UNIT PLAN – SHOOTING AN ELEPHANT
BORKO
STANDARDS:
LAFS.910.RL.1.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
LAFS.910.RL.1.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a
text, interact with other characters, and advance the plot or develop the theme.
LAFS.910.RL.2.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or informal tone).
LAFS.910.RL.2.5
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
LAFS.910.RL.2.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United
States, drawing on a wide reading of world literature.
LAFS.910.RL.4.10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10
text complexity band proficiently, with scaffolding as needed at the high end of the range.
TASKS:
ESSENTIAL QUESTION / VOCABULARY INSTRUCTION
 Students engage in pre-reading through hook question: When is it necessary to kill an animal?
 Teacher introduces Essential Question: How do literary elements affect a narrative?
 Students engage in pre-reading through predictive writing:
How is each of the following essential to creating a story: setting, character, & plot?
 Students interact with new vocabulary through a variety of daily activities (including context
clues, crossword, synonyms, fill-in-the-blanks):
bazaar
par1
coolie
par2
in terrorem
par1
scored
par2
mahout
par 1
orderly
par2-3
municipal
par1
paddy
par3
constable
par2
metalled
par3
quarter
par2
miry
par3
squalid
par2
ploughed
par3
invariable
par2
Page 1 of 3
UNIT PLAN – SHOOTING AN ELEPHANT
BORKO
FIRST READING
 Teacher models fluent reading by reading the selection aloud
 Teacher models active reading through use of close reading strategies
 Teacher directs note-taking regarding descriptive language and details indicative of setting
(including time, place, circumstances, physical details)
 Students follow along and mark their copy (may include independent practice)
 Students write about the Essential Question by answering the following:
– Why does it matter that the story takes place in Burma and in the early 1900’s?
SECOND READING
 Teacher directs note-taking of plot sequence using text codes and sequence graphic organizer
– Circle words that indicate sequence (past, present, & future – e.g. suffixes indicating tense &
adverbs indicating chronological relationships)
– Text Codes (right margin):
B = happened before
N = happening now
L = will happen later
– Character observations (left margin): What do we learn about the protagonist as the story
progresses (in each paragraph)?




Students follow along and mark their copy (may include independent practice)
*Extension activity – identify adverbs based on chronological relationships
Students participate in efferent group discussion regarding character development using the
character study graphic organizer
Students write about the Essential Question by answering the following:
– Why is it important that the narrator has some official authority among the people?
THIRD READING
 Teacher models interaction with the text through generating complex questions that deepen
understanding using the “How/Why” and the “There/Not There” graphic organizers
 Students follow along and mark their copy
 Students participate in efferent group discussion through generating complex questions that
deepen their understanding using the how/why graphic organizer and the there/not there
graphic organizer
 Groups will choose one question from each graphic organizer which they believe is the most
important and write them on 8½ x 11” printer paper with a marker and tape them to the board
 Duplicates will be eliminated; students will then write down all questions and answer them in
their groups
TEXT-BASED ESSENTIAL QUESTION DISCUSSION
 Teacher revisits the essential question and requires student groups to construct a written
response in three parts:
– How does the author’s use of descriptive language help establish the setting?
Page 2 of 3
UNIT PLAN – SHOOTING AN ELEPHANT
BORKO
– In what ways would the story be different if it took place in modern-day America?
*e.g. Zanesville, OH (video)
– Using what you have learned about the narrator evidence from the text to support your
claim, answer the question: do you think he will shoot the elephant? Why or why not?
ASSESSMENT
 Students individually answer 10 multiple choice questions regarding vocabulary, setting,
character and plot in relationship to the text
Page 3 of 3
Ms. Lowans' Lesson Plans
Week: 10/20/14 - 10/24/14
Monday
8:00 - 8:20/2:40 - 3:00
Morning/Afternoon Duty
8:30 - 9:15
10:00 - 11:00
Reading
Gifted @ 8:45 - 9:15
Andrews @ 10:00 - 10:45
Vocabulary @ 8:45 - 9:15
Small Groups @ 10:00 - 10:30
9:15 - 10:00
Writing
11:05 - 11:35
Resource
11:44 – 12:09
Lunch
12: 15 - 12:45
Teacher P.E.
12:45 - 1:45 (W/Th/F)
12:15 - 1:45 (M/T)
Math
DuPont @ 12:30 - 1:30 (W/Th/F)
DuPont @ 12:15 - 1:30 (M/T)
Andrews @ 12:45 - 1:30
1:45 - 2:15
Science/Social Studies
2:15 - 2:40
Enrichment
2:40 - 2:42
Pack-up/Dismissal
A.M. Hallway
Tuesday
Wednesday
A.M. Hallway
A.M. Hallway
O: 1.) Introduce “Nosing Around”, Edible, and Inedible;
2.) Guided Strategy Practice
M: Word cards, Animal Senses (pgs. 30-39), Student
Response Book pg. 18, iPad, last week’s RTW rubric
A: 1.) Introduce and define “Nosing Around” and review
idioms; 2.) Play “Is Milton Nosing Around?”; 3.) Introduce
and define edible; 4.) Introduce and define inedible,
review the prefix in-, and review antonyms; 5.) Play
“Edible or Inedible?”; 6.) Review “Stop and Ask
Questions” and introduce reading; 7.) Read aloud with
“Stop and Ask Questions”; 8.) Discuss questions and teach
prompts; 9.) Reflect on discussion prompts; 10.) Monitor
the students’ reading; 11.) Review last week’s RTW
E: SW, TO, TG
O: 1.) Review “Nosing Around”, Edible, and
Inedible; 2.) Guided Strategy Practice
M: Word cards, Animal Senses (pgs. 30-39),
Student Response Book pg. 18
A: 1.) Briefly review the words; 2.) Play “Does
That Make Sense?”; 3.) Review “Stop and Ask
Questions”; 4.) Reread aloud; 5.) Discuss the
reading using prompts; 6.) Monitor the
students’ reading/have them write in their IDR
journals
E: SW, TO, TG
O: Introduce Consistent, Inconsistent, and Consistently
M: Word cards, Animal Senses, Zangrilli’s non-fiction
books
A: 1.) Introduce and define consistent; 2.) Introduce and
define inconsistent, review the prefix in-, and review
antonyms; 3.) Play “Consistent or Inconsistent?”;
4.) Introduce and define consistently and introduce the
suffix –ly; 5.) Discuss things we do consistently;
6.) Review the week; 7.) Model “Stop and Ask
Questions” with The Florida Water Story; 8.) Read
independently; 9.) Discuss the students’ questions;
10.) Have the students stick their sticky notes on a piece
of notebook paper to turn in as a grade; 11.) Reflect on
working together
E: SW, TO, TG
O: 1.) Consonant Clusters; 2.) Singular and Plural
Nouns
M: Consonant clusters words, Grammar pgs. 3940, iPad
A: 1.) Introduce and discuss the meanings of
consonant clusters spelling words; 2.) Complete
Grammar pgs. 39-40 together; 4.) Allow students
to work on IXL Language Arts E.1 and E.3
E: SW, TO, TG
O: Exploring and Drafting Personal Narratives
(Week 1, Day 1)
M: “Hot Rolls” (Childtimes), writing notebooks
A: 1.) Gather and briefly review week 1; 2.)
