LA Lesson Plans
November 11, 2013-November 15, 2013
Monday:
Interpreting charts and graphs
21a) Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension
EQ: What are the different types of charts and graphs and how do you determine when to use them?
Materials: Paper, pencils, colored pencils optional for Tree MAP. It may be helpful if your students write down the different types of charts and graphs using different colored pencils.
Teacher model: Using the video
( http://www.schooltube.com/video/3295f1c78e11773ac19c/ ) the teacher will talk about the different types of charts and graphs (pie chart, line graph, bar graph, etc.)
Student activities: students will write down the different types of charts and graphs that were introduced in the video as well as the terminology relating to them. They will then place the various charts and graphs and list the data that is best suited for that particular visual as well as the terminology associated with it. on a Tree Map with the types of data that is best suited for that particular graphic.
Extension: Students can cut out charts and graphs from the newspaper or magazines. Students can create their own.
Tuesday:
Interpreting charts and graphs

21a) Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension
EQ: How can I correctly interpret information from charts, and graphs?
Materials: Handouts on charts, and graphs from USA Today. You can post them outside your classroom and number them. Then assign different ones to your students, so they cannot copy.
Teacher model: Teacher will instruct how to interpret information using A few of the slides from the USA Today PowerPoint.
Student activities: students will analyze a few different types of charts and graphs, and discuss their findings with the class.
Extension: Students can locate different types of charts and graphs on the
Internet or create them on the computer.
Wednesday:
Interpreting charts and graphs
21a) Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
EQ: How can I correctly interpret information from charts, and graphs?
Materials: PowerPoint on Charts, Graphs, Review Practice, pencil, paper.
Teacher model: Teacher will review from previous day the various types of charts and graphs and what information is best suited to provide a visual.
Student activity: Student will take an assessment using the PowerPoint on
Charts, Graphs Review Practice.

Extension: Students can write about one type of chart/graph. The information should include the type of chart /graph and the terminology associated with that particular chart/graph. The information that could be included on the chart/graph.
Thursday:
Prefixes: Pre-, post-, dis-,il-,
Root words: dic/dict, log, cycl
Suffixes: -s/-es, -ment, -ness
AKS 39b
EQ: How to prefixes and suffixes help up to create new words to broaden our vocabulary?
Materials: Note cards or construction paper, prefix/suffix chart, dictionary
Teacher model: Teacher will instruct how to find meanings in a dictionary of prefixes and suffixes.
Student activities: students will write down definitions of prefixes, root words and suffixes. Students will create flash cards of prefix, root words and suffixes. Students will then get into groups to create new words.
Students will then create new sentences on chart paper.
Extention: Students will create crossword puzzles with the new words created using flash cards.
Friday:
Prefixes: sub-, super-, im-,mild-,
Root words: tele, trac/tract, vid/vis
Suffixes: -ion, -ive, -less
AKS 39b

EQ: How to prefixes and suffixes help up to create new words to broaden our vocabulary?
Materials: Note cards or construction paper, prefix/suffix chart, dictionary
Teacher model: Teacher will instruct how to find meanings in a dictionary of prefixes and suffixes.
Student activities: students will write down definitions of prefixes, root words and suffixes. Students will create flash cards of prefix, root words and suffixes. Students will then get into groups to create new words.
Students will then create new sentences on chart paper.
Extention: Students will create crossword puzzles with the new words created using flash cards.