Unlocking Aphorisms
Language objectives:
Students will discover the meaning of sayings (aphorisms) from a variety of cultures by using words to create
mental pictures and by applying personal experience to their comprehension of the message of the saying.
Students will use teacher modeling and peer consultation.
Students will independently create visual and/or verbal interpretations of sayings (aphorisms) from various
cultures American Aphorisms after practicing in whole class discussion and partnered work.
Students will verbally share their interpretations of readings with the whole class.
Content objectives
7.C.1Understand how cultural values influence relationships between individuals, groups and
political entities in modern societies and regions.
7.C.1.2 Explain how cultural expressions (e.g. art, literature,architecture and music) influence modern society.
Explain “Don’t count your chickens before they’re hatched.”
Explain “Isn’t that the always of it.”
demonstrate the meaning of aphorism: a group of words that is often repeated because it expresses a big truth about
life using few words. it is easy to remember because it is short, it rhymes, or it creates a picture in the listener’s head.
Let’s play Tic-Tac-Toe!
Look at the line that marks the winner on your tic-tac-toe board. On a sheet of paper, you and your playing
partner write out each of those aphorisms, then underneath it, explain the “truth about life” that together you
think the aphorism means.
Get with another partnership and share your interpretations.
Now let’s look at both tic-tac-toe boards.
In your small group, read each aphorism. Circle each one that any member of the group has ever heard before.
Put a star in the square of each aphorism which “makes sense” to you. (In other words, star the ones that tell a
“truth” you understand.)
Individually – read and complete “It’s easy…” hand-out.
Interrupt after a brief period and share proverbs from Ecclesiates, deep breathing and stretch exercise from
Hindu culture, hand-out “Hindu Proverbs,” and Buddhist proverbs colored picture hand-outs through whole
class discussion.
Return to completion of reading and responding
Interrupt for whole class discussion of decoding of one aphorism from each culture.
Review directions for visual or verbal interpretation.
Allow remaining time for completion of activity. .
A watched
pot never
boils.
Sticks and
stones may
break my bones
but names will
never hurt me.
A bird in the Don’t judge a
hand is worth book by its
two in the
cover.
bush.
He who laughs last
laughs best.
Laughter is
the best
medicine.
A leopard cannot
change his spots.
Good fences
make good
neighbors.
The love of money
is the root of all evil.
It’s easy for any one of us to believe that people from another culture are just too different to understand. Is this
always so? On your own, read over the following list of aphorisms from Hindu, Buddhist, and Confuscian
culture. Do any of them “make sense” to you? Which ones seem to be telling a “truth” you’ve experienced?
Do any of them sound familiar? Put a star next to each aphorism that “makes sense” to you. Circle any
aphorism that sounds like something you’ve heard before.
Hindu aphorisms
1. The sight of the eyes is not sight, but he is blessed with vision who possesses knowledge; the ignorant
are the blind.
2. Advice to the stupid produces anger.
3. It is better to make a vow of silence than to utter falsehoods.
4. Everyone looking downward is impressed with his own greatness; but looking upward feels his own
littleness.
5. He is a real friend who assists in time of danger.
6. He who in your presence speaks kindly but in your absence seeks to injure you is like a bowl of poison
covered with milk.
7. Dig your well before you’re thirsty.
8. “They who give have all things; they who withhold have nothing.”
Buddhist aphorisms
1. Smile as abuse is hurled your way and this too shall pass.”
2. Do not dwell in the past, do not dream of the future, concentrate the mind on the present moment.
3. Holding on to anger is like grasping a hot coal with the intent of throwing it at someone else; you are the
one who gets burned.
4. We are shaped by our thoughts; we become what we think. When the mind is pure, joy follows like a
shadow that never leaves.
5. However many holy words you read, however many you speak, what good will they do you if you do
not act on upon them?
6. Thousands of candles can be lighted from a single candle, and the life of the candle will not be
shortened. Happiness never decreases by being shared.
7. There are only two mistakes one can make along the road to truth; not going all the way, and not
starting.
8. Even death is not to be feared by one who has lived wisely.
Confucian aphorisms
1. Choose a job you love, and you will never have to work a day in your life.
2. Everything has beauty, but not everyone sees it.
3. Our greatest glory is not in never falling, but in rising every time we fall.
4. All good things are difficult to achieve; and bad things are very easy to get.
5. I hear and I forget. I see and I remember. I do and I understand.
6. If I am walking with two other men, each of them will serve as my teacher. I will pick out the good
points of the one and imitate them, and the bad points of the other and correct them in myself.
7. It does not matter how slowly you go as long as you do not stop.
8. Do not impose on others what you yourself do not desire.
Your next step is to show your reading comprehension. Choose one aphorism from each group above and
explain in your own words what it means to you.
Hindu:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
Buddhist:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
Confucian:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
Now for the best part! Choose your personal favorite aphorism from one of the three you just explained. On a
blank piece of paper, do one of the following:
a. Create a drawing that shows what you think or what you feel or what you remember when you
concentrate of the meaning of that aphorism.
b. Write a two-paragraph story of something that actually happened to you that is an example of the “truth”
that the aphorism tells.
Hindi Proverbs
Adhajal gagari chalakat jaay
English : Half-filled pot goes spilling out water
Meaning : Those with little knowledge keep showing it. Those who know all are calm/silent.
Andhoon mein kaanaa raja.
English : A one-eyed man is king amongst blind men.
Ab pachatae hoot kya jab chidiya chug gayi khet.
English : Why repent now, when the bird has already eaten the crop.
Meaning : There's no use of repentance after time of action passes.
Aap bhala to jag bhala.
English : If one is good, then the whole world is good.
Meaning : If you are good, you will find that everyone else is good too.
Anth bhala to sab bhala.
English : If the end is good, everything is good.
Meaning : All's well that ends well.
Naach na jaane aangan tedha
English : Knows no dance, claims the stage is tilted.
Meaning : Said of a person without skill who blames his failure on others..
Ek haath se taali nahin bajati
English : One hand alone cannot make the clap sound.
Meaning : It takes two to quarrel.
Too many
cooks spoil
the broth.
A penny saved is a A small leak will sink
penny earned.
a big ship
Necessity is A sharp tongue
the mother of can cut your own
invention.
throat.
One bad apple can
spoil the whole barrel.
Let sleeping
dogs lie.
Your eyes are bigger
than your stomach.
An ounce of
prevention is
worth a pound of
cure.
América Aforismos
Mira el siguiente organizador gráfico. En su grupo pequeño, lea cada aforismo. Encierra en un círculo cada
uno que cualquier miembro del grupo haya escuchado antes. Ponga una estrella en el cuadrado de cada
aforismo que "tiene sentido" para usted. (En otras palabras, la estrella de los que le dicen a una "verdad" que
entiende.)
Una olla visto
nunca hierve.
Un pájaro en la
mano vale más
que dos en el
monte.
La risa es la
mejor medicina.
Una manzana
podrida puede
estropear todo el
barril.
Palos y piedras
pueden romper
mis huesos pero
las palabras
nunca me harán
daño.
No juzgues a un
libro por su
cubierta.
El que ríe último
ríe mejor.
Demasiados
cocineros
estropean el
caldo.
Un centavo
ahorrado es un
centavo ganado.
El amor al dinero
es la raíz de
todos los males.
La necesidad es
la madre de la
invención.
Una lengua
afilada puede
cortar su propia
garganta.
Las buenas
cercas hacen
buenos vecinos.
El camino al
corazón de un
hombre es a
través de su
estómago.
Un leopardo no
puede cambiar
sus manchas.
Tus ojos son
más grandes
que el estómago.
Deje las cosas
como están los
perros.
Una pequeña
fuga se hunde
un barco grande
Una onza de
prevención vale
una libra de cura.
Una puntada a
tiempo ahorra
nueve.
Es fácil para cualquiera de nosotros a creer que la gente de otra cultura son demasiado diferentes de
entender. ¿Es siempre así? Por su cuenta, lea la siguiente lista de aforismos de hindúes, budistas y cultura
Confuscian. ¿Alguno de ellos "tiene sentido" para ti? ¿Cuáles parecen estar diciendo una "verdad" que has
experimentado? ¿Alguno de ellos suena familiar? Ponga una estrella al lado de cada aforismo de que "tiene
sentido" para usted. Encierra en un círculo cualquier aforismo que suena como algo que has escuchado
antes.
Hindú aforismos
1. La visión de los ojos no es la vista, pero él es bendecido con la visión que posee el conocimiento, la
ignorancia son los ciegos.
2. Asesoramiento a los estúpidos produce ira.
3. Es mejor hacer un voto de silencio que a proferir falsedades.
4. Todo el mundo mira hacia abajo está impresionado con su propia grandeza, pero mirando hacia arriba
siente su propia pequeñez.
5. Él es un amigo de verdad que ayuda en momentos de peligro.
6. El que en su presencia habla amablemente pero en su ausencia busca herir ti es como un tazón de leche
con veneno cubierto.
7. Cavar el pozo antes de que tengas sed.
8. "Ellos tienen que dar todas las cosas. Ellos no tienen nada que retener"
Budista aforismos
1. Sonríe como abuso se lanzó a su manera y esto también pasará ".
2. No se quede en el pasado, no sueñes del futuro, concentra la mente en el momento presente.
3. Aferrarse a la ira es como agarrar un carbón caliente con la intención de tirarlo a otra persona, tú eres el
único que se quema.
4. Estamos formados por nuestros pensamientos, nos convertimos en lo que pensamos. Cuando la mente es
pura, la alegría sigue como una sombra que nunca se va.
5. Sin embargo, muchas santas palabras que lees, no obstante las muchas que usted habla, ¿de qué van a
hacer si no se actúa sobre sobre ellos?
6. Miles de velas pueden encenderse con una sola vela, y la vida de la vela no se acortará. La felicidad nunca
disminuye por la distribución.
7. Sólo hay dos errores que uno puede hacer por el camino de la verdad, no va todo el camino, y la partida no.
8. Incluso la muerte no hay que temer por alguien que ha vivido sabiamente.
Aforismos de Confucio
1. Elige un trabajo que te gusta, y usted nunca tendrá que trabajar un día en tu vida.
2. Todo tiene belleza, pero no todo el mundo lo ve.
3. Nuestra mayor gloria no está en no caer nunca, sino en levantarnos cada vez que caemos.
4. Todas las cosas buenas son difíciles de alcanzar, y las cosas malas son muy fáciles de conseguir.
5. Oigo y olvido. Veo y recuerdo. Hago y entiendo.
6. Si estoy caminando con otros dos hombres, cada uno de ellos servirá como mi maestro. Voy a escoger los
buenos puntos de la e imitarlos, y los puntos malos del otro y corregirlos en mí mismo.
7. No importa lo lento que vayas, siempre y cuando no te detengas.
8. No imponer a los demás lo que tú mismo no lo desea.
Su próximo paso es demostrar su comprensión de lectura. Elige un aforismo de cada grupo por encima y
explicar en sus propias palabras lo que significa para ti.
Hindú:
Budista:
Confucio:
Ahora para la mejor parte! Elija su aforismo favorito de uno de los tres que acabo de explicar. En una hoja de
papel en blanco, siga uno de los siguientes:
a. Crear un dibujo que muestra lo que piensa o lo que siente o lo que recuerdas cuando te concentras sobre
el significado de ese aforismo.
b. Escribe un cuento de dos párrafos de algo que realmente le pasó a usted, que es un ejemplo de la "verdad"
de que el aforismo dice.
Standards on Leadership
Element Ib. Teachers demonstrate leadership in the school.
Teachers work collaboratively with school personnel to create a professional learning community. They analyze
and use local, state, and national data to develop goals and strategies in the school improvement plan that
enhances student learning and teacher working conditions. Teachers provide input in determining the school
budget and in the selection of professional development that meets the needs of students and their own
professional growth. They participate in the hiring process and collaborate with their colleagues to mentor and
support teachers to improve the effectiveness of their departments or grade levels.
Developing
Proficient
Accomplished
Distinguished
Attends professional learning community meetings.
Displays awareness of the goals of the school improvement plan.
Participates in professional learning community.
Participates in developing and/or implementing the school
improvement plan.
Assumes a leadership role in professional learning community.
Collaborates with school personnel on school improvement
activities.
Collaborates with colleagues to improve the quality of learning in
the school.
Assumes a leadership role in implementing school improvement
plan throughout the building.
Element Ic. Teachers lead the teaching profession.
Teachers strive to improve the teaching profession. They contribute to the establishment of positive working
conditions in their school. They actively participate in and advocate for decision-making structures in education
and government that take advantage of the expertise of teachers. Teachers promote professional growth for all
educators and collaborate with their colleagues to improve the profession.
Developing
Proficient
Accomplished
Distinguished
Has knowledge of opportunities and the need for professional
growth and begins to establish relationships with colleagues.
Contributes to the improvement of the profession through
professional growth.
Contributes to the establishment of positive working
relationships.
Contributes to the school’s decision-making processes as
required.
Promotes positive working relationships through professional
growth activities and collaboration.
Seeks opportunities to lead professional growth activities and
decision-making processes.
Professional Development Goal for Content Teachers
Professonal Development Goal for Content Teachers:
Teacher will engage in co-teaching with teaching peers to facilitate language acquisition and language
development in all students.
Activities/Actions:
Teacher will utilize Pender County Schools Secondary Curriculum Site
https://sites.google.com/a/pender.k12.nc.us/pcs-secondary-curriculum-site/
and ELA CCSS Progression View
http://rt3nc.org/objects/standards/cclitmap/ela.html
and ELA Common Core State Standards Resources live binder
http://www.livebinders.com/play/play/297779
to support dialogue with ESL teacher to co-teach at least one lesson per semester.
Expected Outcomes/Evidence of Completion:
SIOP template lesson plans, survey responses on co-teaching, and increased student performance an
assessments requiring reading and writing
Resources Needed:
websites
planning time
Timeline:
August 2014 -- May 2015.
A watched
pot never
boils.
Sticks and
stones may
break my bones
but names will
never hurt me.
A bird in the Don’t judge a
hand is worth book by its
two in the
cover.
bush.
He who laughs last
laughs best.
Laughter is
the best
medicine.
A leopard cannot
change his spots.
Good fences
make good
neighbors.
The love of money
is the root of all evil.
NCCAT Project Overview PHS Summer
Project overview
Cross-curricular collaborative instruction contextualizes the learning process for students and teachers.
When students juxtapose science and poetry, for instance, and observe the correlations present, the meaning of
one discipline potentiates the meaning of the other. That same potentiation expands geometrically at all angles,
like an exploding three-dimensional star, when interaction between teachers is part of the instructional planning
process and interaction between students is the primary learning strategy. Cognitive movement from
knowledge through understanding to analysis and synthesis occurs naturally when people explore connections.
Our goal is to create a school environment that engenders movement to higher-level thinking skills for
students and teachers. We will build a pathway to this goal, with the help of the North Carolina Center for the
Advancement of Teaching, by forming a grade-level-specific cluster of English, math, science, and social
studies classes with pacing guides that simultaneously reflect the wishes of the district and integrate the four
content areas.
Progress prior to arrival
Composition of the team was predicated upon casual and then more formal collegial conversation in which
each member identified in the others like-mindedness regarding the need for improving pedagogy in our school.
Two of us received, through employment in a neighboring district, in-service training in New Schools Project
and STEM schools design, and were enthused about the possibilities of applying that training to our current
positions. Three of us, at the beginning of this school year, developed individual Professional Development
Plans in which our goals were increased collaborative learning and/or cross-curricular address of our teaching
standards.
Two of our members, teacher and principal, worked this year to write and submit a Cooperative Innovative
High School application, still pending approval for implementation in the 2014 – 15 school year, in which the
explicit goals included team teaching and project-based learning. We all observed, as we discussed our
collective experiences, that we were frustrated: we were unable to meet our self-identified professional goals
because of a lack of school infrastructure that might support our professional aims.
While each of us actively employs the district- and school-mandated strategies for addressing the needs of
students in a Title I school, we believed that lesson design and implementation that targets the higher level
thinking skills, necessarily derived from collaborative learning and teaching, was not systematically addressed.
We identified a vision of improved education in our school based on the responsibility of the teacher as
instructional leader, a “bottom – up” (versus “top – down) paradigm. We recognized that the Career and
College Readiness Anchor Standards in reading, writing, listening, and speaking of the Common Core State
Standards provide the platform for cross-curricular instruction and collaborative student learning. At that point,
we observed the need for careful planning in anticipation not only of the needs of the students but also the needs
of our colleagues, as our goal grew to include the faculty as a whole in this transformative process.
We discussed the absence of a culture of collaboration in our school and generated a preliminary action plan
based on the team’s willingness to lead by example. We determined that teachers must take command of
instructional design, which has always been the primary tool for educational progress. We agreed to hold
ourselves mutually accountable for maintaining our ethical responsibility to rise above an often mechanical,
“knee-jerk” response to the fear of high-stakes testing outcomes. Instead, we defined teaching as guiding our
students into and through cognitively stimulating action and established long-term strategies for observing the
effectiveness of our work and for redirecting ourselves in response to achievement our own and others’ target
outcomes.
Prior to our Research and Development Seminar, our members of our team will have examined, individually
and then jointly in three 90-minute meetings, the Common Core State Standards for English Language Arts &
Literacy in History/Social Studies, Science, and Technical Subjects (http://www.corestandards.org/ELALiteracy/CCRA/R), the Standards for Mathematic Practice (http://www.corestandards.org/Math), and the
Common Core College and Career Anchor Standards for Reading (http://www.corestandards.org/ELALiteracy/CCRA/R), Writing (http://www.corestandards.org/ELA Literacy/CCRA/W), Listening, and Speaking
(http://www.corestandards.org/ELA-Literacy/CCRA/SL) to identify focus content for our first year’s planned
collaborative instruction. Our specific concerns will include but not be limited to:
1. the range, quality, and complexity of student reading in the specific subgenres of literary nonfiction and
historical, scientific, and technical texts.
2. the overlap in Common Core standards regarding the citation specific textual evidence to support
analysis.
3. the resources and strategies recommended for the evaluation of the findings presented in a text to those
from other sources, including students’ own experiences.
4. the inculcation of specific behaviors and thinking patterns to support perseverance in solving problems.
5. the strategies for student comprehension and presentation of information that enhance the experience of
building on others’ ideas.
NCCAT ESL
Collaboration Toolbox: Creating a District Foundation for ESL Collaboration 5 participants
Elizabeth Donnelly, Amie Siebold
Project overview
Content instruction and Language instruction in public education are two separate creatures, each a Cyclops
with vision only for its own goals. Pender County School District is suffering from the problems that arise from
this condition, as initially described by Dr. Kenju Hakuta of Stanford University. Content teachers too often
focus solely on teaching content standards and ignore the fact that they must also teach language. The ESL
Team will endeavor to conjoin these two individual creatures with the purpose of creating a well-rounded
teacher who has the capacity to effectively integrate content and language.
Cross-curricular collaborative instruction contextualizes the learning process for students and teachers.
When students juxtapose science and poetry, for instance, and observe the correlations present, the meaning of
one discipline potentiates the meaning of the other. That same potentiation expands geometrically at all angles,
like an exploding three-dimensional star, when interaction between teachers is part of the instructional planning
process and interaction between students is the primary learning strategy.