Read “Hot Rolls” aloud; 3.) Briefly discuss the
reading; 4.) Quick write: sensory details about
breakfast; 5.) Write independently; 6.) Briefly
share writing and reflect
E: SW, TO, TG
O: Explore and Drafting Personal Narratives
(Week 1, Day 4)
M: “Notes About Personal Narratives” chart,
marker, writing notebooks
A: 1.) Add to “Notes About Personal Narratives”
chart; 2.) Read “Little Things” (pg. 16) aloud;
3.) Discuss the reading; 4.) Quick-write: respect
for older family members; 5.) Draft personal
narratives; 6.) Share one sentences and reflect
E: SW, TO, TG
Spelling Words
Spelling pg. 41
Healthy Habits
P.E.
O: Problem Solving: Multi-Digit Multiplication
Problems
M: “Fast Facts” W.S., iPad, QR code, R17
A: 1.) Have students work on MobyMax Fact
Master (12:15 – 12:35); 2.) Explain U center
(12:35 - 12:45); 3.) Explain new groups and
practice movement (12:45 - 12:55); 4.) First
rotation (12:55 -1:10); 5.) Second rotation (1:10–
1:25); 6.) Third rotation (1:25 - 1:40); 7.) Have
students complete Fast Facts (1:40 – 1:45)
E: SW, TO, TG
BUILD Centers
U: Thinking Blocks: Mult. and Div. (Finish Set 1-2)
I: 3rd grade IXL: E.11
D: Finish R17
O: Multiply 2-Digit Numbers with Regrouping
M: “Fast Facts” W.S., iPad, QR code, MPB
pgs. 41-42, base 10 blocks, "Multiply 2-Digit
Numbers with Regrouping" notes, math ISN,
R18
A: 1.) Have students work on MobyMax Fact
Master (12:15 – 12:30); 2.) First rotation
(12:30 -12:50); 3.) Second rotation
(12:50– 1:20); 4.) Third rotation (1:20 - 1:40);
5.) Have students complete Fast Facts (1:40
– 1:45)
E: SW, TO, TG
O: States of Water
M: Social studies textbook (pgs. 2-3,), S.S.
ISN, science textbook (pgs. 378-379), iPad
A: 1.) Have students tear out their map on
pgs. 2-3 and glue it into their S.S. ISN (pgs.
1-2); 2.) Add "Ch. 1 Florida Map" to S.S. ISN
table of contents; 3.) Read pgs. 378-383 in
the science textbook; 4.) Have students
start a Ch. 10 science journal document in
Pages and have them answer the 10.3
question (Describe what will happen if you
put ice cubes in a glass and let the glass sit
at room temperature.)
E: SW, TO, TG
HW: Read for at least 15 min./IDR Log
Practice fast facts
BUILD Centers
U: Thinking Blocks: Add. and Sub. (Set 1)
I: MPB pgs. 41-42
D: R18
O: States of Water
M: Science ISN, "Solid, Liquid, and Gas"
foldable, iPad
A: 1.) Review the three states of matter and
complete "Solid, Liquid, and Gas" foldable;
2.) Have students glue it in their science ISN
(add to table of contents); 3.) Watch "States of
Matter" BrainPop video; 4.) Have students
watch "States of Matter BrainPop video 2 more
times and complete the quiz
E: SW, TO, TG
Library
O: Multiply 2-Digit Numbers with Regrouping
M: “Fast Facts” W.S., iPad, QR code, MPB pgs.
41-42, base 10 blocks, "Math Aids" W.S.
A: 1.) Have students work on MobyMax Fact
Master (12:45 – 12:55); 2.) First rotation (12:55 1:10); 3.) Second rotation (1:10 – 1:25); 4.) Third
rotation (1:25 - 1:40); 5.) Have students
complete Fast Facts (1:40 – 1:45)
E: SW, TO, TG
BUILD Centers
U: Thinking Blocks: Add. and Sub. (Set 2)
I: Finish MPB pgs. 41-42
D: "Math Aids" W.S.
O: Changes That Make New Matter
M: "Forms of Matter" W.S, science textbook
(pgs. 384-389), iPad
A: 1.) Review "Forms of Matter" W.S.; 2.) Read
and discuss pgs. 384-389; 3.) Have students
complete 10.4 questions (Water can change to
ice. A liquid egg can change to a solid egg.
How are these changes the same? How are
they different?)
E: SW, TO, TG
O.T. (G.S. and T.C.) @ 2:10-2:40
Speech (C.H. and A.S. ) @ 2:10 - 2:40
Speech (C.H., T.R., and G.S.) @ 2:10 - 2:40
O: Independent Daily Reading
M: iPad, IDR books, Student Response Book
A: 1.) Allow students to read independently and
work on their RTWs while I conference with
them; 2.) Have students write in their IDR log in
their Student Response Books
E: SW, TO, TG
O: Independent Daily Reading
M: iPad, IDR books, Student Response Book
A: 1.) Allow students to read independently and
work on their RTWs while I conference with
them; 2.) Have students write in their IDR log in
their Student Response Books
E: SW, TO, TG
HW: Read for at least 15 min./IDR Log
Practice fast facts
"Forms of Matter" W.S.
HW: Read for at least 15 min./IDR Log
Practice fast facts
Grammar pg. 35
Ms. Lowans' Lesson Plans
Week: 10/20/14 - 10/24/14
Thursday
8:00 - 8:20/2:40 - 3:00
Friday
A.M. Hallway
A.M. Hallway
O: 1.) Review Consistent, Inconsistent, and Consistently;
2.) Read-aloud
M: Word cards, Thunder Cake, Digging Up Tyrannosaurus
Rex, A Bad Case of Stripes, chart paper and a marker,
reading ISN, “IDR Conference Sheet”
A: 1.) Briefly review the words; 2.) Play “Does That Make
Sense?”; 3.) Pair students and get ready to work together;
4.) Discuss narrative texts; 5.) Introduce Thunder Cake;
6.) Read aloud; 7.) Discuss the story; 8.) Highlight story
elements; 9.) Complete “Story Elements” ISN page;
10.) Discuss the partner work; 11.) Start using the “IDR
Conference Notes” record sheet to document
conferences
E: SW, TO, TG
O: 1.) Ongoing Review; 2.) Catch-up Day
M: Last week’s words, iPad
A: 1.) Display the word cards and briefly review
the words; 2.) Review the activity “What Do You
Think About?”; 3.) Do the activity “What Do You
Think About?” in pairs; 4.) Finish up any Making
Meaning lessons not finished earlier in the
week; 5.) Allow students to finish RTWs
E: SW, TO, TG
O: Explore and Drafting Personal Narratives (Week 2,
Day 5)
M: Student Writing Handbook pg. 6, “Notes About
Personal Narratives” chart, marker, writing notebook
A: 1.) Gather and briefly review; 2.) Analyze
transitional words in “Little Things”; 3.) Analyze
writing for use of transitional words; 4.) Draft
personal narratives; 5.) Confer in pairs about
personal narrative drafts; 6.) Reflect on pair
conferences
E: SW, TO, TG
O: 1.) Assess Consonant Clusters; 2.) Assess
Singular and Plural Nouns
M: Grammar pg. 43
A: 1.) Assess consonant cluster spelling
words; 2.) Assess nouns with Grammar pg.
43
E: SW, TO, TG
Morning/Afternoon Duty
8:30 - 9:15
10:00 - 11:00
Reading
Gifted @ 8:45 - 9:15
Andrews @ 10:00 - 10:45
Vocabulary @ 8:45 - 9:15
Small Groups @ 10:00 - 10:30
9:15 - 10:00
Writing
11:05 - 11:35
Resource
11:44 – 12:09
Lunch
12: 15 - 12:45
Teacher P.E.
12:45 - 1:45 (W/Th/F)
12:15 - 1:45 (M/T)
Math
DuPont @ 12:30 - 1:30 (W/Th/F)
DuPont @ 12:15 - 1:30 (M/T)
Andrews @ 12:45 - 1:30
1:45 - 2:15
Science/Social Studies
2:15 - 2:40
Enrichment
2:40 - 2:42
Pack-up/Dismissal
Computer
O: Multiply 3-Digit and 4-Digit Numbers with
Music
Regrouping
O: Solve Multi-Step Problems Using Equations
M: “Fast Facts” W.S., iPad, QR code, MPB pgs.
M: “Fast Facts” W.S., iPad, QR code, base 10
45-46
blocks, R19
A: 1.) Have students work on MobyMax Fact
Master (12:45 – 12:55); 2.) First rotation (12:55
-1:10); 3.) Second rotation (1:10 – 1:25);
4.) Third rotation (1:25 - 1:40); 5.) Have
students complete Fast Facts (1:40 – 1:45)
E: SW, TO, TG
BUILD Centers
U: Thinking Blocks: Add. and Sub. (Set 4)
I: 3rd grade IXL: J.2
D: MPB pgs. 45-46
A: 1.) Have students work on MobyMax Fact
Master (12:45 – 12:55); 2.) First rotation (12:55 1:10); 3.) Second rotation (1:10 – 1:25); 4.) Third
rotation (1:25 - 1:40); 5.) Have students complete
Fast Facts (1:40 – 1:45)
E: SW, TO, TG
BUILD Centers
U: Thinking Blocks: Add. and Sub. (Set 3)
I: IXL: D.6
D: R19
O: Changes That Make New Matter
M: Yesterday's work, science textbook (pgs.
384-389), "Changing Matter" W.S.
A: 1.) Finish any of yesterday's work;
2.) Have students complete "Changing
Matter" W.S.
E: SW, TO, TG
Speech (A.S. and T.R.) @ 2:10 - 2:40
O: Independent Daily Reading
M: iPad, IDR books, Student Response Book
A: 1.) Allow students to read independently and
work on their RTWs while I conference with
them; 2.) Have students write in their IDR log in
their Student Response Books
E: SW, TO, TG
HW: Read for at least 15 min./IDR Log
Practice fast facts
O: Assess Ch. 10
M: Ch. 10 Test, science book
A: Have students complete the Ch. 10
Test (students may use their books)
E: SW, TO, TG
Speech (S.P., C.H., and G.S.) @ 2:10 - 2:40
O: Flashlight Friday
M: iPad, IDR books, Student Response Book,
flashlight
A: 1.) Allow students to read independently
with a flashlight while I conference with them;
2.) Have students write in their IDR log in their
Student Response Books
E: SW, TO, TG
Standards/Benchmarks/Notes
1st: Breakfast Duty 3rd: P.M. Pick-up
2nd: A.M. Hallway
4th: Breakfast Duty
READING
4.SL.1.1a
4.SL.1.1b
4.SL.1.1c
4.SL.1.1d
4.L.3.5c
4.L.3.4
4.L.3.4b
4.RF.3.3
4.RL.4.10
4.RI.4.10
4.RI.1.1
WRITING
4.SL.1.1a
4.SL.1.1b
4.SL.1.1c
4.SL.1.1d
4.W.4.10
4.W.1.3
MATH
4.NBT.1.1
4.NBT.1.2
4.NBT.1.3
4.NBT.2.4
4.NBT.2.5
4.OA.1.1
4.OA.1.2
4.OA.1.3
SCIENCE/SOCIAL STUDIES
SC.4.P.8.2
SC.4.P.9.1
S.C.4.N.1.6
S.C.4.N.1.7
NOTES
Observation Times:
1:00 - 1:30
12:30 - 1:00
10:30 - 11:00
Tuesday
1:10 - 1:40
12:40 - 1:10
10:30 - 11:00
Wednesday 1:10 - 1:40
12:40 - 1:10
10:30 - 11:00
Thursday
Ashley Phillips
7th Grade Language Arts
“The Yellow Fever of 1793” by Samuel A. Gum
CCSS.ELA-Literacy.RI.7.5 Analyze the structure an author uses to organize a text, including how the
major sections contribute to the whole and to the development of the ideas.
