October 21-October 25

REVISED 10/20/13

Miss Wright’s lesson elements for Week of October 21 - October 25, 2013 Check all that apply: ❏ Language Arts ❏ Math ❏ Social Science ❏ Science ❏ Technology ❏ Elective: 1. Common Core Learning Standards Addressed:

Science: 12.E.3a Analyze and explain large-scale dynamic forces, events, and processes that affect the Earth’s land, water and atmospheric systems (e.g. jetstream, hurricanes, plate tectonics).

CCSS Reading: CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

CCSS Writing: CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS Listening and Speaking: CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

2. Learning Targets: (What Essential Questions: (What will 2a. I can statements: New Bloom’s will students know & be able to students know & be able to do as a do as a result of this lesson?) result of this lesson?) Monday: I can create a graph about the makeup of gases in Monday: Students will create a Monday: How does the the atmosphere. pie graph about the make up of atmosphere make life on Earth the gases in the atmosphere. possible? Tuesday: I can read text and describe the five layers of the

REVISED 10/20/13

Tuesday: Students will atmosphere. sequence and describe the layers of the atmosphere. Tuesday: How does the Wednesday: I can graph the atmosphere make life on Earth temperature change Wednesday: Students will graph possible? throughout the atmosphere on the temperature changes in the my foldable. atmosphere after starting their Wednesday: How does the foldable. atmosphere make life on Earth Thursday: I gather facts about possible? the atmosphere from a video. Thursday: Students will watch a video and gather facts about the Thursday: How does the Friday: No School! atmosphere. atmosphere make life on Earth possible? Friday: No School! Friday: No School!

3. Formative Assessment Criteria for Success: (List examples in box below) Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?) Monday-Friday Comments: Monday-Friday Comments:

Formative (Ideas:) Summative (Suggestions:) ❏ Thumbs up/down ❏ End of Unit Test ❏ Exit ticket: ❏ Extended Response: ❏ Zero to five ❏ End of Unit Project: ❏ Anecdotal notes ❏ Tech project ❏ Teacher observation ❏ Oral/visual presentation: ❏ Checklist ❏ Other: ❏ Oral summary ❏ Extended Response ❏ Quiz: ❏ Written summary (or quick write): 4-1 note summary

REVISED 10/20/13

Monday-Friday Comments: Monday-Friday Comments:

4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities? How and where will you differentiate?) Focus Lesson, Guided Instruction, Collaborative Instruction, Independent Tasks Components of Monday Tuesday Wednesday Thursday Friday Gradual Release: *Run 1:30 Bells *Conferences *Conferences 8-2:30 Focus Lesson ** Block 1st/2nd 5:00-8:00 (I do) *1:30 Dismissal **Block 1st/2nd

NO SCHOOL!!

Guided (Look for context (Look for context NO SCHOOL!! Instruction (Look for context clues (JJIP) in clues (JJIP) in (We do) clues (JJIP) in reading.) reading.) reading.) - Start Blue - Finish Reading - Layers of the Atmosphere 4-1 Notes with atmosphere foldable – color PALS partner (NB foldable (NB p.17) red and blue lines p.15) to graph temperature change - Cut and paste REVISED 10/20/13

Independent -HW: Write 5 - Finish - Atmosphere NO SCHOOL!! (You do) sentences atmosphere Weather Video explaining your questions - Write 10 facts pie graph that you learned and turn the facts into a paragraph. 5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) Monday Tuesday Wednesday Thursday Friday - 4-1 Notes - Foldable Notes - Atmosphere foldable - Weather DVD - - Pie Graph - red/blue colored - Science Notebook pencil - Glue - scissors

Family Connection (How will you communicate with and extend into the home?) Student Led Conferences Thursday evening.

Teacher Reflection: