Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
1/05/12
RACER Probe Review, Winter Break Assignment Review
SWBAT: create one goal for one area of refinement for their writing
probe according to the RACER rubric.
S.S. History 1. Seek and evaluate multiple historical sources with different points of view
to investigate a historical question and to formulate and defend a thesis with evidence.
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Critical Thinking
Comprehension, Application, Analyzing
Opening/Hook:
Students will be shown an high and low example of a correctly written
RACER Probe and (10 minutes)
What is one area of refinement you choose for yourself on your next RACER
HOTS:
(Higher Order Thinking Skills
probe, create a goal for that area of refinement?
Questions)
RACER Rubric
Review:
Lesson Procedures: Teacher Led Direct Instruction:
(Modeling; Direct
I do: Teacher will show students a correctly written RACER Probe and read it
Instruction; Guided
aloud to the class. Class will vote whether it is written correctly.
Practice; Independent
Study; Assessments; etc…)
We do: Students will analyze a sample 1 high and 1 low for elements of of the
rubric (R.A.C.E.R). (10 min)
You do: Students will grade their own RACER Probes using colored highlighters
and outlining what level they should receive for each section. Students will then
turn in their probes to the teacher. Students will create one goal for one area of
refinement on their next RACER probe. (10 min)
(Real World Connection)
Differentiation&
Motivation:
Students that do not have a writing sample of their own will use a provided
sample or can share with their table partner.
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
Students will be turn in their ticket to leave for the RACER rubric goal of an area
of refinement.
Ticket to Leave: Action Plan for refinement goal on RACER rubric
Mixed ability grouping at tables, gender based see seating chart
(ELL; SPED; 504; GT; etc…)
Laminated rubrics of RACER probe needed for portfolios.
Copies of the High & Low samples
Misc. housekeeping: Quarter 2 grade reports, organizing portfolios.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
1/6 & 9/12 (2 day lesson)
Pre-Test & Chapter Outlining of Ancient India chapter 4
1. Students will show prior knowledge of Ancient India by completing
an online pre-assessment for the chapter with 100% completion.
2. Students will continue to develop the skill of chapter outlining to
preview and summarize the main points of their reading with80%
accuracy or better.
SS History: 2. The historical eras, individuals, groups, ideas and themes within regions of
the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics ( ie Ancient India).
21st Century Skill
Blooms
Taxonomy:
Critical Thinking
Knowledge, Comprehension, Application
Opening/Hook:
Students will watch a 2 minute video clip-“Geography and Climate of
India-(Chapter 4.1)
A Segment of: Discovery Atlas: India Revealed: Short Stories” and as a
class describe the climate and geography of India using the overhead
projector and a large map of India to outline specific environmental
characteristics. (5 min)
http://player.discoveryeducation.com/index.cfm?guidAssetId=4F52AB
BE-9D1D-486A-B86F5FB24CA56276&blnFromSearch=1&productcode=US.
How does the climate in India directly affect the people of the United States?
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
Review:
Lesson
Procedures:
(Modeling; Direct
Instruction; Guided
Practice; Independent
Study; Assessments; etc…)
Day 2 4.1 Guided Reading Questions:
Section 4.1 The Indus and Ganges River Valleys pgs. 95-100
1.
What geographic feature acts as a great wall separating India from the rest of
Asia geographically and at times culturally? The Himalayan Mountains
2.
What did the city of Mohenjo-Daro have that must have made it much cleaner
than most other cities of the time? Clay pipes ran below the city streets that carried
waste from home and public buildings away from the city.
3.
Who were the people that migrated from central Asia to India and changed the
culture of the people of the Indus River Valley and the Ganges River Valley forever? The
Aryans
KWL: shout out India
Modeling: Teacher will remind students through a 2 minute tutorial how to log
on and find the pre-assessment for Ancient India using Quizstar.
Independent Study: Students will take pre-assessment on Ancient India (15min).
Hook: (see above)
Teacher Led Direct Instruction: I do: Teacher will show students an example of
a blank outline for Ancient Egypt and explain the outlining process showing
students the different colored headings for each section, subsection, and
vocabulary word in the chapter on Ancient Egypt. Teacher will then ask students
to open their books to Chapter 3 on Ancient Egypt and look for the 1st Section
title (dark blue). (5 min)
We do: Students will be asked to come to the board and write in what they
believe is the answers for the sections 1-2. Teacher will then show students
the correctly outlined chapter. (5 min)
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Teacher will then show students the blank outline for Ancient India and ask
students to open books to Chapter 4. Teacher will take volunteers and
prompt outlining understanding by completing the first two steps for the 1st
section outline as a class. (5 min)
You do: Students will then begin to reading the section and fill in the vocabulary
meanings for section 1 on their outline map. (10 min)
Differentiation&
Motivation:
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflectio
n:
Grouping
Applicable:
Misc. Information:
Day 2 Lesson: 1/9/12
Students will finish the outlining for Chapter 4 and then they will answer the
Guided Reading Questions for Chapter 4.1 The Indus and Ganges River Valleys
after the podcast reading, see wiki link for files and audio.
Gradual release model will be used with the outlining activity, the teacher will
provided set examples to model gradually the student will complete more of the
information needed on the outline.
100% completion of pre-test & 80% accuracy or better on Chapter 4.1 outlining
Day 2 80% accuracy or better on guided reading questions for Chapter 4.1
reading.
Share with table partner their outline completed, check with table partner for
accuracy and completion.
Day 2 Homework due Tuesday 1/10/11 Math/Social Studies: Reading a Climate
Graph for Mumbai, India
Mixed ability and gender grouping at tables, see seating chart for High, Medium,
and Low ability levels.
Open Office Document template of outline, students will use personal lap tops
to complete outline. Ancient World books, chapter 4.1 India.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
1-10-12
Chapter 4.1 & 4.2 Reading and Guided Reading Questions
SWBAT: answer 3 questions over the Indus and Ganges River Valley & answer 5
guided reading questions about the Beginnings of Hinduism from chapter 4.2
with 80% accuracy or better.
SS History: 2. The historical eras, individuals, groups, ideas and themes within regions
of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics (i.e. Ancient India).
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Critical Thinking
Knowledge, Comprehension, Application.
Opening/Hook:
Guest Teacher today: attendance, directions for objective for the day
HOTS:
Section 4.1 The Indus and Ganges River Valleys pgs. 95-100
1.
What geographic feature acts as a great wall separating India from the rest of Asia geographically
and at times culturally? The Himalayan Mountains
2.
What did the city of Mohenjo-Daro have that must have made it much cleaner than most other
cities of the time? Clay pipes ran below the city streets that carried waste from home and public buildings
away from the city.
3.
Who were the people that migrated from central Asia to India and changed the culture of the
people of the Indus River Valley and the Ganges River Valley forever? The Aryans
See questions 1-5, Section 4.2 file
Section 4.2 The Beginnings of Hinduism
1.
The Aryans brought with them hymns and prayers to India, this religion today the oldest living
religion. What religion is this? Hinduism
2.
This Hindu god is very popular among its worshippers. It is seen as the "destroyer" and can take on
either animal or human form. This god is not concerned with the universe and can create it again.
Shiva, the Destroyer
3.
This Hindu god is a popular; it is seen as the "preserver." Hindus believe this god to be a kindly god
who is concerned with the welfare of human beings. This god visits earth in different forms in order to protect
humans or guide them. Vishnu
4.
This is the most important Hindu god, the "creator" of all things. This god is the single power force
that all other gods and goddess are made from. It is believed the earth and everything on it were created by
this single spirit. Brahman
5.
The Aryan Vedas were prayers and teachings that were passed down by word of mouth and in
poetic song for thousands of years before they were written down. Many of the Hindu religious teachings can
be found in which Veda text, “sitting near a teacher”? The Upanishads
(Real World Connection)
(Higher Order Thinking Skills
Questions)
n/a
Review:
Lesson Procedures: Modeling: Teacher will show students where to begin the read along with the
(Modeling; Direct
podcast for 4.1 & 4.2 reading on page
Instruction; Guided
Guided Practice: students will answer the questions for 4.1 & 4.2 using their
Practice; Independent
Study; Assessments; etc…)
laptops and the teacher created files and materials.
Independent Study: students will work on their own to answer questions but
can check with table partner for clarifying questions.
Assessment: 80% accuracy for question answers to the reading questions.
Audio pre-recording of reading for ELL and SPED students to follow along in
Differentiation&
Motivation:
reading. Self-paced for GT to advance at personal rate, finishing early…students
(ELL; SPED; 504; GT; etc…)
can access the activities on my wiki page for extension activities for India unit.
http://d11mrsboydswiki.pbworks.com or direct link at
http://tinyurl.com/7rkctdo
80% accuracy of guided reading questions
Student Mastery
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Evidence:
Closure/Reflection: Guest Teacher: have students save file in their U:// drive or turn in paper copy
to the tray, stack 2 books per table, straighten up desks, seated, silent, ready to
leave… “Return with Honor” for dismissal.
Mixed ability grouping, high, medium, and low. See seating chart for labels
Grouping
Applicable:
Use calypso sound system for audio reading of chapter 4.1 & 4.2 student’s
Misc. Information:
access guided reading question file from teacher drive…
BOYDDL…ASSIGNMENTS…INDIA…GuidedReadingQuestionsCh4_studentcopy
Students will have file already saved in their U:// drive and just need to open it
to continue answering the questions on the file. Students absent on Monday
can open the file from the path above.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
1-11-12
Chapter 4.3 Reading and Guided Reading Questions, The Beginnings of
Buddhism
SWBAT: answer 5 guided reading questions about the Beginnings of Buddhism
from chapter 4.3 with 80% accuracy or better.
SS History: 2. The historical eras, individuals, groups, ideas and themes within regions
of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics (i.e. Ancient India).
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
Critical Thinking
Knowledge, Comprehension, Application.
Video segment: Life of the Buddha (historical documentary, children’s version)
http://youtu.be/2rq6dwWOdyQ (8 min.)
See questions 1-5, Section 4.3 file
Section 4.3 The Beginnings of Buddhism pgs. 106-110
1.
He was a young prince who left his life of luxury to find the reasons why there was so much pain
and suffering in the world and after wandering for seven years became the founder of the religion of
Buddhism and be known as The Buddha. Siddhartha Gautama
2.
The Buddha (the teacher), dharma (the teaching), and sangha (the community of believers) are
also known as the... (hint page 107) The Three Jewels of Buddhism
3.
These are the specific things that a Buddhist believes in order to become free of suffering, such as
"Right Understanding," "Right Intention," "Right Speech," etc… The Eightfold Path
4.
This is the Buddhist belief that a person can become free of suffering by giving up selfish desires
such as too much pleasure and too much worry about life. The Middle Way
5.
One of India's greatest rulers and during his rule, Buddhism was in its "Golden Age" in India. Who
was this ruler? Asoka
Hinduism connection to Buddhism
Review:
Lesson Procedures: Modeling: Teacher will show students where to begin the read along with the
(Modeling; Direct
podcast for 4.3 reading (8 min.)
Instruction; Guided
Guided Practice: students will answer the questions for 4.3 using their laptops
Practice; Independent
Study; Assessments; etc…)
and the teacher created files and materials.
Independent Study: students will work on their own to answer questions but
can check with table partner for clarifying questions.
Assessment: 80% accuracy for question answers to the reading questions.
Audio pre-recording of reading for ELL and SPED students to follow along in
Differentiation&
Motivation:
reading. Self-paced for GT to advance at personal rate, finishing early…students
(ELL; SPED; 504; GT; etc…)
can access the activities on my wiki page for extension activities for India unit.
http://d11mrsboydswiki.pbworks.com or direct link at
http://tinyurl.com/7rkctdo
80% accuracy of guided reading questions 4.3
Student Mastery
Evidence:
Closure/Reflection: Discussion Question: what would you be willing to give up in order to find the
answers you were seeking about life?
Mixed ability grouping, high, medium, and low. See seating chart for labels
Grouping
Applicable:
Use calypso sound system for audio reading of chapter 4.1, student’s access
Misc. Information:
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
guided reading question file from teacher drive…
BOYDDL…ASSIGNMENTS…INDIA…GuidedReadingQuestionsCh4_studentcopy
Students will have file already saved in their U:// drive and just need to open it
to continue answering the questions on the file.
Date/s:
Unit/Title:
Objective/
State Standard:
1-12-12
Chapter 4.4 Reading and Guided Reading Questions
SWBAT: answer 5 guided reading questions about the Beginnings of Hinduism
from chapter 4.4 with 80% accuracy or better.
SS History: 2. The historical eras, individuals, groups, ideas and themes within regions
of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics (i.e. Ancient India).
21st Century Skill
Blooms Taxonomy:
Critical Thinking
Knowledge, Comprehension, Application.
Opening/Hook:
When have you experienced something that really changed you mind about
things and how did it affect your life?
See questions 1-5, Section 4.4 file
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
Section 4.4 The Golden Age of Maurya India pgs. 111-115
1.
This book gave advice which an Indian king believed gave him the right to rule over people with
complete control. This document urged kings to control all their subjects and to maintain an army of spies to
inform on them. The Science of Material Gain
2.
He was the first king of his empire. He believed in total control over the people he conquered.
Under his reign India prospered and enjoyed great success, his reign would end tragically, who was this Indian
king? Chandragupta
3.
In Ancient India these were used as weapons in battle to strike fear into the hearts of the enemy.
(hint page 112) Elephants
4.
He was the grandson of an Indian king and would become a father to his people. His name means
"without sorrow." Ironically it would be sorrow that would change his beliefs of how to rule his people. Asoka
5.
A bloody battle took place here. More than 100,000 people died in this great slaughter. It was also
the turning point for a great Indian king. What was the city of this epic battle? Kalinga
6.
Asoka’s Wheel of Law, also known as the Dharma Chakra was on many of Asoka's pillars and is also
the focal point of India's flag since 1947. Given an example of one of Asoka’s many writings of moral advice.
Choose the one that you agree with or disagree with the most and explain why.
- honor their parents
- don’t kill animals
- tolerate others
- be truthful
- treat other with humanity (accept other religions)
Review of Buddhism
Review:
Lesson Procedures: Modeling: Teacher will show students where to begin the read along with the
(Modeling; Direct
podcast for 4.4 reading on page
Instruction; Guided
Guided Practice: students will answer the questions for 4.4 using their laptops
Practice; Independent
Study; Assessments; etc…)
and the teacher created files and materials.
Independent Study: students will work on their own to answer questions but
can check with table partner for clarifying questions.
Assessment: 80% accuracy for question answers to the reading questions.
Audio pre-recording of reading for ELL and SPED students to follow along in
Differentiation&
Motivation:
reading. Self-paced for GT to advance at personal rate, finishing early…students
(ELL; SPED; 504; GT; etc…)
can access the activities on my wiki page for extension activities for India unit.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
http://d11mrsboydswiki.pbworks.com or direct link at
http://tinyurl.com/7rkctdo
80% accuracy of guided reading questions
Student Mastery
Evidence:
Closure/Reflection: Students pair-share their answers with their table partner.
Homework Atlas pages for India due Monday 5ab
Mixed ability grouping, high, medium, and low. See seating chart for labels
Grouping
Applicable:
Use calypso sound system for audio reading of chapter 4.4, student’s access
Misc. Information:
guided reading question file from teacher drive…
BOYDDL…ASSIGNMENTS…INDIA…GuidedReadingQuestionsCh4_studentcopy
Students will have file already saved in their U:// drive and just need to open it
to continue answering the questions on the file.
Date/s:
Unit/Title:
Objective/
State Standard:
1-13-11
Mehndi along with Science, Technology, and Culture Question Wheel Activity
SWBAT: answer the 7 questions from the Question Wheel with 80% accuracy or
better using the video clips provided regarding the astronomy, henna culture,
and mathematical history of ancient India.
SS History: 2. The historical eras, individuals, groups, ideas and themes within regions
of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics (i.e. Ancient India).
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
Review:
Critical Thinking
Knowledge, comprehension, application, analysis, synthesis
Introduction of Mrs. Remillard, guest today for Mehndi application.
Students with permission slips turned in will get to have their own personal
henna tattoo.
See questions 1-7 for question wheel
Stations 1-5, directions for each station given orally and on written paper per
table.
Lesson Procedures: Modeling: teacher will model the final product of the question wheel with the
(Modeling; Direct
completed sample shown to students.
Instruction; Guided
Direct Instruction: students are to restate the question in their final answer
Practice; Independent
Study; Assessments; etc…)
along a complete sentence for questions 1-7 in the matching answer area of the
question wheel.
Guided Practice: students will be placed at 1 of 5 stations to begin the rotation
of all 5 stations. Directions for each station will be clearly explained and
modeled.
Station 1: Ancient Indian Astronomy & Astrology
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Differentiation&
Motivation:
(ELL; SPED; 504; GT; etc…)
Station 2: Ancient Indian Mathematics
Station 3: Ancient & Modern Mehndi
Station 4: Mehndi application
Station 5: Art work cover of question wheel
Independent Study: completion of video segments and each of the 7 questions.
Assessment: 80% accuracy of the question wheel
Rotation between, visual, auditory, and artistic learning styles for each station.
Questions are tiered between level 1 and level 2 questions.
80% accuracy or better on 7 questions on the wheel
Student Mastery
Evidence:
Closure/Reflection: Share with class henna designs applied on students and answers on question
wheel, show art work and coloring.
Mixed ability grouping at each of the 5 stations. Refer to seating chart for
Grouping
Applicable:
students with high, medium, and low abilities.
Metal brads, 1 per student; cardstock copies of question wheels, top and
Misc. Information:
bottom; directions for each station located on table groups. Supplies of colored
pencils and sharpeners at art station.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
1-17 & 18 & 19
Vocabulary Frayer Model w/ PowerPoint Slides for Ancient India
SWBAT: with 80% accuracy or better identify the definition, a picture, and a real
world/historical connection to the 13 vocabulary terms over Ancient India using
the Frayer model system modified in their vocabulary booklets.
S.S. History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another c.
Describe the foundation and development of key historical topics (i.e. Ancient
India).
Critical Thinking
Knowledge, Comprehension, Application, Analysis, Synthesis (creating picture)
Opening/Hook:
PowerPoint Slide over the 13 vocabulary words for Ancient India
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
What part of this activity helps you remember the definition of the word best
and why? …writing the definition, drawing the picture, or making the
connection…
Frayer model methods in vocabulary booklet, don’t skip lines, follow in order of
Review:
the slide show, complete all 13.
Lesson Procedures: Model: teacher will model the 1st word of the 13 word set using the document
(Modeling; Direct
camera or projector with the word’s definition, picture, and connection to the
Instruction; Guided
real world or history.
Practice; Independent
Study; Assessments; etc…)
Direct Instruction: students are to complete all 13 words in their booklet,
making sure to do all 3 sections for each word; no credit is given if one is
skipped. Use slide show for definitions and clipart.
Guided Practice: students will complete the 2nd and 3rd words and the teacher
will check for understanding and that the students are making the connection
to an example.
Independent Practice: students will finish all 13 words on their own.
Assessment: 80% accuracy or better on correct implementation of the
vocabulary and the Frayer model. Time permitting; students will use
whiteboards and dry erase markers to play “Pictionary” with their table groups
using the 13 words.
Homework: students will complete for homework a Vocabulary matrix, where
they will pick one activity from a matrix and complete it using the vocabulary
words from today.
The Fryer model or Marzano method of vocabulary in itself is differentiated.
Differentiation&
Motivation:
Students will be able to progress at their own pace with the use of personal
(ELL; SPED; 504; GT; etc…)
laptops. Students finishing early will be able to extend their learning in the India
section of my wiki page with extension activities
80% accuracy of Frayer model vocabulary words (13) in the vocabulary booklet.
Student Mastery
Evidence:
(Independent practice) Homework: vocabulary matrix
Closure/Reflection: Pictionary with table partners
Mixed ability see the seating chart for who is high, medium, and low ability.
Grouping
Applicable:
Gender segregated class.
Materials:
Misc. Information:
(Higher Order Thinking Skills
Questions)
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
1. vocabulary matrix with words/definitions on the back of the page
2. vocabulary booklets for each student/in portfolios
3. slide show over 13 words posted to wiki page/teacher assignment
folder, internet & network working for personal laptops
4. dry erase boards and markers for Pictionary
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
1/18/12 (rescheduled 1/19 & 1/20)
Probe: R.A.C.E.R.
The student will complete the writing/reading/vocabulary probe for Social
studies with 80% accuracy or better according to the RACER rubric.
S.S. History 1.1: Seek and evaluate multiple historical sources with different
points of view to investigate a historical question and to formulate and defend a
thesis with evidence.
Critical Thinking
Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation
Opening/Hook:
Race to the top previous results for student reward and motivation
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
Explain how Asoka’s edicts compare and differ from The Buddha’s Ten
Precepts?
Students will use the RACER rubric card in their portfolio to review the
Review:
requirements for each section of the rubric.
Lesson Procedures: Modeling: teacher will model for students the R…restatement and color coding
(Modeling; Direct
of the text.
Instruction; Guided
Direct Instruction: students will use the text evidence provided to complete the
Practice; Independent
Study; Assessments; etc…)
answer to the probe: Explain how Asoka’s edicts compare and differ from The
Buddha’s Ten Precepts?
Students will be able to use laptops to help with spell check, grammar check,
Differentiation&
Motivation:
and handwriting issues that make their work illegible.
(Higher Order Thinking Skills
Questions)
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Students have a personal goal that they have written for improvement, they will
self-reflect on this goal prior to and after the writing.
80% accuracy or better according to the RACER rubric
Closure/Reflection: Pair-Share written response with table partner.
Mixed ability see the seating chart for who is high, medium, and low ability.
Grouping
Applicable:
Gender segregated class.
Materials:
Misc. Information:
1. e-copy of RACER probe
2. Laminated cards for RACER rubric for student use.
3. Teacher Inbox folder set up with folder for turning in work
electronically.
4. Written paper copies for students without laptops and those that
cannot access file.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
1-19-2012 (Rescheduled for 1/26)
Chapter 4 India Review for Post Test
SWBAT: students will participate in the post test review with 100% engagement
using the Quiz Bowl system.
S.S. History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another c.
Describe the foundation and development of key historical topics (i.e. Ancient
India).
Critical Thinking
Knowledge, Comprehension, Application (Test Review)
Opening/Hook:
How to use the Quiz Bowl system, division of 2 teams.
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
All 40 test questions will be used during the completion with the Quiz Bowl
system.
The lesson is review over the Ancient India Unit
Review:
Lesson Procedures: Modeling: the teacher will model for the students how to ring in and submit an
(Modeling; Direct
answer using the Quiz Bowl system for Friday.
Instruction; Guided
Direct Instruction: students will compete against each other for MARS tickets
Practice; Independent
Study; Assessments; etc…)
and review the questions for the test on Friday.
Quiz Bowl completion team work will be able to rely on each other for answers
Differentiation&
Motivation:
to the quiz bowl.
(Higher Order Thinking Skills
Questions)
(ELL; SPED; 504; GT; etc…)
80% or better on all questions posed to team.
Student Mastery
Evidence:
Closure/Reflection: Winner determined, bragging rights! All students have pre-test study guide for
studying tonight as homework for next day test.
Mixed ability see the seating chart for who is high, medium, and low ability.
Grouping
Applicable:
Gender segregated class.
Download of software for QuizBowl, set up of room and groups.
Misc. Information:
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
1-20-12 (Rescheduled for 1/27)
Ancient India Post-test
SWBAT: will earn 80% or better on their post-test for Ancient India using the
QuizStar system.
S.S. History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another c.
Describe the foundation and development of key historical topics (i.e. Ancient
India).
Critical Thinking
Knowledge, comprehension, application (final assessment)
Opening/Hook:
Login to QuizStar…usernames and passwords in their portfolios
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
n/a Test Questions today
Review:
n/a reviewed yesterday, review how QuizStar works, students cannot use the
back button in the browser must use mouse to click next page.
Lesson Procedures: Modeling: teacher will model login to Quizstar and how to begin test.
(Modeling; Direct
Direct Instruction: students will answer all 40 questions and submit completed
Instruction; Guided
test. If they finish early, students will go to the India section of my wiki page and
Practice; Independent
Study; Assessments; etc…)
to explore the extension websites that are preloaded for them.
Guided Practice: n/a Testing
Independent Study: students will take the test on their own with no outside
resources or help on the questions.
Assessment: Ancient India Post-test on QuizStar
Self-paced, each question has a picture with it that has been the visual clues
Differentiation&
Motivation:
during the lessons to help with recognition for Sped and ELL.
(ELL; SPED; 504; GT; etc…)
80% or better on post-test Ancient India
Student Mastery
Evidence:
Closure/Reflection: Teacher will display class average on screen for whole class to see if the class
met their goal of 80% or better. Teacher can access information in the report
section of QuizStar.
n/a Test today however: Mixed ability see the seating chart for who is high,
Grouping
Applicable:
medium, and low ability.
Gender segregated class.
Internet access, all students need a laptop to login.
Misc. Information:
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
1/23/12
Vocabulary Tiering with Academic Vocabulary Activity
SWBAT: define the terminology of 20 academic vocabulary/content words with
80% accuracy or better.
S.S. History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another c.
Describe the foundation and development of key historical topics (i.e. Ancient
India).
Critical Thinking; Collaboration
Knowledge, Comprehension, Application, Synthesis
Karma
Teacher will show a visual for Karma, restatement for Karma, and a real life
example for Karma. Teacher will have 2 volunteers come up to create a mock
group.
Connection to real life for each word, is the higher level thinking questions
Review:
Why are these words important to know? ….to better understand the content;
to pass the test; TCAP; general knowledge of the world’s religions and history
and how it works.
Lesson Procedures: Activity: Create a visual, restate, and give an example for the vocabulary of
(Modeling; Direct
Ancient India and 7 academic vocabulary words from the post-test with 100%
Instruction; Guided
accuracy as determined by peer evaluation.
Practice; Independent
Study; Assessments; etc…)
Modeling: The teacher will model the hook setup with the word Karma as the
model for completing each word task.
Direct Instructions: students will be placed in common ability level groups of 3
or 2. Student grouping is not cooperative but ability based for consensus and
prior knowledge level.
Guided Practice: each group will be given a vocabulary word or academic vocab
word from the post-test, the teacher will call out in varied order:
picture/definition/example. Then the students will collaborate together to form
a consensus in 3 minutes and the students will write or draw the info. on the
dry erase board. The student’s will rotate the board for each turn. 20 words
total for this activity will be distributed.
Each group will share out their results at end of each rotation and this job will
also rotate to the next student in order.
Independent Study: Homework Matrix vocabulary chart for homework
Assessment: 20 question quiz, mix of visuals, examples, and definitions for all
the words. Ticket to leave style of quiz.
SPED/ELL students can access their resources of the text, vocabulary booklets,
Differentiation&
Motivation:
group partners.
(ELL; SPED; 504; GT; etc…)
80% accuracy or better for the 20 vocabulary words on exit quiz
Student Mastery
Evidence:
Closure/Reflection: Exit quiz
Tiered grouping High, Middle, and Low see seating chart
Grouping
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Applicable:
Misc. Information:
Dry erase boards, markers, 20 vocabulary cards, 20 definitions
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
1/24/12 (Guest Teacher)
Video India’s Faithful
SWBAT: answer 20 questions about the history of ancient India with 80%
accuracy or better.
S.S. History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another c.
Describe the foundation and development of key historical topics (i.e. Ancient
India).
Critical Thinking
Knowledge; Comprehension
Opening/Hook:
Guest Teacher (attendance, directions, scale 1,2,3,4,5 for MARS behavior)
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
Questions in handout over vide
n/a
Review:
Lesson Procedures: Direct Instruction: guest teacher will pass out the question worksheet for the
(Modeling; Direct
video, students are to write answers as the video progresses, the answers will
Instruction; Guided
come in order. They should be listening and not talking during the video. Leave
Practice; Independent
Study; Assessments; etc…)
the lights on, no passes out of the room during the video.
Assessment: after the video have students give answers to each of the 20
questions, they can correct/change their answer if they need to. Make note of
any students that have blank papers, leave me their name they will earn no
credit.
Review of answers will assist ELL and SPED
Differentiation&
Motivation:
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
80% accuracy or better on 20 questions over content in video
Guest teacher collects all quizzes with student names on them!
None, students work on their own, they are to sit in their assigned seats during
the video, no need to move around, despite what they may say 
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
1/25/12 (Guest Teacher)
Atlas Geography Activity, Ancient India
SWBAT: complete the atlas pages over Hinduism and Buddhism with 80%
accuracy or better.
S.S. History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another c.
Describe the foundation and development of key historical topics (i.e. Ancient
India).
Critical Thinking, Problem Solving
Knowledge, Comprehension, Application, Analysis
Opening/Hook:
Guest teacher, attendance, class ranking scale for reward.
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
Atlas page questions are higher order thinking questions
n/a
Review:
Lesson Procedures: Direct Instruction: Guest Teacher will give out MARS tickets for each correct
(Modeling; Direct
answer and guide the students through the Atlas pages for Hinduism and
Instruction; Guided
Buddhism; these should be completed each period as a whole class activity for
Practice; Independent
Study; Assessments; etc…)
100% completion.
Pacing and help for ELL students with spelling and information through the use
Differentiation&
Motivation:
of the document camera.
(ELL; SPED; 504; GT; etc…)
80% accuracy or better
Student Mastery
Evidence:
Closure/Reflection: Students place their name on both Atlas pages and turn them in to guest
teacher.
None, whole class instruction.
Grouping
Applicable:
World History Atlas, handouts for Atlas pages Hinduism & Buddhism
Misc. Information:
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
1/26/12 (postponed)
Review for Ancient India Test
SWBAT: review for their post-test and gather all necessary documents to study
for their test.
S.S. History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another c.
Describe the foundation and development of key historical topics (i.e. Ancient
India).
Critical Thinking
Knowledge, comprehension, application
Opening/Hook:
Jeopardy Music
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
Jeopardy questions, answer given, must respond with the question.
Review of pre-test questions for the post-test
Review:
Lesson Procedures: Direct Instruction: 2 teams divided in class. Teacher will begin Jeopardy round
(Modeling; Direct
with coin toss. Each team will use each other to provide question for the answer
Instruction; Guided
as given by the spokesperson for the team.
Practice; Independent
Study; Assessments; etc…)
Assessment: score kept for each team, winning team gets MARS tickets.
Whole team helps spokesperson give the answer, this job is rotated among the
Differentiation&
Motivation:
team.
(ELL; SPED; 504; GT; etc…)
80% accuracy or better on questions/answers
Student Mastery
Evidence:
Closure/Reflection: Download .pdf file of pre-test; take home guided reading questions; outline to
study for post-test tomorrow.
2 teams divided equally or boys vs. girls depending on numbers.
Grouping
Applicable:
Jeopardy ppt. created by teacher
Misc. Information:
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
1/27/12 (Postponed)
Ancient India Test Post-test
SWBAT: answer the 40 questions over Ancient India with 80% accuracy or
better.
S.S. History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another c.
Describe the foundation and development of key historical topics (i.e. Ancient
India).
Critical Thinking
Knowledge, Comprehension, Application, Evaluation
Opening/Hook:
QuizStar login for test today
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
On test
Vocabulary & academic vocabulary on test from Monday.
Review:
Lesson Procedures: Modeling: teacher will model how to login to quizstar for the test today.
(Modeling; Direct
Direct Instruction: complete the 40 question test, submit answers, raise your
Instruction; Guided
hand and tell teacher when you are done.
Practice; Independent
Study; Assessments; etc…)
Independent Study: after completion students will go to my wiki page for India
and browse the many games and activities for India.
Assessment: Post-test
Pictures are included on every question to help ELL and SPED with
Differentiation&
Motivation:
memorization, same pictures have been used in all visuals throughout the unit
(ELL; SPED; 504; GT; etc…)
for the terms and ideas.
80% mastery or better
Student Mastery
Evidence:
Closure/Reflection: Class average shown in QuizStar, discussion about why or why not goal was
met.
n/a Individual testing today
Grouping
Applicable:
Internet needed for http://quizstar.4teacher.org
Misc. Information:
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
1/30/12 (GREAT DAY FOR OBSERVATIONS)
Vocabulary Tiering with Academic Vocabulary Activity
SWBAT: define the terminology of 5 academic vocabulary/content words with
80% accuracy or better.
S.S. History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another c.
Describe the foundation and development of key historical topics (i.e. Ancient
India).
Critical Thinking; Collaboration
Knowledge, Comprehension, Application, Synthesis
Karma
Teacher will show a visual for Karma, restatement for Karma, and a real life
example for Karma. Teacher will have 2 volunteers come up to create a mock
group.
Connection to real life for each word, is the higher level thinking questions
Review:
Why are these words important to know? ….to better understand the content;
to pass the test; TCAP; general knowledge of the world’s religions and history
and how it works.
Lesson Procedures: Activity: Create a visual, restate, and give an example for the vocabulary of
(Modeling; Direct
Ancient India and 7 academic vocabulary words from the post-test with 100%
Instruction; Guided
accuracy as determined by peer evaluation.
Practice; Independent
Study; Assessments; etc…)
Modeling: The teacher will model the hook setup with the word Karma as the
model for completing each word task.
Direct Instructions: students will be placed in common ability level groups of 3
or 2. Student grouping is not cooperative but ability based for consensus and
prior knowledge level.
Guided Practice: each group will be given a vocabulary word or academic vocab
word from the post-test, the teacher will call out in varied order:
picture/definition/example. Then the students will collaborate together to form
a consensus in 3 minutes and the students will write or draw the info. on the
dry erase board. The student’s will rotate the job of sharing out for the group,
using the spinner in the team packs.
Assessment: 5 question quiz, mix of visuals, examples, and definitions for all
the words. Ticket to leave style of quiz.
SPED/ELL students can access their resources of the text, vocabulary booklets,
Differentiation&
Motivation:
group partners if they need to.
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
80% accuracy or better for the 5 vocabulary words on exit quiz
Exit quiz, tiered for High, Middle, and Low abilities.
Tiered grouping High, Middle, and Low see seating chart
Team Packs/Dry erase boards, markers, 20 vocabulary cards, 20 definitions
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
1/31/12 (previously rescheduled will do today) NO OBSERVATIONS!
Review for Ancient India Test
SWBAT: review for their post-test and gather all necessary documents to study
for their test.
S.S. History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another c.
Describe the foundation and development of key historical topics (i.e. Ancient
India).
Critical Thinking
Knowledge, comprehension, application
Birthday Box for January Birthdays!
Jeopardy Music
Jeopardy questions, answer given, must respond with the question.
Review of pre-test questions for the post-test
Review:
Lesson Procedures: Direct Instruction: 2 teams divided in class. Teacher will begin Jeopardy round
(Modeling; Direct
with coin toss. Each team will use each other to provide question for the answer
Instruction; Guided
as given by the spokesperson for the team.
Practice; Independent
Study; Assessments; etc…)
Assessment: score kept for each team, winning team gets MARS tickets.
Whole team helps spokesperson give the answer, this job is rotated among the
Differentiation&
Motivation:
team.
(ELL; SPED; 504; GT; etc…)
80% accuracy or better on questions/answers
Student Mastery
Evidence:
Closure/Reflection: Download .pdf file of pre-test; take home guided reading questions; outline to
study for post-test tomorrow.