CCSS.ELA-Literacy.RI.7.6 Determine an author’s point of view or purpose in a text and analyze how
the author distinguishes his or her position from that of others.
CIS Step 1
Vocabulary Instruction and Modeling Reading to Build Comprehension
Tasks: Teacher asks hook question, vocabulary is taught explicitly, and article is read aloud
while students code and mark the text.
Purpose: To establish a purpose for reading, teach relevant vocabulary, model fluent reading,
and provide interactive and critical thinking opportunities with the text.
1. Hook Question
•
•
•
Teacher displays hook question on LCD project for bell ringer
“Would you help a dying sick person, without knowing if you would catch their
disease?”
Students will be given 3 minutes to respond to this on their bell ringer paper. Then the
teacher will launch a class discussion where students share their answers.
2. Essential Question
•
•
•
•
Essential Question is displayed on the LCD projector.
“Think about how disease is prevented in the United States today: how is that different
from Philadelphia in the 1700s?”
Students will make predictions in a teacher-led class discussion
Students will complete written response to the essential question
3. Vocabulary Instruction
•
•
Bestowed, ghastly, gripped, disquieting, containment, extremity, quarantines,
adaptations
Teacher will teach vocabulary words using a PowerPoint. Each word has an
illustration to help with comprehension of its meaning.
•
Teacher will model filling out a graphic organizer that indentifies each word, meaning,
part of speech, and context.
5. Reading #1
•
•
•
Teacher will ask the students to remember the essential question and read through the
article “The Yellow Fever of 1793”
Students will underline any clues to how life was hard for poor people in Philadelphia.
Students will answer the essential question again after reading the article.
6. Reading #2
•
•
Teacher will monitor students as they read independently in small groups a second
time using the guided question, “Think about how disease is prevented in the United
States today: how is that different from Philadelphia in the 1700s?”
Directed Note-Taking- students will use a “Three-Column Note Making” chart to
record notes as they read. The three columns asks the students to: name the
paragraph, the topic (main idea), and supporting details
CIS Step 2
Rereading and Question Comprehension to Deepen Comprehension
Tasks: Teacher models how to generate a complex question based off a paragraph in the
article that relates to the main idea of the text. Students will then create their own questions
with guided practice and teacher feedback.
Purpose: To provide students with a demonstration of the thought process of generating a
complex question and how it can deepen their comprehension.
1. Question Generation
•
•
•
Teacher reads the first paragraph of the article and generates a high level question.
Students copy the question in their article.
In small groups students use their notes to create questions from the article. Each
paragraph will be given a certain type of question that needs to be generated. For
example: paragraph 2 develop a “why” question, paragraph 3 develop a when
question. Students will record their questions in the margins of the article.
2. Question Classification and Categorization
•
•
Using the article and the document camera, teacher will lead a class discussion to
record student questions.
Using the “Types of Questions T Chart” teacher will model how to determine what
questions are “beefy” and what questions are “bony”.
CIS Step 3
Using Text-Based Essential Questions to Facilitate Student Thinking While
Reading
Tasks: Students respond to an essential question that is text-based. Using all of their notes thus
far, students will respond to the question. Then they will review/revise/edit their response after
a class discussion.
1. Text Discussion
•
•
Essential question is displayed on LCD projector. “Using text-based evidence from the
article, why the Yellow Fever devastated Philadelphia.”
Teacher leads the class in discussing answer
2. Final Writing
•
•
•
Students will use information from their directed note-taking chart and the article to
complete a graphic organizer which locates the text based evidence needed to support
their answer.
They will use their completed graphic organizer to answer the essential question using
text based evidence.
Teacher will ask students to compare their initial response to the essential question with
their final answer.
Ashley Phillips
Karen Fontana
7th Grade Language Arts
“Dickens’ London” by David Berdue
CCSS.ELA-Literacy.RI.7.5 Analyze the structure an author uses to organize a text, including how the
major sections contribute to the whole and to the development of the ideas.
CCSS.ELA-Literacy.RI.7.6 Determine an author’s point of view or purpose in a text and analyze how
the author distinguishes his or her position from that of others.
CIS Step 1
Vocabulary Instruction and Modeling Reading to Build Comprehension
Tasks: Teacher asks hook question, vocabulary is taught explicitly, and article is read aloud
while students code and mark the text.
Purpose: To establish a purpose for reading, teach relevant vocabulary, model fluent reading,
and provide interactive and critical thinking opportunities with the text.
1. Hook Question
•
•
•
Teacher displays hook question on LCD project for bell ringer
“Would you want a homeless shelter to open in your neighborhood?”
Students will be given 3 minutes to respond to this on their bell ringer paper. Then the
teacher will launch a class discussion where students share their answers.
2. Essential Question
•
•
•
•
Essential Question is displayed on the LCD projector.
“Think about how sanitation is promoted in the United States today: How is that
different from life in 19th Century London?”
Students will make predictions in a teacher-led class discussion
Students will complete written response to the essential question
3. Anticipation Guide
•
Students will mark agree or disagree in their anticipation guide for each statement
listed.
4. Vocabulary Instruction
•
•
•
•
Immerse, accelerated, cacophony, cholera, tainted, indigent, atrocities, somber
Teacher will teach vocabulary words using a PowerPoint. Each word has an
illustration to help with comprehension of its meaning.
Teacher will model filling out a graphic organizer that indentifies each word, meaning,
part of speech, and context.
Teacher will use a Cloze activity to further teach comprehension of the words.
5. Reading #1
•
•
•
Teacher will ask the students to remember the essential question and read through the
article “Dickens’ London”
Students will underline any clues to how life was hard for poor people in 19th Century
London.
Students will answer the essential question again after reading the article.
6. Reading #2
•
•
Teacher will monitor students as they read independently in small groups a second
time using the guided question, “How was sanitation in 19th Century London different
from sanitation today in America?”
Directed Note-Taking- students will use a “Three-Column Note Making” chart to
record notes as they read. The three columns asks the students to: name the
paragraph, the topic (main idea), and supporting details
7. Anticipation Guide
•
Students will return to their anticipation guide to correct or prove their prediction
statements and provide evidence of their choice.
CIS Step 2
Rereading and Question Comprehension to Deepen Comprehension
Tasks: Teacher models how to generate a complex question based off a paragraph in the
article that relates to the main idea of the text. Students will then create their own questions
with guided practice and teacher feedback.
Purpose: To provide students with a demonstration of the thought process of generating a
complex question and how it can deepen their comprehension.
1. Question Generation
•
•
•
Teacher reads the first paragraph of the article and generates a high level question.
