Day | Social Studies | Language Arts |
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Monday | ACTIVITY: Students will read and learn about the causes and beginning of the War of 1812 Homework: none |
•MUG Shot Sentence •Silent reading •Create two Build-A-Poems and two 8-Line Rhyme poems Homework: Read for 15-20 minutes nightly from your student-selected reading novel. An extra credit book project may be completed from the 7-3 choice list. |

Tuesday | ACTIVITY: Students will read and watch videos about the War of 1812 and its effects on the nation. Homework: none |
•MUG Shot Sentence •Silent reading •Create two Limericks •Peer editing of completed poems Homework: Read for 15-20 minutes nightly from your student-selected reading novel. An extra credit book project may be completed from the 7-3 choice list. |

Wednesday | ACTIVITY: Students will read about Andrew Jackson and look at political cartoons of Andrew Jackson to understand how the nation felt about Jackson's political decisions. They will also complete a worksheet asking them to decide whether his actions were ones a president should make. Homework: Finish Andrew Jackson Speaks Out WS |
•MUG Shot Sentence •Silent reading •Create two Painted poems •Discuss publishing of poetry collection Homework: Read for 15-20 minutes nightly from your student-selected reading novel. An extra credit book project may be completed from the 7-3 choice list. |

Thursday | ACTIVITY: Students will read a primary source document (Letter from Chief John Ross) and answer questions about the document. Homework: Finish questions, if needed. |
•MUG Shot Sentence •Silent reading •Begin publishing in computer lab Homework: Read for 15-20 minutes nightly from your student-selected reading novel. An extra credit book project may be completed from the 7-3 choice list. |

Friday | ACTIVITY: Students will participate in a reader's theater about the Dred Scott case. Homework: none |
•MUG Shot Sentence •Silent reading •Final day for publishing in computer lab Homework: Finish final draft of poetry collection for Monday. Read for 15-20 minutes nightly from your student-selected reading novel. An extra credit book project may be completed from the 7-3 choice list. |

Day | Science | Language Arts |
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Monday | Warm up statement Students will read a textbook section today about EQ safety. We will focus on how buildings are constructed to withstand EQ's. After the reading, groups of 3 or 4 students will be formed to begin our new project. Groups will sketch a design of their building to be created throughout the week. Cool down questions HW = none |
Journal Entry = spring break SSR for 10-15 minutes Students will participate in a game similar to Two Truths & a Lie. This activity will test the powers of persuasion and also give some insight as to how UMS students spend their spring breaks. A new seating chart will be unveiled to the students at the beginning of 2nd period. The poem of the day is entitled: Madam and the Rent Man Students will answer a variety of questions and reflections about this poem in small, collaborative groups. Responses will be shared to the entire class at the end of the period. HW = none |

Tuesday | Warm up statement Groups will continue to sketch their building designs and seek approval from their teacher. Students will select their building materials (cardboard) and be given a specific length of tape. Groups may begin constructing their EQ-proof building for the remainder of the period. Cool down questions HW = none |
Journal Entry = poetry SSR for 15 minutes Students will be given additional time to complete any unfinished sections of a packet containing 4 poetry templates from previous class sessions. After our break, students will read the poem of the day: Annabel Lee. We will briefly discuss its meaning as a class before we break up into small groups to analyze it deeper. Small groups will complete the poem template as well as an additional activity on the back of the template. HW = none |

Wednesday | Warm up statement Students will research effective methods of construction with the threat of an EQ in mind. The final 15 minutes of the period will be spent continuing the construction process. Cool down questions HW = none |
Journal Entry = poetry SSR for 15 minutes The poem of the day is: The Creation. A major theme of this poem is about the effort it takes to adequately complete a task. Students will ponder how a great effort, or lack of effort, has influenced the outcome of an event. Either as an individual or small group, students will analyze this poem via the template and corresponding worksheet on the back. Student responses will be shared at the end of the period. HW = none |

Thursday | Warm up statement Students will simulate an EQ within their own groups to determine its ability to stand upright. Improvements can be made to the original model or groups may choose to create another building to be tested next week. Small groups will use the remaining time in class for construction. Cool down questions HW = none |
Journal Entry & SSR Students will receive their spelling words for week 18. They will be given 10-15 minutes to begin writing their sentences for next week. We will read our poem of the day: maggie and milly and molly and may As a class, we will analyze this poem and complete the template together. On the back of the template, students may join up with a partner to complete this side of the worksheet. HW = none |

Friday | Warm up statement The entire period will be dedicated to finishing any remaining construction. Points will be awarded throughout the week for group members that are productive & collaborative. We will begin testing their buildings next Monday in class. Cool down questions HW = none |
Journal Entry & SSR Students will be given 15-20 minutes to complete any unfinished sections of poetry template packet #2. Each page of the template will be scored for accuracy & effort. Once the packets have been collected, students will read the poems of the day: I am of the Earth & Early Song Students will be allowed to collaborate on the poetry template and responses will be shared at the end of the period. HW = none |

Up-to-date plans can also be found at http://planbook.com/student?t=954648&k=KTessTigers

For more information, visit our class website at http://bit.ly/mrstessswebsite

Day | CMP Math | I Math | Language Arts |
---|---|---|---|

Monday | Crossing the Line 2.2 Learning Goal: Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change, and the x- and y-intercepts Translate information about linear relations given in a table, a graph, or an equation to one of the other forms Find solutions to a problem using a table or graph Connect solutions in graphs and tables to solutions of equations Essential Question: How can ratios and proportional relationships be used to determine unknown quantities How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations? Agenda: Warm-up Intro Lesson Check for Understanding: Problem 2.2 ACE (2–5, 35–37, 43) Core 2–5 |
Reflections Learning Goal: I will understand patterns of change between the independent and dependent variables for linear relationships Essential Question How do I draw the mirror image of an object? Agenda: Warm-up Intro Lesson Pg 551 (2 – 4, 5) Pg 553 (13 – 22) |
Poetry Learning Goal: 1. Read and interpret a variety of poetry styles. Today we focused on Lyric poetry. 2. Write and publish original poetry. Essential Question 1. What makes poetry meaningful? 2. How do we come to understand poetry? Agenda: Warm-up Intro Lesson |

Tuesday | Comparing Costs 2.3 Learning Goal: Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change and the x- and y-intercepts Translate information about linear relations given in a table, a graph, or an equation to one of the other forms Find solutions to a problem using a table or graph Connect solutions in graphs and tables to solutions of equations Understand how the y-intercept appears in tables and equations Essential Question: How can ratios and proportional relationships be used to determine unknown quantities How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations? Agenda: Warm-up Intro Lesson Check for Understanding: Problem 2.3 ACE (6–14, 38, 39, 44) Core 6–9,11,12 Extra Practice Climbing Monkeys |
Reflections Learning Goal: I will understand patterns of change between the independent and dependent variables for linear relationships Essential Question How do I draw the mirror image of an object? Agenda: Warm-up Intro Lesson Pg 551 (2 – 4, 5) Pg 553 (13 – 22) |
Poetry Learning Goal: 1. Read and interpret a variety of poetry styles. 2. Write and publish original poetry. Twitter poetry - we will focus on writing short and succinct poems that have a powerful meaning with minimal words. Essential Question 1. What makes poetry meaningful? 2. How do we come to understand poetry? Agenda: Warm-up Intro Lesson Check for Understanding: |

Wednesday | Connecting Tables Graphs and Equations 2.4 Learning Goal: Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change and the x- and y-intercepts Translate information about linear relations given in a table, a graph, or an equation to one of the other forms Write equations for linear relationships and describe what information the variables and numbers represent Find solutions to a problem using a table or graph Connect solutions in graphs and tables to solutions of equations Understand how the y-intercept appears in tables and equations Essential Question: How can ratios and proportional relationships be used to determine unknown quantities How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations? Agenda: Warm-up Intro Lesson Check for Understanding: Problem 2.4 ACE (15–28, 40, 41) Core 16, 18–28 Extra Practice Climbing Monkeys |
Scatter Plots Learning Goal: I will understand patterns of change between the independent and dependent variables for linear relationships Essential Question How do you make and interpret a scatter plot? Agenda: Warm-up Intro Lesson Check for Understanding: Pg 214 (4 – 8) Pg 215 (12, 24 – 26) |
Poetry Learning Goal: I can get lost in a good book. Essential Question 1. What have I learned in my book? Check for Understanding: SSR checklist. |

Thursday | Connecting Tables Graphs and Equations 2.4 Learning Goal: Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change and the x- and y-intercepts Translate information about linear relations given in a table, a graph, or an equation to one of the other forms Write equations for linear relationships and describe what information the variables and numbers represent Find solutions to a problem using a table or graph Connect solutions in graphs and tables to solutions of equations Understand how the y-intercept appears in tables and equations Essential Question: How can ratios and proportional relationships be used to determine unknown quantities How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations? Agenda: Warm-up Intro Lesson Check for Understanding: Problem 2.4 ACE (15–28, 40, 41) Core 16, 18–28 Extra Practice Climbing Monkeys |
Scatter Plots Learning Goal: I will understand patterns of change between the independent and dependent variables for linear relationships Essential Question How do you make and interpret a scatter plot? Agenda: Warm-up Intro Lesson Check for Understanding: Pg 214 (4 – 8) Pg 215 (12, 24 – 26) |
Poetry Learning Goal: 1. Read and interpret a variety of poetry styles. 2. Write and publish original poetry. Essential Question 1. What makes poetry meaningful? 2. How do we come to understand poetry? Agenda: Warm-up Intro Lesson - I can write poetry. Limericks! Check for Understanding: |

Friday | Connecting Tables Graphs and Equations 2.4 Learning Goal: Understand the connections between linear equations and patterns in the tables and graphs of those relations, including rate of change and the x- and y-intercepts Translate information about linear relations given in a table, a graph, or an equation to one of the other forms Write equations for linear relationships and describe what information the variables and numbers represent Find solutions to a problem using a table or graph Connect solutions in graphs and tables to solutions of equations Understand how the y-intercept appears in tables and equations Essential Question: How can ratios and proportional relationships be used to determine unknown quantities How can algebraic expressions and equations be used to model, analyze, and solve mathematical situations? Agenda: Warm-up Intro Lesson Check for Understanding: Problem 2.4 ACE (15–28, 40, 41) Core 16, 18–28 Extra Practice Climbing Monkeys |
Graphs and Functions Learning Goal: I will understand patterns of change between the independent and dependent variables for linear relationships Essential Question How do I understand and graph a function? Agenda: Warm-up Intro Lesson Check for Understanding: Pg 222 (2 – 4, 7, 8, 13 – 15) |
Poetry Learning Goal: 1. Read and interpret a variety of poetry styles. 2. Write and publish original poetry. Essential Question 1. What makes poetry meaningful? 2. How do we come to understand poetry? Agenda: Warm-up Intro Lesson - Socratic Seminar on poetry Check for Understanding: |

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