2 teams divided equally or boys vs. girls depending on numbers.
Grouping
Applicable:
Jeopardy ppt. created by teacher
Misc. Information:
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
2/1/12 (Rescheduled FOR TODAY) NO OBSERVATIONS!
Ancient India Test Post-test
SWBAT: answer the 40 questions over Ancient India with 80% accuracy or
better.
S.S. History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another c.
Describe the foundation and development of key historical topics (i.e. Ancient
India).
Critical Thinking
Knowledge, Comprehension, Application, Evaluation
Opening/Hook:
QuizStar login for test today
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
On test
Vocabulary & academic vocabulary on test from Monday.
Review:
Lesson Procedures: Modeling: teacher will model how to login to quizstar for the test today.
(Modeling; Direct
Direct Instruction: complete the 40 question test, submit answers, raise your
Instruction; Guided
hand and tell teacher when you are done.
Practice; Independent
Study; Assessments; etc…)
Independent Study: after completion students will go to my wiki page for India
and browse the many games and activities for India.
Assessment: Post-test
Pictures are included on every question to help ELL and SPED with
Differentiation&
Motivation:
memorization, same pictures have been used in all visuals throughout the unit
(ELL; SPED; 504; GT; etc…)
for the terms and ideas.
80% mastery or better
Student Mastery
Evidence:
Closure/Reflection: Class average shown in QuizStar, discussion about why or why not goal was
met.
n/a Individual testing today
Grouping
Applicable:
Internet needed for http://quizstar.4teacher.org
Misc. Information:
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
2/2/12
NO OBSERVATIONS, PLEASE!
South Korean student Exchange, Share Day
SWBAT: create a video message for our North Korean student exchange to send
thanking them for all of the things they made and sent us.
S.S.: 4. Civics
1. The different forms of government and international organizations and their
influence in the world community.
Critical Thinking; Technology Tools; Collaboration
Knowledge, Comprehension, Application, Synthesis
Opening/Hook:
South Korean Bulletin Board Display, share
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
What are some things that these students shared with us that we could in turn
share with them?
Using a flipcam
Review:
Lesson Procedures: Modeling: teacher will model for students how to use the flipcam and what the
(Modeling; Direct
expectations are for the video message.
Instruction; Guided
Direct Instruction: students are to create a video message for our
Practice; Independent
Study; Assessments; etc…)
correspondence to our South Korean class exchange group. They are to include
gracious thank you’ s for the items sent to us and share interesting facts about
our culture and life in Colorado.
Guided Practice: students will break up into small groups to complete these
video messages. They will play back their message on their laptops and then
submit the final video to my Inbox.
Assessment: final video submission
Motivation: sharing personal meanings and life experiences via video message
Differentiation&
Motivation:
with students in a foreign country.
(Higher Order Thinking Skills
Questions)
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
Completion of video, easily heard voice, appropriate and on topic.
Viewing peer videos created submitted to my Inbox
Free choice grouping for this activity.
Flipcams, student computers, Inbox folder setup for submission, Criteria, upload
final videos stitched together to YouTube.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
2/3/12 (snow day rescheduled)
Ancient China Pre-test
SWBAT: login to QuizStar and complete the Ancient China pre-test
S.S.: 1. History
2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one
another
Critical Thinking
Knowledge, comprehension, application
Competition: each class period the student with the highest score on the pretest gets a special treat.
Found within the pre-test
n/a
Review:
Lesson Procedures: Model: teacher will model how to login to QuizStar and take the pre-test.
(Modeling; Direct
Students completed pre-test earn 100pts towards their grade.
Instruction; Guided
Direct Instruction: students will login to QuizStar to complete their pre-test for
Practice; Independent
Study; Assessments; etc…)
Ancient China, when they finish they will go to my wiki page and browse and
explore the extension website for China.
Assessment: pre-test Ancient China
Pre-test shows what students know or don’t and guides future instruction
Differentiation&
Motivation:
especially with vocabulary.
(ELL; SPED; 504; GT; etc…)
Motivation: highest score each period earns a treat.
n/a completion for a pre-test is the only requirement
Student Mastery
Evidence:
Closure/Reflection: Share out the graph of the class on results and what they know versus what
they don’t know, reward winner for the class period.
n/a individual results will vary
Grouping
Applicable:
http://quizstar.4teachers.org
Misc. Information:
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
2/6/12
Pre-Test and Introduction to Ancient China Chapter 5
1. Students will show prior knowledge of Ancient China by completing
an online pre-assessment for the chapter with 100% completion.
2. Students will continue to develop the skill of chapter outlining to
preview and summarize the main points of their reading with80%
accuracy or better.
SS History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics ( ie Ancient
China).
21st Century Skill
Critical Thinking
Knowledge, Comprehension, Application
Opening/Hook:
(Real World
Connection)
HOTS:
(Higher Order Thinking
Skills Questions)
China Forever, This is China (9 minutes)
A video from the Chinese tourism board, overview of China.
Review:
Lesson Procedures:
(Modeling; Direct
Instruction; Guided
Practice;
Independent
Study;
Assessments; etc…)
Pre-test results, top score in each period wins a bag of candy.
Modeling: Teacher will remind students through a 2 minute tutorial
how to log on and find the pre-assessment for Ancient China using
Quizstar.
Independent Study: Students will take pre-assessment on Ancient
China (25-30min).
Hook: (see above)
Differentiation&
Motivation:
(ELL; SPED; 504; GT;
etc…)
The pretest is an assessment tool for all levels.
Blooms Taxonomy:
(Knowledge;
Comprehension;
Application; Analysis;
Synthesis; Evaluation)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
How did the geography of China help to shape its view of the world?
100% completion of pre-test
Discuss the outlining procedure for tomorrows lesson
Mixed ability and gender grouping at tables, see seating chart for High,
Medium, and Low ability levels.
http://quizstar.4teachers.org
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s: 2-7-11
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
Chapter 5 Outlining, pre-reading; Philosophy prefix and suffix
SWBAT: complete a traditional outline of Chapter 5 with 80% accuracy or better
SS History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics ( ie Ancient
China).
Pre-reading Critical Thinking
Knowledge; comprehension, application
Opening/Hook:
Downloading student file, from teacher folder, save to U://drive
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
Why is outlining a good learning strategy?
How to outline in traditional format
Review:
Lesson Procedures: Modeling: the teacher will model for the students how to open and save their
(Modeling; Direct
template file for the outline of Chapter 5.
Instruction; Guided
Direct Instruction: students will outline all of chapter 5, four sections
Practice; Independent
Study; Assessments; etc…)
Guided Practice: Section 1 will be done as gradual release, I do, we do, and then
you do.
Independent Study: students will finish the outline on their own.
Assessment: 80% accuracy or better of the outline for Chapter 5.
ELL and SPED students are given more information to complete their outlines.
Differentiation&
Motivation:
(ELL; SPED; 504; GT; etc…)
80% accuracy or better
Student Mastery
Evidence:
Closure/Reflection: Philosophy: prefix/suffix activity as class discuss and look at the parts of the
word and its meanings.
n/a individual work
Grouping
Applicable:
File on server, Chapter 5 outline, student copy. Teacher key
Misc. Information:
Students need to complete the header in the file for printing.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
2-8 & 9-12 (Finish on 2/9)
Guest Teacher: Outline Map of China
SWBAT: complete the outline map of China with 80% accuracy or better
showing the major geographic and political areas of China.
SS History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics ( ie Ancient
China).
Geography 1. Use geographic tools to gather data and make geographic
inferences and predictions
Critical Thinking
Knowledge, comprehension, application
Guest Teacher: take attendance, pass out materials. Discuss with class that they
must complete this map today in class. There will be no passes to leave the
room and those students MUST SIT IN ASSIGNED SEATS PER MRS. BOYD’S
INSTRUCTIONS. Classes that earn a 4 or 5 rating will be rewarded later this
week.
n/a
Use the yellow text book, The Ancient World, see instructions on the map
Review:
Lesson Procedures: Modeling: teacher will model for students how to find the maps on the pages
(Modeling; Direct
listed on the back of the outline map. Show students teacher model on board.
Instruction; Guided
Direct Instruction: the teacher will read through the instructions on the back of
Practice; Independent
Study; Assessments; etc…)
the outline map with the class and clarify any questions if needed.
These students will need extra assistance from you directly to finish:
Differentiation&
Motivation:
1st Period: Betzy Guillen; Jerome Carrasquillo;
(ELL; SPED; 504; GT; etc…)
2nd Period: Jonathon Chavez; Tyson Pogline
4th Period: Dezmin Nunez; Cindy Cordova
6TH Period: Brandon Aceves; Baneidi Flores
7th Period: Loretta Fresquez; Alondra Ortega
80% accuracy or better on the outline map; 100% completion.
Student Mastery
Evidence:
DO NOT SEND MAPS HOME AS HOMEWORK!
Closure/Reflection: Collect maps with student names on them.
None; students MUST SIT IN THEIR ASSIGNED SEATS, keep talking to a minimum
Grouping
Applicable:
or they won’t finish!
4th Period: I have an 8th grade student aide (Kurtis Haack), have him report to
Misc. Information:
the library after you mark him present.
Colored Pencils: on front table, each period have students clean up and put
back all supplies, straighten up the rows and desks.
Textbooks stay on desks, DO NOT LET STUDENTS TAKE TEXTBOOKS!
Behavior Contracts: the following students have behavior contracts, if you ask
for them at the beginning of class this will help the students focus and not get in
trouble.
2nd Period: Jonathon Chavez
7th Period: Loretta Fresquez; Jairus Su’e
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
2-10-12
Reading of Chapter 5 section 1 & 2
SWBAT: Explain the importance of physical geography in the development of
Chinese civilization and explain the effects of Confucianism on Chinese
government and society.
SS History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics ( ie Ancient
China).
Critical Thinking
Knowledge, comprehension, application
Opening/Hook:
How do the front range and the mountains of Colorado affect our society?
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
See objective
Outline Map of China
Review:
Lesson Procedures: Modeling: the teacher will model for students how they will read along with the
(Modeling; Direct
podcast for Chapter 5 section 1 and 2.
Instruction; Guided
Direct Instruction: students are to read along with the podcast.
Practice; Independent
Study; Assessments; etc…)
Guided Practice: after each section students will answer the objective
questions, reading comprehension questions on pages 128 & 133.
Podcast is a read along for ELL and SPED students.
Differentiation&
Motivation:
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
Mastery of guided reading questions with 80% accuracy or better
2 pair share for guided reading answers
n/a individual work, then mixed ability grouping for 2 pair share see the seating
chart.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
2-13-12
Reading of Chapter 5 section 3 & 4
SWBAT: Explain the effect Shi Huangdi had on Chinese culture and describe how
the Silk Road benefited Chinese civilization along with important achievements
of ancient China.
SS History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics ( ie Ancient
China).
Critical Thinking
Knowledge, comprehension, application
Who are some people of our culture and society that influence our ways of
thinking?
Video Clip: Qin Shi Huangdi music video
See objective
Confucius & Geography of China
Review:
Lesson Procedures: Modeling: the teacher will model for students how they will read along with the
(Modeling; Direct
podcast for Chapter 5 section 3 and 4.
Instruction; Guided
Direct Instruction: students are to read along with the podcast.
Practice; Independent
Study; Assessments; etc…)
Guided Practice: after each section students will answer the objective
questions, reading comprehension questions on pages 139 & 145.
Podcast is a read along for ELL and SPED students.
Differentiation&
Motivation:
(ELL; SPED; 504; GT; etc…)
Mastery of guided reading questions with 80% accuracy or better
Student Mastery
Evidence:
Closure/Reflection: 2 pair share for guided reading answers
HOMEWORK: CHINESE INVENTIONS TIERED READING COMPREHENSION DUE
TOMORROW.
n/a individual work, then mixed ability grouping for 2 pair share see the seating
Grouping
Applicable:
chart.