Students copy the question in their graphic organizer
In small groups students use their notes to create questions from the article. Each
paragraph will be given a certain type of question that needs to be generated. For
example: paragraph 2 develop a “why” question, paragraph 3 develop a when
question. Students will record their questions in the margins of the article.
2. Question Classification and Categorization
•
•
Using the “5 Ws and an H Graphic Organizer” and the document camera, teacher will
lead a class discussion to record student questions.
Using the “Types of Questions T Chart” teacher will model how to determine what
questions are “beefy” and what questions are “bony”.
CIS Step 3
Using Text-Based Essential Questions to Facilitate Student Thinking While
Reading
Tasks: Students respond to an essential question that is text-based. Using all of their notes thus
far, students will respond to the question. Then they will review/revise/edit their response after
a class discussion.
1. Text Discussion
•
•
Essential question is displayed on LCD projector. “Using text-based evidence from the
article, describe sanitation in 19th Century London.”
Teacher leads the class in discussing answer
2. Final Writing
•
•
Students will use information from their directed note-taking chart and the article to
complete a graphic organizer which locates the text based evidence needed to support
their answer.
They will use their completed graphic organizer to answer the essential question using
text based evidence.
•
Teacher will ask students to compare their initial response to the essential question with
their final answer.
“The Wrath of Grendel”
Turn to page 38 in your Literature
book and read the “Background”
section for Beowulf.
“The Wrath of Grendel”
http://www.schooltube.com/video/e6a10fe0b5f
ba175f35f/
Follow along in your book as
the audio reads.
Ok, now please pay very close
attention as we go through a
presentation on this section.
• Look at the lines in your textbook and the
summaries provided.
• You will be experiencing this the creation
process of this summary very soon.
– Wink wink ;)
Summary
• Lines 5 -13 : References to creation
• Lines 17 -23 :Description of Grendel
– “demon” “fiend”
• Herot Hall – partying too loud
Hrothgar
• Grendel comes in the night
– Takes 30 men
• Grendel came and continued
to kill
– “Hate had triumphed”
Summary (continued)
Summary (continued)
• So Grendel ruled for “twelve winters”
• Danes couldn’t make a deal with Grendel
• However, Grendel would not touch Hrothgar’s
throne – protected by God
Now let’s say I was given the task to
create an advertisement….
Looking for excitement?
Look no further!
READ “THE WRATH OF
GRENDEL”
Monsters! Mayhem! Murder!
It’s so invigorating!
Grab your British Literature
book and turn to lines 1 104 today!
Then I was inspired to write a song,
because I’m Mrs. Alphonse, and
literature moves me to sing.
Song
The Dane, Hrothgar was King
And peace at Herot did Ring
Taking thirty men to their grave
For twelve winters he continued to slay
Happiness was present for all
Men celebrated in the Hall
Until one day they sang too loud
And it awoke an evil crowd
Hrothgar fell into despair
And Herot was in disrepair
Grendel of the moors
Spawned from hell and evil lore
Waited for all the men to sleep
Then into Herot did creep
All waiting for a man
To avenge their fallen kin….
Now you will receive your own little
bundle of joy…
• Your very own Beowulf study guide!
• Keep up with this because it is worth a TEST
grade!
– If you loose it and need another copy it’s 20 points
off of whatever grade you earn.
• Don’t flip out! I’m giving you the first section
and I’ll explain how you are dividing up the
work soon!
Study Guide
• Make sure you keep up with the character
chart on the back of your study guide as well!
– It will be completed gradually as we go through
this Epic tale.
Study Guide Answers
(Write these down on your copy!)
1. Q:Why does Grendel attack the Danes?
A: Because they were partying too loud
2. Who is Hrothgar?
A: He is the King of Herot
3. What is Herot?
A: The mead hall
Study Guide Answers!
4. Explain the meaning of the following
lines describing Grendel:
“ He was spawned in that slime,
Conceived by a pair of monsters born
Of Cain, murderous creatures banished
By God, punished forever for the crime
Of Abel’s death.” (19 -23)
Answer:
Grendel is evil incarnate,
born of the first
murderer, tormented.
Study Guide Answers!
5. Where does Grendel live?
A: The moors
6. Describe Grendel’s attack method?
A: Grendel ambushes the sleeping men in Herot
hall.
7. Why wouldn’t Grendel touch Hrothgar’s
throne?
A: Because it is protected by God
Study Guide Answers!
8. What did Hrothar’s warriors begin to do after
the second attack of Grendel?
A: The warriors began to run far away, distance
was safety
9. How is Grendel’s attack different from that of
an honorable hero?
A: He attacks in the night and when the warriors
are asleep, not a chance to fight back
Study Guide Answers!
10.Does Grendel show remorse? Explain your
answer.
A: No, because he continues to come back and
kill.
11. For how long did Grendel’s attack plague
Herot?
A: Twelve winters (Twelve years)
Study Guide Answers!
12. Why did the “best and noble” turn to the
Devil’s guidance?
A: Because they were desperate to get rid of
Grendel, so turned to pagan practices
The Project.
The Presentation.
Now it’s your turn! 
• This Beowulf Project/Presentation will be
worth a TEST grade too!
• We are going to look at each aspect so pay
close attention.
• You are going to work in the same teams you
worked in for your Team Manual project.
Study Guide
• Your group is responsible
for the reading and
COMPLETION of the
corresponding section of
the Beowulf study guide.
– You must include the page
number with your answers
to support your answers.
• This includes the character
chart on pg.6
Your Presentation
• Your group will present a CREATIVE plot
summary of your assigned reading section.
• You should include skit, poster board,
PowerPoint, large storybook, or video.
– NOT STOLEN OFF INTERNET. THIS WILL RESULT IN
A ZERO! 
• 8 minutes
minimum!
Song
• You are to create song lyrics that summarize
your assigned reading.
• This can be handwritten or typed
– I am not Simon Cowell and will not be critical as
long as your lyrics are APPROPRIATE AND
ACCURATE.
• Optional performance for
EXTRA CREDIT!
Advertisement
• For your assigned reading you will create
some form of advertisement to encourage
people to read your selection.
– This can be a flier, brochure, etc.
– It needs to be ORIGINAL!
– YET AGAIN, APPROPRIATE AND ACCURATE!
School to Work
• You will need to read the section for your
assigned letter.
• Part of your presentation will include a
section on how to write your assigned letter.
• This must include a visual, such as a poster,
handout, or PowerPoint.
