesson; Homework Check in Agendas8th Reading: Bell Ringer – (5 minutes) None today due to Library/Lesson - Review poems on Pages 660-667 and questions on worksheet Pages 53-54 – hand in assignment. Let students know there will be a test on Tuesday on these poems./Shared Practice – Share AR Books you are reading./Independent Practice – Reading Plus-finish the 4 activities for this week – if you finish early read AR Book silently at desk/Closure – (Last 5 minutes of class) Make sure you log off and then last class shut down computers and clean the keyboards and mice.Objectives – Use context clues to determine meaning; Preview a poem to identify unfamiliar words; Recognize the effects of sound devices used in poetry; Understand alliteration, onomatopoeia, rhyme, rhyme scheme, and meter ................
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