Video clip for Qin Shi Huangdi
Misc. Information:
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
2-14& 15-2012
Chapter 5 Ancient China Vocabulary and TAP Strategy
SWBAT: create a pictogram and make a real life connection with the vocabulary
terms from Chapter 5 with 80% accuracy or better using a modified Frayer
Model.
SS History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics ( ie Ancient
China).
Critical Thinking
Knowledge, comprehension, application, analysis, and synthesis
Opening/Hook:
Teacher sample Philosophy: using root word tree form
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
How can learning prefixes and suffixes help us with our reading skills?
What do you do when you come to a word that is new and you don’t know the
meaning for it?
Vocabulary for chapter 5
Review:
Lesson Procedures: Modeling: teacher will model for students how to complete the root word tree
(Modeling; Direct
activity using a power point slide with the word philosophy.
Instruction; Guided
Direct Instruction & Guided Practice: Students will be placed in high, medium,
Practice; Independent
Study; Assessments; etc…)
and low groups and given an envelope with a word/term inside that includes
the definition and its divisions for prefix/root/suffix as determined. The group
will divide the graphic organizer up and each person will complete a section of
the organizer.
Assessment: each group will present their poster to the class and teach the
class their word.
Independent Practice: students will then use their Frayer vocabulary books and
the power point slide show provided to them to complete all four sections,
word; definition; picture; and connection to real life.
Assessment: 80% accuracy or better with the Frayer books
Visual, auditory, and kinesthetic learning with the different modalities
Differentiation&
Motivation:
(Higher Order Thinking Skills
Questions)
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
80% accuracy or better on the poster and the Frayer books
2 pair share of vocabulary books and turn in to teacher for checking.
Ability grouping set by teacher, high, medium, mix medium, and low
Laminated posters of root word graphic organizer; dry erase markers, wipes for
erasers, envelopes with words and information; groups set; Frayer books in
portfolios
Video day 2: Challenging China video, plus notes page (25 min)
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
2/16& 17/12
<PROBE>
Confucius Says…RACER rubric for February
SWBAT: write to the prompt with 80% accuracy or better against the RACER
rubric.
S.S.: 1. History 1. Seek and evaluate multiple historical sources with different
points of view to investigate a historical question and to formulate and defend
a thesis with evidence
Critical Thinking
Knowledge, comprehension, application, analysis, synthesis, evaluation
Opening/Hook:
Confucius Says…slides with real world connections
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
Prompt:
Confucius and Philosophy
Review:
Lesson Procedures: Modeling: teacher will model for students the analects of Confucius and how
(Modeling; Direct
they relate to our lives still today and the lessons we can learn from them.
Instruction; Guided
Direct Instructions: open RACER probe file for February from the Teacher drive
Practice; Independent
Study; Assessments; etc…)
Assignments, save to U://drive. After completion turn in to Inbox in RACER
folder for February.
Guided Practice: Restatement of prompt
Independent Study: answering prompt for Confucius Says…
Assessment: 80% accuracy or better is mastery for this using RACER rubric
Motivation: RACE to the top contest, top performing class average is rewarded
Differentiation&
Motivation:
with a party.
(ELL; SPED; 504; GT; etc…)
Differentiation: students with lap tops can run spell check and grammar check
to help with their answers.
80% accuracy or better against the RACER rubric for the prompt.
Student Mastery
Evidence:
Closure/Reflection: 2 pair share out their final submissions.
None, independent work, this is a probe
Grouping
Applicable:
File for February probe loaded, Confucius Says power point loaded, Inbox and
Misc. Information:
folders set up.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
2/21/12 (no school 2/20)
Tangrams/Review for Test/Setup for Parent Night
SWBAT: use high level problem solving to create Chinese Tangrams.
SS History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics ( ie Ancient
China).
Geography 1. Use geographic tools to gather data and make geographic
inferences and predictions
Creation, Design, Critical Thinking
Knowledge, comprehension, application, synthesis
QuizStar: students will take home their pretest to study and get their outlines
out of their portfolios to take home for review.
Creating the tangrams is extremely difficult and uses all levels of thinking.
Chinese inventions
Review:
Lesson Procedures: Modeling: teacher will model for students how to create a tangram using the
(Modeling; Direct
website for Chinese Tangrams.
Instruction; Guided
Direct Instruction: students will choose an object or animal of their choice to
Practice; Independent
Study; Assessments; etc…)
complete the tangram puzzle.
Guided Practice: when students complete one they will raise their hand, if
correct they earn 1 point, whoever has the most points at the end of the class
period wins a prize
Independent Practice: completing Tangrams of their choice
Assessment: each student should be able to correctly complete at least 1
Tangram of their choice.
Student choice for Tangram puzzle, trade out if too hard.
Differentiation&
Motivation:
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
Completion of 1 tangram correctly.
Reveal point totals and winner/s
Mixed ability by tables, see seating charts
Individual activity
Tangram bags with 7 shapes inside; tangram handouts on pink sheets
Judo Permission Slips go home Friday and today for the Japan unit!
2/21 send home Parent Night Invitation form.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
2/22/12
<Testing>
Chapter 5 Ancient China Test & Chinese Calligraphy Name Posters
SWBAT: SS History: 2. The historical eras, individuals, groups, ideas and
themes within regions of the Eastern Hemisphere and their relationships with
one another
c. Describe the foundation and development of key historical topics ( ie Ancient
China).
Critical Thinking; Creation
Knowledge, comprehension, application, evaluation….synthesis for calligraphy
Teacher will also share her name written in Chinese Calligraphy, students will
create their own poster after their test.
Test questions, recall of information
Word wall, vocabulary
Review:
Lesson Procedures: Modeling: Login to QuizStar and take the 25 question posttest for Ancient
(Modeling; Direct
China.
Instruction; Guided
Direct Instruction, Guided Practice, and Assessment: posttest China.
Practice; Independent
Study; Assessments; etc…)
Differentiation&
Motivation:
(ELL; SPED; 504; GT; etc…)
Test questions include visuals and are multiple choices.
Calligraphy posters come with alphabet translations.
80% accuracy or better on posttest for Ancient China
Student Mastery
Evidence:
Closure/Reflection: Creation of Name in Chinese Calligraphy on poster, turn in to hang up for Parent
Night 2/21
N/A testing
Grouping
Applicable:
Poster paper, copies of handout of calligraphy letters for Alphabet; black
Misc. Information:
markers
http://quizstar.4teachers.com
laptops and Internet
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
Review:
Lesson Procedures:
(Modeling; Direct
Instruction; Guided
Practice; Independent
Study; Assessments; etc…)
Differentiation&
Motivation:
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
2/23/12 (Snow day rescheduled for March 21st)
Judo Demonstration and Activity
SWBAT: will experience the Japanese martial art of Judo and understand its
importance in history and its influence on Japanese culture.
S.S.: 1. History 2. The historical eras, individuals, groups, ideas and themes
within regions of the Eastern Hemisphere and their relationships with one
another
Critical Thinking; Communication
Knowledge, Comprehension, Application, and Analysis
Relocation to small Gym area
Introduction by Ms. Pauline Macias-Pita, Olympic trained Judo champion
Contact# 661-236-4682
Why do you think a culture would create and support a martial art such as
Judo?
What are the benefits what are the disadvantages of having this type of
sport/defense?
Hi (Konnichiwa) Good bye (Sayōnara) Thank you (Arigatou)
Direct Instruction: Ms. Kimberly will read about the history of Judo to the
students a brief description (http://www.judoinfo.com/jhist4.htm )
Modeling: Ms. Pita will demonstrate for students basic moves in Judo and how
to flip a person over their shoulder. Students with signed permission slips will
be able to participate in the physical demonstration.
Guided Practice: spotting by teachers to help Ms. Pita
Independent Practice: volunteers will get to complete Judo moves on mats with
assistance if needed.
Permission slips required for physical demonstrations, students not comfortable
with this can watch as their participation.
Response to Guided Questions by Ms. Kimberly by the class during history
reading. Demonstration completion by volunteers.
Goodbye and thank you in Japanese to Ms. Pita
N/A combination of 7th grade history classes.
Ms. Pauline Macias-Pita, Olympic trained Judo champion
Contact# 661-236-4682
Mats in small gym set up 1st period
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
2/24/12
Pre-test Chapter 4.2 (Medieval Times to Today textbook)
Japan & Chapter Outline & Feudalism in Japan Pyramid Poster
SWBAT: complete a traditional outline of Chapter 5 with 80% accuracy or better
SS History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics ( ie Ancient
Japan).
Critical Thinking
Knowledge, Comprehension, Application, Analysis, Synthesis (creating outlines
from nothing)
QuizStar logins
Found within Japan test, see QuizStar test over Japan
Hi (Konnichiwa) Good bye (Sayōnara) Thank you (Arigatou)
Review:
Lesson Procedures: Modeling: quizstar setup will be demonstrated as well as the gradual release
(Modeling; Direct
method of “I do, We do, You do” for the outline of Japan.
Instruction; Guided
Direct Instruction: complete the very short pretest over Japan, print results as a
Practice; Independent
Study; Assessments; etc…)
.pdf and save to computer or file. Turn to page 89 of the textbook Medieval
Times to Today (Chapter 4.2) Complete the outline for this section only, use
template provided in teacher assignment folder.
Guided Practice: Roman numeral I will be done together as a model, then
students will complete the outline for the section. 5 vocabulary words.
Independent Study: completion of the outline, students have been given
multiple outlines since the beginning of the year and each time it has had less
information and students are to complete the information on their own now.
Assessment: completion of pre-test; 80% accuracy or better for Japan outline.
SPED & ELL will be given an outline file that has more information in it and is
Differentiation&
Motivation:
not as blank as the regular ed file is.
(ELL; SPED; 504; GT; etc…)
80% accuracy or better of outline file for Japan
Student Mastery
Evidence:
Closure/Reflection: Review results of outline and turn in file to teacher Inbox, Japan Outline
Homework: Mini project, Feudalism of Japan Pyramid with images due Monday.
n/a students will work on their own. Seating chart is mixed ability seating, see
Grouping
Applicable:
chart for information.
Template for regular and lower levels in Assignment folder for teacher
Misc. Information:
Folder setup in Inbox for students to turn in file.
Quizstar test complete and active, all students logins active
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
2/27/12
Celebrate and Learn Black History Month
SWBAT: will research a famous African American who has made a positive
contribution to our culture and/or society and complete a poster about that
individual with 80% accuracy or better.
S.S.: 4. Civics 1. The different forms of government and international
organizations and their influence in the world community
2. Compare how various nations define the rights, responsibilities and
roles of citizens
Research; Technology
Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation
Opening/Hook:
Let Freedom Ring, MLKjr rap song
HOTS:
See sections of the poster
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
(Higher Order Thinking Skills
Questions)
Review:
List of famous African American who have made a positive contribution to our
culture and/or society.
Lesson Procedures: Model: poster made of MLKjr with all parts complete will be the model for the
(Modeling; Direct
class.
Instruction; Guided
Direct Instruction: complete all the element parts of the poster using
Practice; Independent
Study; Assessments; etc…)
information gathered from a variety of resources about a famous African
American who has made a positive contribution to our culture and society.
Posters in the hallway will be provided for students who are ELL and SPED that
Differentiation&
Motivation:
they can use to gather information from for their projects.
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
80% accuracy and completion of the famous historical figure poster.
Students will evaluate and give feedback to classmates on their poster projects.
Individual or groups of 2 to complete the poster.
Kagan famous historical people posters & Scavenger Hunt worksheets
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
2/28/12 thru 3/1/12 (3 day lesson to finish map on day 2)
Day 2, 2/29: Vision and Hearing Screening during classes all day.
Vocabulary Frayer Model & Geography of Japan Map
SWBAT: create a real connection to history with the 5 vocabulary words from
Feudalism in Japan unit with 80% accuracy or better.
SS History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics ( ie Ancient
Japan).