School to Work : Letter
• You will need to WRITE your assigned letter,
using the format you will teach in your
presentation.
Letterhead
• You will need to create a letterhead for the
character sending the assigned letter you will
write and teach.
Study Guide Answers
• In your presentation you need to provide the
answers for your assigned reading.
• (Just like you just saw in my presentation for
the Wrath of Grendel)
• It is WAY easier if you do this in a Powerpoint.
General Guidelines
• Everyone on the team MUST do the following
tasks:
– Read assigned portion of Beowulf and complete study
questions.
– Read assigned section of School to Work text
– Take ACTIVE part in oral presentation. (You must
speak!)
General Guidelines
• You will need to plan who is responsible for
what aspects today and tomorrow!
• Make sure that you use your time in class
wisely!
– Especially utilizing the School to Work textbooks!
The presentations will be done in
order! (So it makes sense!)
•
•
•
•
There are no excuses!
No late presentations!
You have PLENTY OF TIME!
We will start presentations on Monday,
October 20th !
Make sure you know the number of
your team and write it on the top of
your Beowulf Project packet!
Team Assignments (1st period)
•
•
•
•
•
•
•
Group 1 : Cassie, Tiffany, Brie, Ty
Group 2: Ashley B., Michael, Weslee
Group 3 : Jason, Trent, Cheyanne, Forrest
Group 4 : Madison, Alex, Mindy
Group 5 : Cooper, Courtney S., Kaitlyn
Group 6 : Brandon, Ariana, Natalie, Ashley D.
Group 7: Jose, John, Cory, Courtney P.
Team Assignments (2nd period )
•
•
•
•
•
•
•
Group 1 : Daniel, Kayla, Brenden
Group 2: Garrett, Jared, Jennifer, Tori
Group 3 : Daulton, Courtney, Douglas
Group 4 : Layton, Craig, Devin, John R.
Group 5 : Dawn, Matt W., Tiffany
Group 6 : Luke, Michael, Lauren, Zach
Group 7: Chase, James, Jacob, Robert C.
Team Assignments (4th period)
•
•
•
•
•
•
•
Group 1 : Bo, Iris, Erick, Graylen,Kevin
Group 2: Jack, Tabitha, Devvin
Group 3 : Jacoby, Kendall, Zach
Group 4 : Taylor, Shaiyen, Jerett, Kenzi
Group 5 : Payton, Tara, Jake
Group 6 : Naomi, Ashlee, Serena
Group 7: Kyler, Carly, James
Team Assignments (5th period)
•
•
•
•
•
•
•
Group 1 : Clayton, Jonathan, Wyatt
Group 2: Braxton, Ashley, Dean
Group 3 : Brighton, Sam, Jay, Zac W.
Group 4 : Elin, Cain, Zach T., Alexis
Group 5 : Sean, Buck, Hunter, Tyler S
Group 6 : Amber, Tyler, Danielle
Group 7: Emily, Anton, Deanna
Team Assignments (6th period)
•
•
•
•
•
•
•
Group 1 : James Anderson, Jessica, Justin
Group 2: Karla, Christie, Dalton, Brice T.
Group 3 : Ryan, Dustin, Jimmy, Jackson
Group 4 : William, Tori, Miranda
Group 5 : Zach H., Kyle, David, Garrett
Group 6 : Raven, Zach P., Justin
Group 7: Tye, Bryce P., James Curtis
Name: Crawford, Rodriguez, Capper__
Lesson Plan
Date: _10/17/2014________
Lesson Title: _Trash to Treasure
Method: _Framework for Intention and Targeted Teaching
SSS Standard, Access Standard 2: Evaluate the roles, rights and responsibilities of United States Citizens and
Point, Subject, Strand determine methods of active participation in society, government, and the political system.
SS.912.C.2.In.e/Ss.7.C.2.In.e – Engage in a service project to further the public good, such as
at school, community, state and national levels.
SS.7.C.2.Pa.n – Participate in a service project to further the public good, such as at school,
community, or state levels.
Ss.7.C.2.Su.n – Assist with a service project to further the public good, such as at school,
community, or state levels.
Subject – Social Studies
Strand – Civics & Government
Grade / group size /
Length of Lesson
7th – 12th / 4-9 /Three forty-five Minute Class Periods
Lesson Objective(s)
Given recycled paper, students will engage, participate and assist in a service project for our
school and community that will promote recycling efforts with 85% accuracy.
Resources /
Preparation, Materials
Community Stores – Ace Hardware and Mallards Pack and Ship located in Keystone Heights,
FL.
Materials:
Paper Box
Rolling cart
Discarded/recycled paper
Scissors/staple removers
Paper shredder
Garbage bags
Computers for Internet Usage
Vocabulary
Community - a group of people living in the same place or having a particular characteristic in
common
Recycle - convert (waste) into reusable material
Reduce - make smaller or less in amount, degree, or size
Reuse - use again or more than once
Shred - a strip of some material, such as paper, cloth, or food, that has been torn, cut, or
scraped from something larger
Procedure:
Opening
Gain attention, motivate: (Use The Hook Strategy – technique 12, Teach Like a Champion)
Take a paper bag full of shredded paper and have students place hand in the bag without
looking. Tell the students “I have all this stuff in this bag, and I can’t figure out what it is or what
to do with it.”
*Collaborative Learning - Let the students break out into an open discussion about what they
think is in the bag, once they have come to a collaborate agreement on what it is begin…
*Modeling Thinking - Lead the discussion using “I statements” to explain thinking while
demonstrating the task or strategy. Alert students about errors to avoid, or show them how to
apply new thinking. Have students think of things that they can reuse the shredded paper for or
what should be done with it.
(Monitor and help lead the discussion into the fact that this shredded paper can be reused, not
thrown out.)
Relate Prior Knowledge, experiences.
Ask the students if they ever found something that was discarded and kept because it was
something that they liked or felt they could make useful. (Teacher sharing of such a time when
this happened for you will help cue the learners and stimulate their sharing.)
Have you ever reused anything else besides paper?
*Establish Purpose – Explain to the students that over the next few days we are going to get
involved in a service project that will reduce, reuse, and recycle paper around our school. We
will reduce the paper, by picking up unwanted recyclable paper from classroom around our
campus; we will then recycle the paper into shreds to further public good. Stores in our
community will reuse and put in use the shreds of paper rather than buying new products.
