___HUMACAO__ REGION ____LAS PIEDRAS__ SCHOOL DISTRICT PEDRO RIVERA MOLINA__ SCHOOL
Canditate Teacher: _Angel Huertas_______________Coop Teacher: _Joretssie Viera_______________________ Grade: _7th_ Date: March 23 – March 27, 2015 . __ Unit: _____________________________ Week # __10____ Theme/skills:___________________________________________
Days of the Week
Tuesday
Wednesday
HOLIDAY
Monday
Review of all the Space Junk Material so far, as we had a whole week of interlude.
LEARNING ACTIVITIES Level of Thinking
LEARNING ACTIVITIES Level of Thinking
Will be discussing the parts of speech. Students will learn or re learn to identify the parts of speech in a sentence. Sentence construction based on the vocabulary words that mostly stood out on the article Space Junk. LEARNING ACTIVITIES Level of Thinking
SPECIFIC OBJECTIVES
WEEK ______10______
Memory Procedural Strategic Extended
Memory Procedural Strategic Extended
ECA: Exploration Application
ECA: Conceptualization
Reading-Writing: Before
During
Exploration Application
ACADEMIC STRATEGY
Adapted Teaching Divided Exam Explained Instructions Several Times Fragmented Work More Time Provided Examples To Do The Exercises Read Exam/Exercises Seating Arrangement
Before
During
Exploration Application
Reading-Writing: After
Before
LEARNING ACTIVITIES Level of Thinking
LEARNING ACTIVITIES Level of Thinking Memory Procedural Strategic Extended
ECA: Conceptualization
During
Exploration Application
ECA: Conceptualization
Reading-Writing: After
Friday Space Junk Test #2
Memory Procedural Strategic Extended
ECA: Conceptualization
Reading-Writing: After
HOLIDAY
DIFFERENTIATED INSTRUCTION STRATEGY (S. ED., LSP, SECTION 504, & GIFTED STUDENTS ACCOMMODATIONS):
Memory Procedural Strategic Extended
Thursday Review for Space Junk Theme Test.
Before
During
Exploration Application
Conceptualization
Reading-Writing: After
Initial: Class introduction, which consists of greeting the students & briefly asking them how their day was. Recount briefly where we left off last class & bridge that to what we’ll be discussing today & for the rest of the week. Give a brief description of what we’ll be talking about today.Then ending with 5 minutes of meditation.
Initial: Class introduction, which consists of greeting the students & briefly asking them how their day was. Recount briefly where we left off last class & bridge that to what we’ll be discussing today & for the rest of the week. Give a brief description of what we’ll be talking about today.Then ending with 5 minutes of meditation.
Initial: Class introduction, which consists of greeting the students & briefly asking them how their day was. Recount briefly where we left off last class & bridge that to what we’ll be discussing today & for the rest of the week. Give a brief description of what we’ll be talking about today.Then ending with 5 minutes of meditation.
Developmental: A review of where we left off. This will include the vocabulary. The main idea of the article. The possible solutions for the space junk problem
Developmental: The students will do exercises on the book from page 33 & 35 as this will reinforce the area of the parts of speech which they need serious work on.
Developmental: Review of the Material Covered thus Far
Closing: A re-assignment of the drawing of the Space Junk Cleaner for Thursday & Exam on Friday.
Closing: Will write sentences with the respective words discussed on page 33 & 35.
Adapted Teaching Divided Exam Explained Instructions Several Times Fragmented Work More Time Provided Examples To Do The Exercises Read Exam/Exercises Seating Arrangement
Adapted Teaching Divided Exam Explained Instructions Several Times Fragmented Work More Time Provided Examples To Do The Exercises Read Exam/Exercises Seating Arrangement
Before
During
After
Initial: Class introduction, which consists of greeting the students & briefly asking them how their day was. Recount briefly where we left off last class & bridge that to what we’ll be discussing today & for the rest of the week. Give a brief description of what we’ll be talking about today.Then ending with 5 minutes of meditation.
Developmental: The test shall be handed out and briefly explained
Closing: Answer any questions there might be in relation to the test.
Adapted Teaching Divided Exam Explained Instructions Several Times Fragmented Work More Time Provided Examples To Do The Exercises Read Exam/Exercises Seating Arrangement
Closing: Collect the tests..
Adapted Teaching Divided Exam Explained Instructions Several Times Fragmented Work More Time Provided Examples To Do The Exercises Read Exam/Exercises Seating Arrangement
___HUMACAO__ REGION ____LAS PIEDRAS__ SCHOOL DISTRICT PEDRO RIVERA MOLINA__ SCHOOL
Other: _____________________________
CONCEPTS AND SKILLS
INTEGRATION WITH TRANSVERSAL THEMES:
Other: ______________________________
Other: ____________________________
INTEGRATION WITH TRANSVERSAL THEMES: Cultural Identity Civic and Ethic Education Technology and Education Education for Peace Environmental Education Education for Work Other: _______________________________
INTEGRATION WITH TRANSVERSAL THEMES: Cultural Identity Civic and Ethic Education Technology and Education Education for Peace Environmental Education Education for Work Other: ______________________________
Other: ____________________________
Other: ____________________________
Reading/Writing INTEGRATION WITH TRANSVERSAL THEMES: Cultural Identity Civic and Ethic Education Technology and Education Education for Peace Environmental Education Education for Work Other: _______________________________
Days of the Week
INTEGRATION WITH TRANSVERSAL THEMES: Cultural Identity Civic and Ethic Education Technology and Education Education for Peace Environmental Education Education for Work Other: ______________________________
INTEGRATION WITH TRANSVERSAL THEMES: Cultural Identity Civic and Ethic Education Technology and Education Education for Peace Environmental Education Education for Work Other: _______________________________
Monday
Tuesday
Wednesday
Thursday
Friday
Computer, Projector, Board.
Computer, Projector, Board.
Computer, Projector, Board.
Computer, Projector, Board.
N/A
Complete Daily Task.
Complete Daily Task.
Complete Daily Task.
Complete Daily Task.
N/A
MATERIALS OR RESOURCES
HOMEWORK
Language Arts
PR CONTENT STANDARDS LISTS
7.LA.1 Demonstrate command of the conventions of English grammar.
Explain the function of phrases and clauses and apply
correctly.
Choose among simple, compound, complex, and compound-complex sentences when speaking and writing.
7.LA.2 Demonstrate command of the conventions of English capitalization, punctuation, and spelling.
Use punctuation to separate a series of adjectives (e.g., It was a fascinating, enjoyable movie.).
Spell correctly.
7.LA.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Choose language that expresses ideas clearly, recognizing subject-verb agreement and eliminating wordiness and redundancy.
7.LA.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on appropriate reading and content, choosing flexibly from a variety of strategies.
Use context clues to help determine the meaning of a
word or phrase.
Listening
L -Listen and collaborate with peers during social and academic interactions in class, group, and partner discussions in read-alouds, oral presentations, and a variety of grade-appropriate topics.
Ask relevant questions, add relevant information, and paraphrase key ideas.
Speaking
7.S.1 Contribute to class, group, and partner discussions by following turn‐taking, asking relevant questions, concurring with others, adding relevant information, and paraphrasing key ideas from read texts or presentations/discussions/performances.
Memorize, analyze, and follow increasingly complex instructions and directions.
Follow turn‐taking and show consideration by concurring with others in discussions.
Listen and respond during a read aloud from a variety of fiction and nonfiction texts to show comprehension, generalize, relate to character and setting, and make connections from personal experience.
questions.
Listen, respond to, and analyze complex instructions and statements; apply and clarify instructions and directions; answer and formulate closed and open-ended questions.
Answer and formulate closed and open-ended
7.S.3 Use a growing set of academic words, content‐specific words, synonyms, and antonyms to tell, retell, explain and analyze stories and experiences with increasing precision and differences in meaning.
7.S.4 Reach an agreement or persuade others in conversations using learned phrases and creative or original responses.
7.S.5 Describe, explain, and evaluate text, self, and world experiences, express thoughts and opinions to discuss current events, concepts, themes, characters, plot, and conflict resolution.
Consult reference materials (e.g., dictionaries, glossaries, thesauri), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Describe, explain, support, discuss, and synthesize
information.
Use common Greek or Latin affixes and roots correctly (e.g., "ex," "inter," "anti," "micro”).
.S.2 Respond orally to closed and open-ended
questions.
Make predictions and inferences, as well as draw conclusions from listening to a variety of texts, performances, and multimedia sources. and audience.
Adjust language choices according to purpose, task,
Reading
7.R.1 Read a variety of texts and multimedia resources (when accessible) to explain ideas, facts, events, cultural identity, genre, and processes, supplying textual evidence and connections/relationships to support analysis and conclusions. Recognize fact vs. opinion and fiction vs. nonfiction as well as facts/supporting details from the texts.
7.R.2 L. Determine a theme or main idea of a literary text and how it is conveyed through particular details.
Provide a summary of the text distinct from personal opinions or judgments.
Determine a main idea of an informational text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments
7.R.3 L. Describe how a particular story’s or drama’s plot and setting unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Distinguish character traits (internal and external).
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in an informational text (e.g., through examples or anecdotes).
Interpret cause and effect relationships.
7.R.4 L. Determine the meaning of words and phrases as they are used in a literary text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings.
Writing
7.W.1 Justify opinions or persuade others by providing textual evidence or relevant background knowledge with moderate support on a variety of personal, social, and cultural topics, current events, etc.
Express and clarify viewpoints and opinions, take and defend positions.
7.W.2 Write informational texts to examine and analyze topics and convey ideas independently using appropriate text organization.
7.W.3 Write paragraphs, short essays, and literary texts using transitional words and other cohesive devices to better organize writing that develop real or imagined experiences or events, using literary elements like narrative structure, theme, mood, plot, setting, moral, etc.
7.W.4 Develop and strengthen writing as needed by planning, drafting, revising, editing, use editing marks, rewriting, and publishing.
7.W.5 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.
7.W.6 Conduct short research projects to write a report that uses several sources to build knowledge through investigation of different aspects of a topic.
7.W.7 Draw evidence from literary or informational texts to support analysis, reflection, and research.
___HUMACAO__ REGION ____LAS PIEDRAS__ SCHOOL DISTRICT PEDRO RIVERA MOLINA__ SCHOOL
7.R.4 L. Determine the meaning of words and phrases as they are used in a literary text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
7.LA.5 Demonstrate understanding of figurative language, word relationships, and variation in word meanings.
Determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
REFORM STRATEGIES:
COMPLEMENTARY STRATEGIES
Reading Comprehension Cooperative Learning Development of Concepts Problem Based Learning Resiliency Curriculum Integration Other: _____________________________
OBJECTIVES: Met Partially Met Not Met
Value Clarification Creative Writing Technology Integration Brain Based Learning Read Aloud Other: ______________________
ACTIVITIES: Effective Difficult Not Possible to Carry On
INTEGRATION: Math Spanish Science Social Studies Music Theater Vocational Gym Other:____________________________
MATERIALS: Useful Complicated the Activity Difficult to Use
ASSESSMENT: Appropriate Feasible Wasn’t Effective
VALUES Integrity Courtesy Loyalty Self –Esteem Love Responsibility
Discipline Problem Students Were Not Receptive No Water Unsanitary
Friendship Sincerity Courage Caring Tolerance Discipline
Equality Sharing Compassion Solidarity Justice Honesty
Dignity Respect Other:
SITUATIONS AFFECTING THE CLASS Students Were Not Alert Parent Interruption School Personnel Interruption Electric Power Went Off Students Didn’t Bring Materials/Homework Emergency / Mother Nature Other: _____________________________
Teacher’s Reflection: This was a tough week to start. For starters it was following a long weekend & the relatable “off” week prior. So it was a little bit harder to get those engines revving again. It seemed like we had a mini vacation. I felt it was necessary to revisit some of the exercises we had done in the workbook to start refreshing the material for the students. The topic, according to the student’s faces seemed like it was long expired. Just like they were getting tired of the Martin Luther King topic, given that after two weeks we’re still on the same topic, it seems like we’ve been at it for longer. So as a teacher I’ve realized that one doesn’t just have to be weary of facts, but also be weary of seeming facts. And the length of this Space Junk Topic is not a fact , but a seeming fact. This plays out as though it were real for them (the students). Another dilemma with the time gap is that assignments are long forgotten. I had to re-assign the space junk cleaner drawing project. Overall, given the circumstances, they went a bit more smooth than I’d thought they could’ve span out.