SS 2. Geography
1. Examine places and regions and the connections among them
2. Regions have different issues and perspectives
a. Classify data to construct thematic maps and make inferences
b. Analyze and interpret data using geographic tools and create maps
Critical Thinking
Knowledge, Comprehension, Application, Analysis, Synthesis
(Turn in homework project Feudal System Pyramid to teacher folder)
Day 1 Video: History of Japan
Day 2 Video: Japan, National Geographic Traveler video (5 minutes)
1. (Day 1) What are some similarities that modern day soldiers have with
HOTS:
(Higher Order Thinking Skills
Samurais and what are some differences?
Questions)
2. Do you think you could ever fight to the death for someone else
without question, why or why not?
3. Have you ever bargained with some… “I’ve got your back IF you’ve got
mine?” How did that work out for you?
4. (Day 2) How is your life different living near mountains as compared to
not?
5. Japan is very mountainous what similarities do you think we have with
Japan here in Colorado Springs?
6. Japan is also very different than the United States and even Colorado
what differences do you see between us and them?
Japanese Feudal System Pyramid
Review:
Hi (Konnichiwa) Goodbye (Sayōnara) Thank you (Arigatou)
Lesson Procedures: Modeling: students will complete the Frayer model vocabulary booklet with the
(Modeling; Direct
Feudalism in Japan slide show, teacher will model the first of the 5 words,
Instruction; Guided
Samurai using slide or document camera. (Modeling for completing map
Practice; Independent
Study; Assessments; etc…)
activity, see teacher sample)
Direct Instruction: complete the rest of the vocabulary terms making a
connection to history in Japan. (Use textbook pages 89-93). When finished
complete the geography map activity for Japan.
Guided Practice: Modeling Samurai, check for understanding.
Independent Practice: complete the rest of the vocabulary words in the
student’s booklet and turn in for grading and completion of geography map.
Assessment: section 4 of Frayer model book, connection to history or real
events with vocabulary terms.
(Real World Connection)
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Differentiation&
Motivation:
ELL & SPED students can give examples instead of making connections for each
vocabulary term. Slide show provides, image, word, and definition to make
(ELL; SPED; 504; GT; etc…)
information easily accessible.
80% accuracy or better on vocabulary connection to history and map
Student Mastery
Evidence:
completion.
Closure/Reflection: Word wall check for understanding of connection and definition.
n/a mixed level ability grouping at tables, see seating chart
Grouping
Applicable:
Independent work
Copies of map activity/file on teacher drive/slide show loaded to slide boom
Misc. Information:
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
3/2/12
Surprising Samurai, Horrible Histories
SWBAT: distinguish fact from opinion by listing 10 facts from the video with 80%
accuracy or better.
SS History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics ( ie Ancient
Japan).
Technology; Critical Thinking
Knowledge, Comprehension, and Application.
Login to Discovery Education, new student accounts
Username: full student email address
Password: full student’s username when logging in to the computer
What is a fact?
HOTS:
(Higher Order Thinking Skills
What is an opinion?
Questions)
Facts vs. Opinion from Horrible History China Video
Review:
Lesson Procedures: Model: teacher will model how to login to Discovery Education and how to type
(Modeling; Direct
on the file, Surprising Samurai Horrible Histories.
Instruction; Guided
Direct Instruction: watch the video, pause when you need to type facts about
Practice; Independent
Study; Assessments; etc…)
Ancient Japanese Samurai or Japan.
Guided Practice: students begin video, teacher watches as each student types
up the first facts on their document.
Independent Study: students finish the video on their own and complete the
video and fact sheet.
Assessment: students turn in their fact file to teacher’s inbox for grading.
Self-paced for slower students, ELL and/or SPED
Differentiation&
Motivation:
Word bank provided on fact file document of complex Japanese words that
(ELL; SPED; 504; GT; etc…)
students can use to build their facts.
80% accuracy or better of 10 facts from video about Samurais or ancient Japan
Student Mastery
Evidence:
Closure/Reflection: 2 pair share, students share their facts with each other with their table partner.
n/a individual work
Grouping
Applicable:
Seating chart, mixed ability grouping for table partners.
Friday 2nd period, TCAP assembly in auditorium.
Misc. Information:
(Real World Connection)
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
3/5 thru 3/8 (Block scheduling 1st- 7th period for TCAP testing)
Feudal Japan Documentary _Cause & Effect Graphic Organizer
SWBAT: list 3 cause/effect scenarios from the documentary film on Feudal
Japan with 80% accuracy or better.
SS History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics ( ie Ancient
Japan).
Critical Thinking
Knowledge, comprehension, application, analysis
What is a documentary? What documentaries have you seen before?
How do documentaries help us understand our world?
(see opening hook)
HOTS:
(Higher Order Thinking Skills
Cause…Effect
Questions)
What is a cause and effect relationship, example: student is tardy to class
Review:
causes student to get after school detention…student is always tardy to class
causes student to miss out on important information…effect student does
poorly on class assignment…
Lesson Procedures: Modeling: teacher will model for students how to complete the cause and
(Modeling; Direct
effect worksheet by filling in the first few boxes of the graphic organizer.
Instruction; Guided
Guided Practice: teacher will pause video as class adds the first cause/effect
Practice; Independent
Study; Assessments; etc…)
relationship to their graphic organizer…
Independent Practice: students will continue watching the video and
completing other cause/effect relationships on the graphic organizer
Review after the video will allow for ELL /SPED students to make connections to
Differentiation&
Motivation:
the cause and effect relationship and give them an opportunity to correct any
(ELL; SPED; 504; GT; etc…)
incorrect information.
80% accuracy or better for the cause/effect segment of the graphic organizer.
Student Mastery
Evidence:
Closure/Reflection: 2 pair share with side partners, their cause /effect relationships, describing why
each cause is related to its matching effect.
n/a side partners for help
Grouping
Applicable:
TCAP seating chart arrangement
PBS Video downloaded, Memoirs of a Secret Empire-The Way of the Samurai
Misc. Information:
Cause and effect chart loaded to assignment folder.
(Real World Connection)
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
3/8 – 3/9 & 3/13 (Block Scheduling for TCAP testing
3/12 is a regular scheduled day (this will be a separate lesson)
Medieval Japan Reading Comprehension
SWBAT: answer the reading comprehension questions and graphic organizers
over the reading of Medieval Japan with 80% accuracy or better.
SS History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics ( ie Ancient
Japan).
Critical Thinking
Knowledge, comprehension, application, analysis, synthesis (graphic organizers)
TCAP nonfiction reading passages primarily, figuring out what the question is
asking is very important in order to even begin to answer it.
(see file, level 1 and 2 questions on document)
Buddhism; Japanese Feudal System
Review:
Lesson Procedures: Modeling: teacher will model for students how to open, save, and type on the
(Modeling; Direct
file Medieval Japan for this activity. Gradual release, I do, we do, you do
Instruction; Guided
method for this lesson.
Practice; Independent
Study; Assessments; etc…)
Direct instruction: you or you and a partner will read the packet about Medieval
Japan and then you will correctly answer all 6 questions. You will submit the file
with your name or name of you and partner on file to my inbox…Medieval
Japan folder.
Guided Practice: as a class we will answer question 1 together and review how
to add textboxes to our documents.
Independent study: the student/s will complete the reading and the questions
remaining on their own.
Assessment: we will go over the answers after submission, excellent
submissions and bonus work will be displayed.
Grouping allowed for students needing extra support. Self-paced over 2 day
Differentiation&
Motivation:
block scheduling time.
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
80% accuracy or better out of the 6 questions on the comprehension file.
Grading/share answers with class/discussion (day 2)
Individual work unless student choses to work with a partner, only groups of 2
allowed for this activity. Student free choice with possible considerations.
Medieval Japan printed packets; file in assignment folder Medieval Japan
Reading Comprehension Questions_student copy
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
3/12/12
Review & Testing over Feudal Japan
SWBAT: answer the 12 post test questions with 80% accuracy or better for the
unit over Feudal Japan.
SS History: 2. The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
c. Describe the foundation and development of key historical topics ( ie Ancient
Japan).
SS 2. Geography 1. Examine places and regions and the connections among
them 2. Regions have different issues and perspectives
a. Classify data to construct thematic maps and make inferences
b. Analyze and interpret data using geographic tools and create maps
Critical Thinking
Knowledge, comprehension, application, analysis, synthesis, evaluation
Opening/Hook:
QuizStar login information reviewed for student accounts.
HOTS:
Level 1 and 2 questions on post-test today
(Real World Connection)
(Higher Order Thinking Skills
Questions)
Japan Unit, review before post-test
Review:
Lesson Procedures: Modeling: teacher will have student use pre-test to review with a partner the
(Modeling; Direct
12 questions on the post-test. Students will keep score of how each partner
Instruction; Guided
performs.
Practice; Independent
Study; Assessments; etc…)
Direct Instruction: quiz your partner using the 12 pretest questions from
QuizStar file. After allotted time the class will take the post-test for Feudal
Japan and submit.
Guided Practice: review with a partner the first question, check for
understanding.
Independent Practice: the students will continue by alternating quizzing each
other over the 12 questions before taking the post-test
Post-test, Independently students will take the post-test and submit with no
help from their partner or outside resources.
Assessment: post-test Feudal Japan Unit.
Free choice partner quizzing or students can choose to review on their own.
Differentiation&
Motivation:
Time given for this is 30 minutes.
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
80% accuracy or better over the post-test Feudal Japan
Reflection on class performance graph, results from test.
Review free choice grouping, or individual review choice.
QuizStar accounts; pretest active; post-test activated only when entire class is
ready to take it.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
3/14/12
Reward after TCAP (Block Scheduling in afternoon)
SWBAT: participate with movie and snacks if the student has all work done from
all classes during block scheduling and the student had MARS behavior during
the TCAP test.
SS: n/a
n/a
Knowledge
Block Scheduling, reveal students on list to watch movie/treats and those that
need to finish makeup work or not join the reward group.
Mrs. Leyba is running the makeup room/session.
n/a
Greek Mythology
Review:
Lesson Procedures: Students will watch a movie that is a springboard for their 4th quarter PBL on
(Modeling; Direct
Greek Mythology, enjoy snacks and treats.
Instruction; Guided
Practice; Independent
Study; Assessments; etc…)
Differentiation&
Motivation:
Students who did not finish their work from earlier in the week will be given
more time to do so with Mrs. Leyba, then they can join the movie groups.
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
100% completion of all work from block scheduling days or “golden ticket” is
signed off by each teacher.
Celebration, TCAP is over!
Teacher grouping for movie is based on space and dynamics; teachers will select
groups for their rooms from the master list.
Video for each movie room needed. Exploratory schedule will be honored so
students will leave and then come back during this blocked time.
(ELL; SPED; 504; GT; etc…)
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
3/15 /12
Japanese Culture Box & Post-test Review
SWBAT: pass the Japan pre-test with 80% or better using resources as
necessary.
S.S.: 1. History 1. Seek and evaluate multiple historical sources with different
points of view to investigate a historical question and to formulate and defend
a thesis with evidence 2. The historical eras, individuals, groups, ideas and
themes within regions of the Eastern Hemisphere and their relationships with
one another (Japan)
Critical Thinking
Knowledge; comprehension; application
Opening/Hook:
Culture Box Preview & Quizstar Login
HOTS:
12 questions in the pre-test on QuizStar
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
(Higher Order Thinking Skills
Questions)
Review all 12 post-test questions on pre-test
Review:
Lesson Procedures: Teacher will show students how to login to QuizStar and how to complete the
(Modeling; Direct
pre-test with 80% or better by looking up the information they do not know. If
Instruction; Guided
they do not achieve 80% they will retake it until they do.
Practice; Independent
Study; Assessments; etc…)
After pre-tests are complete students will hold and try on the Japanese items
from Dr. Clayton and view the video segments on Sumo wrestling.
Self-paced, using resources as needed to achieve 80% mastery or better.