Body
Day 1
Day 2
*Independent Learning
-Students will use resources,
internet, books in the library,
etc… to formulate ideas of
what paper could be
recycled to. They will write
their findings on a sticky
note to add to a continuous
class chart.
-Students will collect paper
form predetermined
classrooms around school
campus.
-As whole group the teacher
will review the chart the
students created the day
before, discussing each
sticky note labeled with
different uses of recycled
paper.
*Guided Instruction
-The teacher will guide the
instruction to choose two of
the sticky notes that would
most benefit good use to
stores in our community. 1.
Shredded paper would
benefit the use in small
animal cages.
2. Shredded paper would be
of good us to stuff in
packages.
-Have students begin sorting
the recycled paper they
picked up the day before by
cutting off the paper clips
and/or staples to get it
prepared to be shredded.
Then have students shred
the paper in a shredder tying
off the bags filled to be
delivered to community
stores.
Day 3
-Students will take a trip into
town to distribute the bags of
shredded paper. The first
stop will be Ace Hardware;
they can use the paper for
their animal cages. The
second stop will be Mallards
Pack-n-Ship, where they can
use the paper to stuff their
packages.
Closure
Wow! I’m so proud of all of your hard work. We were able to make good use of all the recycled
paper around our campus and put it to good use in our community. In your small groups I would
like to see if you can establish a plan and/or schedule so we could continue this project
throughout the school year.
Assessment
Using observations of the group discussions, looking for the student’s ability to relate and
develop a plan to reduce, reuse and recycle, the assessment will be measured by 85%
accuracy and 100% participation of the student’s ability to attend promptly to the assigned task.
Accommodations:
(ESE/Independent,
Supportive,
Participatory)
Independent – Students on an Independent Level of Intellectual Disabilities would benefit by
having more direct assistance to help engage students during individual research time.
Participatory – Students on a Participatory Level of Intellectual Disabilities would benefit by
being give the research material in picture card form and having direct assistance so they will
participate during individual research time.
Supportive – Students on a supportive level of Intellectual Disabilities would benefit by having
someone assist them during each aspect of the lesson. Picture cards and hand over hand
manipulation could be used.
Lesson Evaluation
(answer the questions
after teaching the
lesson)
Decisions about the plan: Why did you choose to teach what you did? Why did you choose to
teach it the way you did? Which parts worked and which didn't? Why? How will you plan
differently?
Evaluation of Student Response and Learning: How did the students respond to your lesson
while you were teaching? Give specific examples. How did the accommodations you planned
help your special needs learners? Based on the evidence during practice and on the
assessment, how many students met the objectives appropriately? Analyze the specific results.
What will you suggest and/or do for those who did not?
Self-analysis of Teaching Performance: What teaching behaviors/skills did you use
successfully? What are the skills you want to improve upon based on feedback and/or your own
analysis? How will you work on these?
Payton Capper
Teacher-Centered Lesson Plan
Lesson Topic/Subject: SRA Connecting Math Concepts text level D, lesson #1/Math
Grade/Subject: 7th/8th Grade EMH (InD-I) Unit/Multi-subject
Lesson Objectives: Math concepts as directed from SRA, Connecting Math Concepts text level
D, lesson #1 (addition and subtraction column problems, fractions, number sentence equations,
number families, number maps for 5’s, and column multiplication problems).
*Content being taught to teach and reinforce individual student math needs based on Individual
Education Plan (IEP) goals for Math.
*Math concepts being taught are necessary for student’s academic functioning for their
remaining years in high school and to help with independent living skills for when they are out
of school.
Relation to State Standards: Curriculum is based on Florida State Access Points for Jr. High
EMH students. MA.7.A.3.In.c: Translate real-world problem situations into number sentences
(equations) involving addition and subtraction of two-digit numbers using a problem solving
strategy.
Materials: SRA Connecting Math Concepts teacher’s guide, student text book and student
workbooks.
Lesson Outline: Lesson taught from direct instruction curriculum. Students are placed in a
small group according to their appropriate learning level. Teacher reads script from teacher’s
guide and directs students in each exercise of the lesson. Teacher gives instructions and
examples of work students will complete. Students then solve problems independently. Teacher
gives correct answers and remediation for students with incorrect answers. When teacher led
exercises are completed, students will complete the sections of independent work parts 8-10.
When independent work is complete by all students teacher and students will go over
corrections. Any problems that the students have answered incorrect are re-explained by the
teacher and the student attempts to do each problem correctly. Teacher and students go over
corrected problems and further remediation is done if needed.
*Modifications have been made for this lesson to adequately accommodate the special learning
needs of the students.
Rationale: The teacher-centered method of instruction is the best method for teaching this
lesson. The direct instruction lessons provided in the SRA Connecting Math curriculum are an
effective style for the learning abilities of these students. They require small group and one on
one instruction to fully grasp concepts in this subject as well as others. Teacher led instruction,
correction and remediation during this lesson are the most effective way for the students gain the
knowledge needed to meet the lesson objectives.
Assessment: This lesson is assessed by oral review, teacher corrections of each exercise taught
and grading the student’s independent assignment.
Payton Capper
Student-Centered Lesson Plan
Lesson Topic/Subject: Vacation Destination (My State Report Booklet)/Social Studies
Grade/Subject: 7th/8th grade ESE/EMH Unit/multi-subject
Lesson Objectives: The title of this Lesson is, Vacation Destination. This lesson gives the
students terms and concepts about their chosen topic to research. The skills involved in this
lesson are simple research skills using relative technology to the students learning level. This
Lesson has a variety of high and low order questions. The higher order questions are addressed
with the students and modified with assistance from the teacher. This lesson is designed to
make the student more familiar with a particular state, it’s geography and facts about the state.
Relation to State Standards: Lesson being taught based on Florida State required Access Points
for Social Studies in exceptional student education, Educable Mentally Handicapped unit.
Access Point #SS.7.G.1.Su.a - Locate the fifty states and their capital cities in addition to the
nation's capital on a map. Understand how to use maps and other geographic representations,
tools, and technology to report information.
*This lesson is applicable to the student in real life because it gives them an opportunity to find
out, for themselves, factual information about places that they could actually visit. Whether or
not they visit the destinations they chose, it gives them the chance to gain knowledge about a
place that they are interested in knowing about, recognizing where in the United States it is
located and use technology and other tools to report the information for the assignment.
Materials: Teacher generated research packet, My State Report Booklet obtained on line from
a teacher resource website. The Computer lab is used for internet access, maps and
encyclopedias are used to research each student’s topic.