Cognitive movement from
knowledge through understanding to analysis and synthesis occurs naturally when people explore connections.
Our goal is to create a district environment that engenders intellectual and academic growth through
collaborative leadership among ESL teachers in their relationships with content teachers at their schools. We
will build a pathway to this goal, with the help of the North Carolina Center for the Advancement of Teaching,
by developing district infrastructure of documents, resources, pacing guides, and procedures to support the
formation of clusters of teachers committed to effective collaboration, ultimately including ESL and content
teachers throughout the district.
Progress prior to arrival
Composition of the team was predicated upon the experience of one ESL team member who led a team of
content teachers during a previous Research and Development program in Summer 2014: Cross-curricular
Collaboration and Co-teaching. In response to activities related to that effort and a subsequent presentation of
the program to the ESL department, the district ESL Coordinator and the district Director of Accountability and
Reporting agreed to support an effort of ESL teachers to continue the work on collaboration begun in the
summer.
Subsequent discussion among the ESL teachers resulted in new awareness of related areas of
necessary effort to provide a district infrastructure for collaboration.
Other tributaries flowing into this discussion were:

the realization that the tools and process currently used by ESL Teachers to document classroom
modifications and testing accommodations for LEP students impede the “buy-in” of content teachers

the need for a focused approach to analyzing LEP Test data to remedy an existing lack of connection
between data and instruction

the lack of readily-accessible resources to sustain momentum from recently delivered district-wide SIOP
Training, key components of which naturally create a common ground for co-teaching and
collaboration. Priority SIOP components are:
lesson preparation that includes content and language
objectives, key vocabulary, and assessment.
Prior to our Research and Development Seminar, the members of our team will have examined the Common
Core and Essential Standards for all grade levels and content areas (Common Core and Essential State
Standards) as well as the Common Core College and Career Anchor Standards(College and Career Readiness ELA ), the WIDA English Language Development Standards ( WIDA ELD Standards), The Pender County
Schools
Secondary Curriculum
Resources
Website
(for
middle
and
high
school) found
at https://sites.google.com/a/pender.k12.nc.us/pcs-secondary-curriculum-site/ and The Pender County Schools
Elementary
Curriculum
Resources
Website found
at https://sites.google.com/a/pender.k12.nc.us/pcs-
elementary-curriculum-site/ to identify focus content for our Collaboration Toolbox.
Day 1
Day 2
Day 3
Day 4
8:00-
Wrap up-
10:00
Effective communication
with colleagues:
Protocols and Courtesies
To Understand than
to be Understood:
Active Listening to
move from
opposition to
cooperation
Classroom teacher’s
perspective on
pushing in and
pulling out
ELLevationTraining on new
database
ELLevationTraining on new
database
ACCESS score
reports Analysis of
ACCESS data to
target AMAO
deficiencies
Filters and
Dashboards
Cumulative Folder
Report
(Burke County
PPT)
LEP Process-
Create Infographics
to facilitate datadriven instruction by
ESL and Content
Teachers
Travel to
Ocracoke
10:0012:00
How to Generate
LEP Student Plans
Use ELLevation tools to
create new LEP Plan and
Monitoring Form
1:00-4:00
6:00-8:00
Day 5
Collaboration and
Co-teaching
Discussion and
Team Building:
What are the barriers to
collaboration in our
district? How do we
contribute to the
problem? Goal Setting
– for the week and for
the district.
Revise procedures
for roll-out to
teachers. How to
ensure parent
involvement?
Live Binder-Create
Live Binder-
district storehouse of
SIOP strategies for
content areas
Create district
storehouse of SIOP
strategies for content
areas
Live BinderCreate district
storehouse of SIOP
strategies for content
areas
Goals/timeline
for
implementation
upon return
Return home
Anticipated work after the seminar
Timeline:
Action
Notes
ongoing
January, 2015
Begin using ELLevation as database for
organizing ESL data, creating reports, listing
testing accommodations, facilitating
meetings with content teachers
Present Collaboration Toolbox to ESL Team
January, 2015
Share LiveBinder with Content Teachers in
ESL Teachers to share at individual
district
schools
Immediately
Upon return
May/June, 2015
May/June, 2015
August, 2015
ESL Meeting
Analyze ACCESS scores when they arrive to
target domains for AMAO 1 and 2
Create Infographics to support clusterShare with principals for scheduling over
grouping of LEP students based on ACCESS
summer
data
Utilize new LEP Plan to document classroom
modifications and testing accommodations
Utilize new LEP Process for creating LEP
Plan that includes input from all stakeholders
Utilize ELLevation to streamline W-APT
testing of new enrollees
Outreach Letter Co-teaching and Collaboration PLC
2/2/15
Dear Colleague:
As part of my Professional Development Plan, I have made a commitment to attempt to establish a Co-teaching
and Collaboration Professional Learning Community within a school, between or among schools, within the
ESL department, or among more than one entity in which teaching is designed and delivered on the SIOP model
focusing content objectives on the following higher level thinking verbs.
This professional learning community will be what the members make it, and I would love to be a part of a
teacher-led effort for instructional progress through shared efforts.
To be a part of this, please respond to this e-mail and the day/time that works best for you for meeting with
colleagues who may work at other schools.
Thanks very much. I’m looking forward to the possibility of working with you in this enterprise.
Sincerely,
Liz Donnelly
ESL/migrant teacher
PHS/WPMS/PLE/PECHS
SIOP 6th Grade Writing Process Forms of Government Lesson Plan
SIOP Lesson Plan Outline
Theme
forms of government/writing portfolio submission
Lesson Topic
Using the writing process to respond to a social studies prompt
Preparation
identify prompt
schedule co-teaching
develop hand-outs for various steps of the writing process
create 2-person and 3-person teams of students
Supplementary Materials
hand-outs:
focus vocabulary Cornell notes sheet
graphic organizer – evaluate forms of government
prompt with scoring rubric
graphic organizer including each paragraph
hand-outs in envelopes: note-taking process
Content Objectives
Language Objectives
Key Vocabulary
checks and balances*
oligarchy*
monarchy*
republic*
tyranny*
commoner*
enforce*
minority*
fair*
pre-writing
drafting
revising
proofreading
publishing
inference
evaluate
readability
conventions
evidence
Contextualization
Presentation/Strategies/Interaction
General schedule for instruction
Monday
Tuesday
Wednesday
Thursday
Friday
pre-writing
drafting
revising
editing
publishing
Use Crome
Books for
drafting and
notes of teacher
conferences
Use Crome
Books for
drafting and
notes of teacher
conferences
capitalization of
place names
ta da!
graphic organizer Use Crome Books for drafting and
notes of teacher conferences
multi-paragraph structure
sufficient evidence
relevant evidence
and/or
compare and
contrast
connecting
words
How do you
want to publish
their writing?
Practice/Application
Review/Assessment
You are now knowledgeable about different forms of government. Look over your pre-writing activities and
think about what you read there. You have inferred the strengths and weaknesses of each form of
government as others might see them. Now evaluate based on your beliefs, your knowledge, and your
experiences. Which form of government is best: oligarchy, monarchy, tyranny, or republic?
Use the scoring rubric below to guide your drafting. Read over carefully the things we’ll use to grade your
writing.
6th grade argumentative writing scoring rubric
quantity of content: mark one
__________ (30 points) 5 paragraphs of at least 3 sentences each
__________ (26 points) 4 paragraphs of at least 3 sentences each
__________ (21 points) 3 paragraphs of at least 3 sentences each
quality of content
sufficient evidence – mark each one achieved
__________ (10 points) a 1-sentence description of how leaders of one form of government get their power
(Create a sentence stem:
)
__________ (10 points) a 1-sentence explanation of what a particular group would rate a government and
why you believe they would give that rating (Create a sentence stem: )
__________ (10 points) a 1-sentence explanation of the importance of fairness in government, as you see it
style – mark if achieved
__________ (10 points) correct use of comparison and contrast connecting word in a sentence with correct
punctuation
conventions – mark one
__________ (30 points) conventions mistakes do not interfere with the readability of the composition
__________ (20 points) conventions mistakes interfere somewhat with the readability of the composition
__________ (0 points) conventions mistakes interfere significantly with the readability of the composition
__________ points earned
100 points possible
Extension
Siop Note-Taking Lesson
Skim to observe heading and bolded words.
