CHICAGO PUBLIC SCHOOLS WEEKLY LESSON PLAN |
| Name Helena Branch | Week Of: November 16, 2009 |
Subject: Reading | Grade: 7 | ILS: 1A 1B 1C 2A 2B 4A ELL Standards 3 4 |
ELL Standards | Listening and Speaking- Process, understand, and evaluate spoken language and engage in oral communication in a variety of situations | Reading- Process, interpret and evaluate written language with understanding and fluency | Writing- Engage in written communication in a variety of forms for an array of purposes and audiences |
MONDAY | Use Reading Strategies to Comprehend Text |
Instructional Strategies and Student Activities | - Assign new reading groups and pass out books. Discuss key idea “Brave” p. 72 (ML). Read “Riki Tikki Tavi” (10:00-10:30)
- Read Literature Circle book and annotate (AVID 12:20-12:36)
- Root Word Practice- Match using magnetic cards (2:02-2:42)
- Understand vocabulary in context p. 73-ML (2:02-2:42)
- AVID (M-Th) 12:20-12:36 Complete AR Testing or Study Island; Check out and return books to the classroom library
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Differentiated Instruction | #’s 3 |
Accommodations/ and Modifications | Ask for and provide information by restating ideas Give directions verbally and in print Introduce and define key vocabulary Increased verbal interaction Increase wait time Use non-linguistic representations |
Assessment | #4 |
Materials | ML Literature Books; Literature Circle Books; ; Index Cards; Post-its; Magnetic Tape |
Homework | Read for AR due November 25th; Study Island-1/22; Finish Lit. Circle reading, summary and annotations due tomorrow |
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TUESDAY | Make Predictions | |
Instructional Strategies and Student Activities | 10:00-10:30 - Listen to Rikki-Tikki-Tavi on CD and discuss predictions and sidebars
AVID – 12:20-12:36 - Read and annotate (Lit. Circles)
2:02-2:42 - Root Word Practice- Match using magnetic cards
- Discuss annotations from Monday
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Differentiated Instruction | #’s 1-4 | |
Accommodations/ and Modifications | Ask for and provide information by restating ideas Read aloud/Use audio Increase verbal interaction Increase wait time Use non-linguistic representations Have students work with partners and in groups | |
Assessment | Monitor and observation | |
Materials | ML Literature books; Index Cards; Post-its; Magnetic Tape | |
Homework | Read for AR due November 25th; Study Island-1/22; Read lit. circle book & summary 30 | |
WEDNESDAY | No School- Report Card Pick Up |
Instructional Strategies and Student Activities | |
Differentiated Instruction | |
Accommodations/ and Modifications | |
Assessment | |
Materials | |
Homework | |
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THURSDAY | Interpret Literary Works |
Instructional Strategies and Student Activities | 10:00-10:30 - Answer Literary Analysis for “Rikki Tikki Tavi” #’s 5-7 p. 89; Discuss in Think Tank Groups
AVID- 12:20-12:36 - Read and annotate literature circle books
2:02-2:42 - Complete vocabulary practice p. 90
- Literature Circles- Discuss annotations from Tuesday
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Differentiated Instruction | #4 and AVID period |
Accommodations/ and Modifications | Ask for and provide information by restating ideas Increase verbal interaction Increase wait time Check comprehension frequently Use non-linguistic representations |
Assessment | Monitor and observation |
Materials | ML Literature books; Lit. Books; Index Cards; Post-its; Magnetic Tape |
Homework | Read for AR due November 25th; Study Island-1/22; Read lit. book and summary |
FRIDAY | Interpret Literary Works |
Instructional Strategies and Student Activities | 10:00-10:30 1. Discuss roots viv and vit (live) and complete practice p. 90 (ML) 12:20-12:36 2. Read and annotate literature circle books 2:02-2:42 3. Assign new root words 4. Lit. Circles- Discuss annotations from Thursday |
Differentiated Instruction | #4 and AVID period |
Accommodations/ and Modifications | Ask for and provide information by restating ideas Increase verbal interaction Increase wait time Use non-linguistic representations Have students work with partners and in groups |
Assessment | Monitor and observation |
Materials | ML lit. books; index cards, post-its, magnetic tape |
Homework | Read for AR; Study Island; Read lit. book and summary due Monday |
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CHICAGO PUBLIC SCHOOLS WEEKLY LESSON PLAN |
| Name Helena Branch | Week Of: November 16, 2009 |
Subject: Math | Grade: 7 | ILS: 8A; 8B ELL Standards 1 2 3 4 |
ELL Standards | Listening and Speaking- Process, understand, and evaluate spoken language and engage in oral communication in a variety of situations | Reading- Process, interpret and evaluate written language with understanding and fluency | Writing- Engage in written communication in a variety of forms for an array of purposes and audiences |
MONDAY | Identify number patterns |
Instructional Strategies and Student Activities | - Review math warm up
- Identify number patterns pp. 83-84 (Buckle Down)
- Think-Tank Groups participate in Witzzle Activity
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Differentiated Instruction | #’s 3 |
Accommodations/ and Modifications | Break complex instructions into simple steps and repeat orally Summarize, reason, and predict math information and problem solving strategies Use color-coded cards to check for understanding Use imagery with word problems |
Assessment | Monitor and observation |
Materials | Math Tutor Place Cards; MTM; ISAT Buckle Down |
Homework | Study Island- 1/22; Math Project; p. 124 (1-4; 9; 12-15); Study for quiz |
TUESDAY | Simplify Expressions |
Instructional Strategies and Student Activities | - Review Math Warm Up
- Review homework
- Complete quiz “Solving One Step Equations”
- Simplify and identify equivalent expressions pp. 87-88 (Buckle Down)
- Participate in Witzzle Game in Think Tank Groups
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Differentiated Instruction | #5 |
Accommodations/ and Modifications | Break complex instructions into simple steps and repeat orally Summarize, reason, and predict math information and problem solving strategies Use color-coded cards to check for understanding Use imagery with word problems |
Assessment | #3 |
Materials | MTM Math Books; ISAT Buckle Down books |
Homework | Study Island; Math Project; p. 26 (22-39); p. 289 (27-35) |
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WEDNESDAY | No School |
Instructional Strategies and Student Activities | |
Differentiated Instruction | |
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THURSDAY | Evaluate Expressions |
Instructional Strategies and Student Activities | - Review Math Warm Up
- Review homework
- Identify equivalent expressions and evaluate expressions pp. 88-89 (Buckle Down)
- Think-Tank Groups will participate in Witzzle Activity
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Differentiated Instruction | #4 |
Accommodations/ and Modifications | Increase wait time Increase verbal interaction Use color-coded cards to check for understanding Use imagery with word problems Break complex instructions into simple steps and repeat orally Summarize, reason, and predict math information and problem solving strategies |
Assessment | Informal through monitoring and observation |
Materials | Math Tutor Place Cards for Middle School; Algebra I Word Problems Book |
Homework | Study Island; p. 290 (36-40); Math Project |
FRIDAY | Problem Solving |
Instructional Strategies and Student Activities | 1. Review Math Warm Up 2. Review homework 3. Participate in 2009 Challenge 4. Practice solving algebra word problems in Think Tank Groups |
Differentiated Instruction | #’s 3 and 4 |
Accommodations/ and Modifications | Increase wait time Increase verbal interaction Use color-coded cards to check for understanding Use imagery with word problems Break complex instructions into simple steps and repeat orally |
Assessment | Informal through monitoring and observation |
Materials | MTM math book; Math Tutor Place Cards; Basic Algebra |
Homework | Study Island; Math Project |
CHICAGO PUBLIC SCHOOLS WEEKLY LESSON PLAN |
| Name Helena Branch | Week Of: November 16, 2009 |
Subject: Math | Grade: 8 | ILS: 8A; 8C; 8D ELL Standards 1 2 3 4 |
ELL Standards | Listening and Speaking- Process, understand, and evaluate spoken language and engage in oral communication in a variety of situations | Reading- Process, interpret and evaluate written language with understanding and fluency | Writing- Engage in written communication in a variety of forms for an array of purposes and audiences |
MONDAY | Identify rules of number patterns |
Instructional Strategies and Student Activities | 1. Review math warm up 2. Explore geometric and arithmetic sequence pp. 520-521 (MTM) and p. 64 (Buckle Down) 3. Think-Tank Groups participate in Witzzle Activity |
Differentiated Instruction | #3 |
Accommodations/ and Modifications | Increase wait time Increase verbal interaction Use imagery with word problems |
Assessment | Informal through monitoring and observations |
Materials | Math Tutor Place; MTM math book; ISAT Buckle Down |
Homework | Study Island due 1/22/10; Math Project; p. 526 (1-6); Study for quiz |
TUESDAY | Analyze number patterns |
Instructional Strategies and Student Activities | 1. Review Math Warm Up 2. Review homework 3. Complete quiz- Solve two-step equations 4. Analyze number patterns in tables pp. 65-66 (Buckle Down) 5. Participate in Witzzle Game in Think Tank Groups |
Differentiated Instruction | #5 |
Accommodations/ and Modifications | Break complex instructions into simple steps and repeat orally Summarize, reason, and predict math information and problem solving strategies |
Assessment | #3 |
Materials | Math Tutor Place Cards for Middle School; MTM Book; Buckle Down |
Homework | Study Island; Math Project; p. 526 (7-11) |
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WEDNESDAY | No School |
Instructional Strategies and Student Activities | |
Differentiated Instruction | |
Accommodations/ and Modifications | |
Assessment | |
Materials | |
Homework | |
THURSDAY | Graphing |
Instructional Strategies and Student Activities | 1. Review Math Warm Up 2. Review homework 3. Graph functional relationships pp. 67-68 (Buckle Down) 4. Think-Tank Groups will participate in Witzzle Activity |
Differentiated Instruction | # 4 |
Accommodations/ and Modifications | Increase wait time Increase verbal interaction Use color-coded cards to check for understanding Use imagery with word problems Break complex instructions into simple steps and repeat orally Summarize, reason, and predict math information and problem solving strategies |
Assessment | Informal through monitoring and observation |
Materials | Math Tutor Place Cards for Middle School; Buckle Down |
Homework | Study Island; Math Project; Complete p. 530 (1-6) |
FRIDAY | Problem Solving |
Instructional Strategies and Student Activities | 1. Review math warm up 2. Review homework 3. Participate in 2009 Challenge 4. Practice solving algebra word problems in think tank groups |
Differentiated Instruction | #’s 3-4 |
Accommodations/ and Modifications | Increase wait time Increase verbal interaction Use color-coded cards to check for understanding Use imagery with word problems Break complex instructions into simple steps and repeat orally Summarize, reason, and predict math information and problem solving strategies |
Assessment | Informal through monitoring and observations |
Materials | MTM math book; Math Tutor Place Cards; Basic Algebra |
Homework | Study Island; Math Project |
Math Warm Ups 9:00-9:20
Week of November 16, 2009
Monday-Algebra Card 11- Use division to solve equations – Take notes and First Try #’s 1-9
Tuesday- Algebra Card 11 Use division to solve equations – side 2 #’s 1-24
Wednesday – No School
Thursday- Algebra Card 12 Solve one-step equations side 1 Take notes and first try #’s 1-9
Friday- Algebra Card 12- Solve one-step equations side 2 #’s 1-24
Math Project due January 12, 2009
Working independently or with a partner, you will design a math game.
The game must contain...
- the specific math skills/concepts (i.e. order of operations, percents….)
- typed instructions for the teacher that are clearly written (proper grammar)
- instructions must include the objective of the game, rules/how to play and how to win the game
- presentation to the class
- game play by the class for bonus points
· The project is worth a maximum of 20 points! Each project will be rated on its own merits based on the requirements detailed above.
Factor | Weak ---- Strong |
Creativity | 0 1 2 3 4 5 |
Difficulty Rating | 0 1 2 3 4 5 |
Math Content | 0 1 2 3 4 5 |
Presentation | 0 1 2 3 4 5 |
Creativity is a measure of originality. The difficulty rating is based on the type of project that is chosen. Math content is a value determined by the amount of subject matter that is within the project. Presentation is determined by the report that is given in front of the class.