Differentiation&
Motivation:
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
80% or better reported via QuizStar
Culture box items handed in, questions about items answered
n/a individual work on pre-test and culture box is whole class participation
Culture box of Japan from Dr. Clayton; QuizStar prep. And ready for login.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
3/16/12
Post-test Japan & Stratalogica Feudal Japan Atlas 30ab
SWBAT: (1) Complete the post-test for Japan with 80% accuracy or better.
(2)Complete the Feudal Japan Atlas pages 30ab with 80% accuracy or better
S.S.: 1. History 1. Seek and evaluate multiple historical sources with different
points of view to investigate a historical question and to formulate and defend
a thesis with evidence 2. The historical eras, individuals, groups, ideas and
themes within regions of the Eastern Hemisphere and their relationships with
one another (Japan)
Critical Thinking; Technology applications
Knowledge, comprehension, application, analysis
www.stratalogica.com Our new online version of the World/World History
Atlas
Post-test Questions & Atlas page questions are level 1 and 2 questions.
5 Minutes to review pre-test questions & answers
Review:
Lesson Procedures: QuizStar login & Stratalogica login information provided on projector.
(Modeling; Direct
Teacher will model how to login to QuizStar and Stratalogica for students.
Instruction; Guided
Teacher will model the 4 different areas of Stratalogica and how to access these
Practice; Independent
Study; Assessments; etc…)
files.
Students will follow teacher guided practice to complete 30a atlas page
together, students will work on their own to complete 30b atlas page with
teacher available to answer questions as needed.
80% accuracy or better on post-test and atlas pages 30ab
Students can work with table partner for the 30b Atlas page Feudal Japan if
Differentiation&
Motivation:
they wish to. Teacher is available to help with confusing segments of the
(ELL; SPED; 504; GT; etc…)
activity as needed.
80% accuracy or better
Student Mastery
Evidence:
Closure/Reflection: Review 30ab answers with table partners or 2 pair share
Seating chart for table partners are mixed ability gender based
Grouping
Applicable:
Login for Stratalogica and QuizStar
Misc. Information:
username: firstlastname
Password: student ID#
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
3/19/12-3/20/12-3/22 (3 day lesson for Haiku Project)
Haiku Japanese Poetry Project
SWBAT: create a traditional styled original Haiku poem with 100% accuracy.
2. The historical eras, individuals, groups, ideas and themes within regions of the
Eastern Hemisphere and their relationships with one another (Japan)
Critical Thinking; Creativity; Technology application
Knowledge, comprehension, application, analysis, synthesis and evaluation
Haiku poetry samples
What is the difference between just seeing something and really feeling it?
Power point on the history of Haiku poetry
Review:
Lesson Procedures: Day 1 Introduction
(Modeling; Direct
http://www.cranberrydesigns.com/poetry/haiku/guided.htm
Instruction; Guided
http://edsitement.neh.gov/lesson-plan/world-haiku#section-20652
Practice; Independent
Study; Assessments; etc…)
http://www.ahapoetry.com/
Day 2 Rough draft of original Haiku/outside observations
Students will take a 10 minute walk outside around campus and write down
what their senses are picking up from nature; students will create a list to use
for their rough draft. Students will pick words from their list to create their
original haiku poem. Students will practice with the website below from PBS if
we cannot go outside due to weather or other issues.
http://www.pbs.org/parents/creativity/ideas/haiku.html
Teacher and peers will check each other for the 5-7-5 standard rule for each
line.
Differentiation&
Motivation:
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
Day 3 Final draft of original Haiku and artwork stencil rubbings
Students will write their final Haiku draft on strips of paper and use a stencil
rubbing technique to complete artwork that compliments their poem.
Original work; students can choose their own nature theme; walking outside to
gather data for poem; teacher will help with syllable counting if needed.
100% accuracy of traditional haiku poetry
Sharing on day 3 of final day
n/a individual work on haiku poetry
mixed ability grouping on seating chart
Stencils, construction paper strips for Haiku, colored pencils, pencils, clipboards
for outside observation day; laptops for access to websites for Haikus
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
Review:
Lesson Procedures:
(Modeling; Direct
Instruction; Guided
Practice; Independent
Study; Assessments; etc…)
Differentiation&
Motivation:
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
3/21/12 (Snow day rescheduled from 2/23/12)
Judo Demonstration and Activity
SWBAT: will experience the Japanese martial art of Judo and understand its
importance in history and its influence on Japanese culture.
S.S.: 1. History 2. The historical eras, individuals, groups, ideas and themes
within regions of the Eastern Hemisphere and their relationships with one
Another (Japan)
Critical Thinking; Communication
Knowledge, Comprehension, Application, and Analysis
Relocation to small Gym area
Introduction by Ms. Pauline Macias-Pita, Olympic trained Judo champion
Contact# 661-236-4682
Why do you think a culture would create and support a martial art such as
Judo?
What are the benefits what are the disadvantages of having this type of
sport/defense?
Hi (Konnichiwa) Good bye (Sayōnara) Thank you (Arigatou)
Direct Instruction: Ms. Kimberly will read about the history of Judo to the
students a brief description (http://www.judoinfo.com/jhist4.htm )
Modeling: Ms. Pita will demonstrate for students basic moves in Judo and how
to flip a person over their shoulder. Students with signed permission slips will
be able to participate in the physical demonstration.
Guided Practice: spotting by teachers to help Ms. Pita
Independent Practice: volunteers will get to complete Judo moves on mats with
assistance if needed.
Permission slips required for physical demonstrations, students not comfortable
with this can watch as their participation.
Response to Guided Questions by Ms. Kimberly by the class during history
reading. Demonstration completion by volunteers.
Goodbye and thank you in Japanese to Ms. Pita
N/A combination of 7th grade history classes.
Ms. Pauline Macias-Pita, Olympic trained Judo champion
Contact# 661-236-4682
Mats in small gym set up 1st period
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
3/23/12
Japanese Food Celebration Day
SWBAT: experience traditional Japanese food dishes
S.S.: 1. History 2. The historical eras, individuals, groups, ideas and themes
within regions of the Eastern Hemisphere and their relationships with one
Another (Japan)
Critical thinking
Knowledge, comprehension, application
Opening/Hook:
http://www.youtube.com/watch?v=BA2ZFQQkZl8
Lunch at a Japanese school
What are some differences between the Japanese and American cuisine that is
HOTS:
(Higher Order Thinking Skills
obvious?
Questions)
Food Pyramid is out and the Plate is in…
Review:
http://kidshealth.org/kid/stay_healthy/food/pyramid.html
Lesson Procedures: Teacher will describe each dish before students taste them, including
(Modeling; Direct
ingredients, name, and how to eat with chopsticks.
Instruction; Guided
Students will enjoy the day before Spring Break with this fun celebration of
Practice; Independent
Study; Assessments; etc…)
culture.
Variety of Japanese foods to taste
Differentiation&
Motivation:
(Real World Connection)
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
n/a
Which was your favorite and why, which one was not your favorite and why?
n/a
Catered food from Japanese restaurant
And Rice dish from Ms. Cindy paraprofessional at JSAA.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
4/2 & 3/12 (Two days to complete)
Introduction Ancient Greece
SWBAT: take the vocabulary section pre-test with 100% completion & complete
the chapter 6 outline with 80% accuracy or better.
S.S.: 1.2 History: The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
(Greece)
Critical Thinking
Knowledge, Comprehension, Application
Opening/Hook:
Introduction of Bulletin Board and Word Wall
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
Inquiry Questions:
1. How does the rise or collapse of a government affect surrounding societies
over time?
2. What ideas have fundamentally changed different cultures in the Eastern
Hemisphere (Europe)?
3. What are the factors that influenced the development of civilizations and
nations?
4. To what extent are ideas from ancient Greece important in today’s world?
What do you know about Ancient Greece already?
Review:
Lesson Procedures: Model: (QuizStar takes minimal modeling, students know exactly what to do)
(Modeling; Direct
teacher will model the outline for Chapter 6, the “I do, We do, You do” gradual
Instruction; Guided
release strategy will be used to complete the outline for Chapter 6.
Practice; Independent
Study; Assessments; etc…)
Direct Instruction: use your previous knowledge on how to outline in traditional
format and how the text is structured to complete the outline file for Chapter 6.
Students will save the file under their name and then turn it in to my Inbox
folder.
Guided Practice: We do of the outline, as we complete part I and II together on
the overhead screen.
Independent Study: students will complete sections III, IV, and V on their own
and turn in to my Inbox.
Assessment: see teacher key for outline, 80% accuracy or better required on
outline (pre-test is completion only for 17 vocabulary terms for chapter 6).
During outline work students can work with table partners, teacher will be
Differentiation&
Motivation:
available to help students as needed.
(Higher Order Thinking Skills
Questions)
(ELL; SPED; 504; GT; etc…)
80% accuracy or better on outline (pre-test vocabulary is 100% completion only)
Student Mastery
Evidence:
Closure/Reflection: Graphing of Pre-test for vocabulary revealed to students, candy prizes for top 3
scores in the room for that day.
Teacher will check folder on day 2 for completed outlines and headers
completed with name/class period.
Tables are mixed ability see seating chart, gender separated in most cases
Grouping
Applicable:
Student copy of outline in Assignment folder on network drive; Inbox setup for
Misc. Information:
Greece outline; QuizStar activated and ready online as well.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
4-3 & 4-4-12 (Double Block needed for Lesson)
Finish Outline for Chapter 6 &
How effective is democracy? How has democracy developed since its
foundations in Ancient Greece?
SWBAT: determine the functionality of the democratic process and its
usefulness with 80% accuracy or better.
S.S.: 1.2 History: The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
(Greece) Historical philosophies and ideas continue to inform and affect the
present. For example, democracy continues to evolve from its Greek origins and
cultural traditions change and evolve with global interaction.
Critical Thinking
Knowledge, comprehension, application, analysis
Hook & Introduction: (8 minutes)
Think-Pair-Share
On board, write: δημοκρατία. In English, below it write “Democracy”.
Without talking, have the students take a moment to think about what
democracy means to them. Have students write 3-5 sentences about what the
meaning of democracy. When they have finished writing, have them pair up
with the person next to them and share what democracy means to them. With
their partner, they should come to a consensus on the meaning of democracy,
by combining their ideas. Volunteer pairs will be asked to share their definitions
of democracy.
Inquiry Questions:
HOTS:
(Higher Order Thinking Skills
1. How does the rise or collapse of a government affect surrounding societies
Questions)
over time?
2. What ideas have fundamentally changed different cultures in the Eastern
Hemisphere (Europe)?
3. What are the factors that influenced the development of civilizations and
nations?
4. To what extent are ideas from ancient Greece important in today’s world?
On day 2, review the events of day 1 lesson for all students
Review:
Lesson Procedures: Lesson Body:
(Modeling; Direct
Model/Explanation: (5 minutes)
Instruction; Guided
Students will be divided into two groups to determine whether or not
Practice; Independent
Study; Assessments; etc…)
democracy is the best problem solving method for government. Both groups
will be given the same problem and will be asked to find a solution. Group A will
have a leader randomly appointed by the teacher. This leader will ultimately
make the final decision for the problem, though students in Group A may try to
sway the leader’s opinion one-way or the other. Group B will be a democracy
and will have to come to a majority rule decision for the problem- the most
votes win. During the role-play, the
(Real World Connection)
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
teacher will circulate to make sure that students are working together, are in
their appropriate roles and to clarify any problems, if necessary. Divide the
class. Discussion and Decision Making: (10 minutes)
When students are settled into their groups, write the problem on the board.
The Problem: This school should have a dress code (or a computer for every
student to use). Why or why not? Justify.
Debrief: How effective is democracy? (7 minutes) Each group will explain their
group’s decision and how they came up with it.
Ask the students: “Do you think that democracy is always the best form of
decision making?”