Read each sentence. Look at each picture. Listen to each statement.
Identify key words and phrases.
Stir up your memory. Compare and contrast new information to things you already know.
Paraphrase information: make sense of it in your own words.
Think of your own specific examples and write them down.
Information moves into your long-term memory.
Skim each sentence and picture.
Listen to parts of the teacher’s statements.
Copy down the information word for word.
Information moves into your short-term memory.
Notetaking: Which Path Will You Follow?
Skim to observe headings and bolded words or phrases.
Read each sentence. Look at each
picture. Listen to each statement.
Identify key words and phrases, especially those
that are unfamiliar or repeated
Stir up your memory. Compare and contrast
new information to things you already know.
Paraphrase information:
make sense of it in your own
words.
Skim each sentence
and picture.
Listen to parts of the
teacher’s statements.
Copy or restate the
information.
Cite examples.
Information moves
into your long-term
memory.
Information moves
into short-term
memory.
SIOP Lesson Plan Outline
Theme
notetaking
Lesson Topic
Evaluating the relative effectiveness of Cornell notes
Preparation
schedule co-teaching
develop hand-outs
note-taking process strips
create triads
Supplementary Materials
glue sticks
business envelopes
hand-outs in envelopes: note-taking process
hand-out Note-taking: Which Path Will You Follow (without answers)
hand-out Note-taking: Which Path Will You Follow (with answers)
Content Objectives
Students will identify inference and paraphrasing as essential to effective note-taking.
Students will utilize inference and paraphrasing in response to academic content
through application of Cornell note-taking process.
Language Objectives
Students will identify cause and effect in a real-life situation by ordering familiar events
in a series given the final outcome.
Key Vocabulary
note-taking
paraphrase
infer
inference
information
understanding
Contextualization
Tell a story about a student who took World History 3 times before passing it in 9 th
grade
Tell a story about a student who took Earth science 3 times before passing it in 9th
grade
Share with students your “notes” from H drive
Presentation/Strategies/Interaction
A. Whole class – present objectives
B. Whole class – discuss focus vocabulary
C. Whole class – tell stories for contextualization
D. Whole class – on board Venn Diagram – compare and contrast student who fails
twice before passing with student who earns an A or B the first time through
E. Whole class – distribute blank Cornell notes and ask students what they see;
facilitate discussion of the pros and cons of using it.
F. Triads –
1. Direct students into 3-person pre-planned groups; distribute -- envelopes with
shuffled “note-taking process” slips
“Notetaking: Which Path Will You Follow” (without answers)
glue sticks
2. Direct students to observe two separate paths and outcomes available. Allow
them up to 15 minutes to complete pasting.
3. As each group completes work, distribute “Notetaking: Which Path Will You
Follow” (with answers) to check their work. Re-glue as necessary.
G. Whole class: discuss cause and effect between note-taking and academic
understanding as it relates to their completed hand-out and to their academic future.
H. Individual – distribute Inference chart and assign: Write 3 – 5 sentences explaining
the connection you make in your mind between the inference chart and the notetaking process using your hand-outs. Allow 7 minutes.
F. Pair and share responses. Students report out on what partner wrote.
Practice/Application
G. Individual -- Deliver academic content as teacher models using Cornell notes
template.
Review/Assessment
H. Partners – Complete Cornell notes on a reading assignment
Extension
Continue requiring use of Cornell notes templates:
make templates available on hand-out
teach students how to create their own template
Key words or
phrases
Summary:
definition
drawing
example
explanation