Lesson Outline: The students are separated into pairs and assigned a packet titled, My State
Report Booklet. The teacher goes through the packet page by page explaining the information
that needs to be researched so that the facts for each page can be filled in. Once the
explanation for the project is given, the teacher will help the students log on to the internet on
the lab computers, and supply maps and encyclopedias to begin their research. The teacher
will give the students appropriate web addresses that the students may search to help find the
needed information. As the student gathers the information they fill in the corresponding
blanks in the packet. When the report is done the pairs of students will give a short oral report
about the state they chose as their Vacation Destination.
Rationale: The student-centered method of instruction is the best method for this assignment.
The students will work in pairs to research, interact and synthesize the information into a final
project. Having the students “control” the assignment, with teacher supervision, makes the
pairs accountable for their part of the project and gives them autonomy within the boundaries
of the assignment. The students must also cooperate and problem-solve to create the final
product.
Lesson Planning Format
Content Area: Chemistry I Honors
9/8/14
Period: 2,4,6
Date: Starting
Connection to Previous Learning:
Sig Figs and Scientific Notation
Learning Goal:
Chapter 4 – Atomic Structure
Standards:
SC.912.N.1.1, SC.912.N.3.1, SC.912.N.3.2, MA.912.S.3.2, LA.910.2.2.3, SC.912.N.3.2, SC.912.S.3.5, SC.912.P.8.3,
SC.912.N.1.6, SC.912.N.2.4, SC.912.P.8.3, SC.912.P.8.4
Strategy Being Modeled:
Bellwork: Handout on research project topics with keywords.
Section 4.1 – Defining the Atom
Atom – smallest particle of an element that keeps the element’s identity in a chemical reaction
Democritus – one of the first people to suggest the existence of atoms, even though he couldn’t verify his
theories with experiments at the time (he lived from 460-370 BC), his theories agreed with later scientific
theories
More than 2000 years after Democritus’ death, John Dalton tested hypotheses and developed theories to
explain his observations of chemistry. The result of this work is known as Dalton’s atomic theory:
1. All elements are composed of tiny indivisible particles called atoms.
a. Atoms of the same element are identical.
b. The atoms of any one element are different from those of any other element
2. Atoms of different elements can physically mix together or can chemically combine in simple wholenumber ratios to form compounds
3. Chemical reactions occur when atoms are rearranged so that atoms are attached in a different
arrangement
a. Atoms on one element are never changed into atoms of another element as a result of a chemical
reaction
How small is an atom? The radii of most atoms are between 5 E -11 and 2 E -10.
Is it possible to observe an atom? Yes with something called an scanning electron microscope SEM.
You Tube video “Just How Small is an Atom?” (about 5 minutes long)
Class work: page 94, questions 1-5
Wrap-Up: On screen
Bell Work: On Screen
Section 4.2 – Structure of the Nuclear Atom
One big change from Dalton’s theory is that atoms are now known to be divisible.
Atoms can be broken down into smaller, more fundamental particles called subatomic particles.
Three of them are:
Electrons- negatively charged subatomic particles
1. Discovered in 1897 by English Physicist JJ Thomson, first subatomic particle to be found
2. Thomson’s experiment, using cathode ray tubes, helped him conclude that electrons are components
of all atoms.
3. American physicist Robert Millikan found the charge of a single electron using his Oil Drop
Experiment, charge on one electron = 1.60 E-19 coulomb
Protons – positively charged subatomic particle
1. Eugen Goldstein observed rays traveling in the direction opposite to the cathode rays that must be
positively charged, these were protons
Neutrons – a neutral subatomic particle
1. Discovered by James Chadwick in 1932, neutrons have no charge but almost the same mass as a
proton.
Draw chart on board (page 97) this should be in class notebook.
Scientists now wondered how the particles were put together in an atom. An early model was called the plum
pudding model, where electrons were evenly distributed throughout an atom filled with positively charged
material.
Then Ernest Rutherford, in 1911, conducted the gold foil experiment to test the plum pudding theory and
found some surprising results. (The experimental set up is shown on page 98)
Based on these results, Rutherford came up with a new model of an atom that was mostly empty space with a
very small region containing almost all the mass and all the positive charge. He called this small region the
nucleus.
Nucleus – central core of an atom that contains protons and neutrons
Rutherford’s model was later revised to explain chemical properties of elements.
You Tube video: If time Rutherford’s Gold Foil Experiment, by Duell about 6 minutes
Workbook, sections 4.1 and 4.2 in class
Wrap up: On screen
Bell Work: On screen
Section 4.3 – Distinguishing among atoms
Atomic number – the number of protons in an atom
Since all elements on the periodic table are electrically neutral, the atoms have the same number of electrons
as protons
Examples in class
Mass number – the total number of protons and neutrons in an atom
Therefore: number of neutrons = mass number – atomic number
Important: Elements differ from one another because they contain different numbers of protons.
Do sample problem 20 on page 103 on board.
Isotopes – atoms of the same element that have the same atomic number but different mass numbers. In
other words, they have a different number of neutrons
Remember – isotopes have the same number of protons and electrons, just a different number of neutrons
Atomic Mass
The mass of a proton or neutron is very small (1.67 E -24g) and the mass of an electron is almost negligible to
the mass of a proton or neutron (9.11 E -28g), therefore, the mass of even a very large atom is very small.
Mass Spectrometers have been used since the 1920s to determine the mass of a single atom.
Because these values are difficult to work with, it is useful to compare the relative masses of atoms to a
reference isotope as a standard.Carbon-12 is used as the standard and so Carbon-12 has a mass of exactly 12
atomic mass units, or amu’s
Atomic mass unit – a standard unit of mass equal to 1/12 the mass of a carbon-12 atom
Using these units, a He-4 atom has 1/3 the mass of a carbon-12 atom, or 4 amu’s
A Nickel-60 atom is 60 amu’s
In nature, most elements are found as a mixture of two or more isotopes. These mixtures appear as
percentages called natural percent abundance.
In order to accurately calculate the atomic mass, you must take into consideration the natural percent
abundance of each isotope.
Discuss the table on page 107. Discuss example on page 108.
Workbook: Section 4.3 in class.
Wrap up: Practice problem 26 on page 110.
Resources Being Used (specific to portions of text/manipulatives/experiment/etc.
Textbook, chalkboard, class notebook, workbook
Evidence of Learning
Quality of responses from wrap up. Quiz bell work scores. Test at the end of the chapter.
Weekly: How are you providing feedback?
Quiz at end of section, homework.