Response: (10 minutes)
The students will be asked to assess whether or not democracy is always the
most efficient form of decision-making based on this simulation. The students
will justify their answer in a one-paragraph response that demonstrates their
knowledge of democracy and relate it to the decision making process they have
experienced and after watching the 10 minute video clip on the US is not a
Democracy.
Assessment:
The students will be assessed on their justification and evidence for their choice
as to whether democracy is the most effective decision making process or not.
They should incorporate their experience in the role play and may bring in
outside examples from what they know about how democracy functions in the
US government, and in other areas of their life, such as school, clubs, family etc.
Closure: (10 minutes)
Differentiation&
Motivation:
(ELL; SPED; 504; GT; etc…)
Students can choose partner for pair share and will divide themselves into the 2
groups (Republic and Democracy)
80% accuracy or better for written justification, final paragraph
Student Mastery
Evidence:
Closure/Reflection: Complete any HOTS questions not answered already, students can share their
responses as well.
Mixed ability gender separation at tables, see seating chart.
Grouping
Applicable:
Task sheet/file, video clips, students will need time to finish outline from
Misc. Information:
Monday as well for some of the classes during the day.
Slide show with directions for each step of the lesson for students
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
4-5-12 (TBA)
Field Trip to Mitchell HS
SWBAT: discovery PBL entry event, from Inner Space to Outer Space
(See PBL file for more detail)
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
4-6-12
Ancient Greece-Vocabulary (Frayer Model)
SWBAT: using the vocabulary slide show notes, students will make connections
to a pictogram and an historical event for the 17 vocabulary words with 80%
accuracy or better.
S.S.: 1.2 History: The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
(Greece)
Critical Thinking
Knowledge, Comprehension, Application, Synthesis
Opening/Hook:
SlideBoom link to Vocabulary Slide Show;
http://www.slideboom.com/presentations/522089/Greek-Vocabulary
When making connections to history, what are some ideas that you can use
HOTS:
(Higher Order Thinking Skills
from your reading?
Questions)
Democracy
Review:
Lesson Procedures: Model: teacher will model the first word from the slide show in the frayer book
(Modeling; Direct
so that students can see how to complete each of the 4 sections. Direct
Instruction; Guided
Instruction: this will be through the gradual release strategy: I do, We Do, You
Practice; Independent
Study; Assessments; etc…)
do method. Guided Practice: 2nd, 3rd word on the list. Independent study:
students will complete the remaining 17 words from the vocabulary list on their
own.
Students will be able to use the slide show and the text for supporting
Differentiation&
Motivation:
information for their work.
(Real World Connection)
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
80% or better for all 17 words, 4 areas completed correctly.
Word Wall, use the words for a quick game of charades
Mixed ability grouping at the tables, gender specific
Slide Show for vocabulary:
http://www.slideboom.com/presentations/522089/Greek-Vocabulary
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
4/9/12
Pre-test Ancient Greece Content
SWBAT: complete the pre-test for ancient Greece with 100% completion.
S.S.: 1.2 History: The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
(Greece)
Critical Thinking
Knowledge, comprehension, application
Opening/Hook:
QuizStar login, Do Now
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
Inquiry Questions:
1. How does the rise or collapse of a government affect surrounding societies
over time?
2. What ideas have fundamentally changed different cultures in the Eastern
Hemisphere (Europe)?
3. What are the factors that influenced the development of civilizations and
nations?
4. To what extent are ideas from ancient Greece important in today’s world?
Finish Vocabulary from Ch. 6 Frayer Model Books (15 min.)
Review:
Lesson Procedures: Model: teacher will model for students how to complete the pre-test on
(Modeling; Direct
QuizStar for Ch. 6 content; they have previously completed the pretest for the
Instruction; Guided
vocabulary portion separately.
Practice; Independent
Study; Assessments; etc…)
Guided Practice: after students complete the test, the teacher will guide them
through the steps to save as a .pdf and combine with the .pdf file for their
vocabulary.
Independent Study: students will complete the pretest questions on their own
(15 min.)
Pre-test, completion only for full credit
Differentiation&
Motivation:
MARS Tickets or Candy for top 3 scores on the pre-test for each period
(Higher Order Thinking Skills
Questions)
(ELL; SPED; 504; GT; etc…)
Student Mastery
Evidence:
Closure/Reflection:
Grouping
Applicable:
Misc. Information:
100% completion of the pretest for content, Ancient Greece
Review classes’ achievement or lack their off on graph
n/a individual work, mixed ability per table see seating chart.
QuizStar loaded with pre-test for content.
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
Opening/Hook:
4/10/12 thru 4/17/12
Ancient Greece Sections 1-5 Reading Comprehension & Video Extensions
SWBAT: students will read for comprehension 1- 2 sections per day and be able
to answer the exploratory questions (HOTS) with 80% accuracy or better for
each section of Ancient Greece chapter 6.
S.S.: 1.2 History: The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
(Greece)
Critical Thinking
Knowledge, Comprehension, Application
Section 1: Trojan Horse, Helen of Troy, & Achilles Heel
Section 2: Socrates: Revolutionary Thought
Section 3: Greek Woman Festival, Draconian Law
Section 4: Battle of Thermopylae, Spartan Teacher Conference, & Wife Swap
Spartans and Athenians
Section 5: Horrible Histories Alexander the Great & I am a Greek
Section 1: How did geography influence the development of civilization in
HOTS:
(Higher Order Thinking Skills
Greece? & How did democracy develop in Athens?
Questions)
Section 2: What were some accomplishments of the Golden Age of Greece? &
How did Greek philosophers try to understand the world?
Section 3: What was life like during the Golden Age of Greece? & What was the
difference between the daily lives of men, women, and slaves in Athens?
Section 4: How did Athens differ from Sparta? & What was the result of the war
between Athens and Sparta?
Section 5: What role did the conquests of Alexander the Great play in spreading
Greek culture? & What advances in science did the Greeks make after
Alexander’s death?
During each lesson review the vocabulary words for each section using the
Review:
word wall:
Section 1: Peninsula; epic; acropolis; city-state; aristocrat; tyrant; democracy
Section 2: tribute; immortal; philosopher; tragedy
Section 3: agora
Section 4: plague; blockade
Section 5: barbarian; assassinate; Hellenistic
Lesson Procedures: Teacher will model for students how to access podcasts and videos from the
(Modeling; Direct
Assignment folder on the network. Teacher will model for students how to
Instruction; Guided
listen, follow along with the reading, and watch the video clips for each section.
Practice; Independent
Study; Assessments; etc…)
Guided Practice: As students complete each section they will check their work
for understanding with the teacher before moving on to the next section.
Students should complete 1-2 sections per day.
Independent Study: students will read along with the podcasts on their own for
the reading sections.
Assessment: HOTS questions are completed with 80% accuracy or better for
each section. Students will not get their questions to answer until after they
have completed the reading and videos for each section.
(Real World Connection)
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Differentiation&
Motivation:
Self-paced, students that need to go faster won’t be held back. Slower students
can take their time to complete their reading and videos for their HOTS
(ELL; SPED; 504; GT; etc…)
questions.
80% accuracy or better for the HOTS questions with each reading section and
Student Mastery
Evidence:
video clip series completed as well.
Closure/Reflection: Section 1: Homer’s Odyssey & Homer’s Iliad
Section 2: A New Greek Hero
Section 3: Athens
Section 4: Battle of Thermopylae(300 Spartans)
Section 5: Alexander the Great
n/a students will work independently on their own, however students are
Grouping
Applicable:
seated with mixed ability grouping at their tables and it is gender specific.
Headphones, files loaded to server, copies of HOTS for each section printed and
Misc. Information:
ready for students.
Friday: assembly for Space Foundation
Homework on Friday 4/13 to study for post-tests on 4/17
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
4-18-12
Ancient Greece Post-test
SWBAT: students will score 80% or better on their vocabulary and content posttests for Ancient Greece using the QuizStar online tool.
S.S.: 1.2 History: The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
(Greece)
Critical Thinking
Knowledge, comprehension, application, analysis, evaluation
Opening/Hook:
QuizStar Login; Introduction to Greek Research/Art Project
HOTS:
Within the test
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
(Higher Order Thinking Skills
Questions)
Review:
Review of word wall and content questions brief Q& A; students have a printed
or online version of their pre-tests for each post-test and should have
memorized and become fully knowledgeable of the information at this point.
Lesson Procedures: Modeling: teacher will model for students how to login to QuizStar briefly.
(Modeling; Direct
Also, Teacher will model for students a completed slide show based on the
Instruction; Guided
demi-goddess Medusa.
Practice; Independent
Study; Assessments; etc…)
Direct Instruction: complete the 2 post-tests for Ancient Greece on QuizStar,
students cannot use study aides or pre-tests.
Guided Practice: students will be helped by the teacher on the project selection
process.
Independent Study: completion of the post-tests for ancient Greece vocabulary
and content.
Choice of their Olympian; template provided; along with appropriate websites
Differentiation&
Motivation:
for each of the 12 Olympians and video clips as well.
(ELL; SPED; 504; GT; etc…)
80% accuracy or better on Post-tests for vocabulary and content using QuizStar
Student Mastery
Evidence:
Closure/Reflection: After the test students will choose 1 of the 12 Greek Olympians for their
research and art project. They will download the template and begin their
research project. Due date for final submission is 4-20.
N/A students will work independently unless teacher pairs a lower ability
Grouping
Applicable:
student and a higher ability student to complete the project together.
1. Resources loaded for the 12 Olympians
Misc. Information:
2. Template loaded for students to use for project
3. Teacher sample loaded on teacher drive for students to view
Daily Lesson Plan Template
Danae Boyd: Semester 2 of 2011-2012
TAP Rubric Reflective
Date/s:
Unit/Title:
Objective/
State Standard:
21st Century Skill
Blooms Taxonomy:
4-19-12 thru 5-4-12
Ancient Greece Research Project (PBL for Quarter 4)
SWBAT: students will complete a research project about 1 of the 12 Olympians
with 80% accuracy or better to the rubric for the project.
S.S.: 1.2 History: The historical eras, individuals, groups, ideas and themes within
regions of the Eastern Hemisphere and their relationships with one another
(Greece)
Critical Thinking
Knowledge, comprehension, application, analysis, synthesis, and evaluation
Opening/Hook:
(Again) Introduction to Greek Research/Art Project
(Knowledge; Comprehension;
Application; Analysis; Synthesis;
Evaluation)
(Real World Connection)
HOTS:
(Higher Order Thinking Skills
Questions)
Within the project students are using higher level thinking to complete each
portion.
Review:
Lesson Procedures: Modeling: teacher will model for students how to login to QuizStar briefly.
(Modeling; Direct
Also, Teacher will model for students a completed slide show based on the
Instruction; Guided
demi-goddess Medusa.
Practice; Independent
Study; Assessments; etc…)
Direct Instruction: complete the 2 post-tests for Ancient Greece on QuizStar,
students cannot use study aides or pre-tests.
Guided Practice: students will be helped by the teacher on the project selection
process.
Independent Study: completion of the post-tests for ancient Greece vocabulary
and content.
Students will choose their project from the Choice Board and work on it for
about 2 weeks in class. This is an ongoing project and their progress will be
tracked in class for each part of the project.
Choice of their Olympian; template provided; along with appropriate websites
Differentiation&
Motivation:
for each of the 12 Olympians and video clips as well.
(ELL; SPED; 504; GT; etc…)
PBL Q4 Parent night
80% accuracy or better on rubric for project
Student Mastery
Evidence:
Closure/Reflection: After the test students will choose 1 of the 12 Greek Olympians for their
research and art project. They will download the template and begin their
research project. Due date for final submission is 4-20.
N/A students will work independently unless teacher pairs a lower ability
Grouping
Applicable:
student and a higher ability student to complete the project together.
1. Resources loaded for the 12 Olympians
Misc. Information:
2. Template loaded for students to use for project
3. Teacher sample loaded on teacher drive for students to view
4. Day for clay creation of bust TBA with Mrs. Arthur Master Teacher