Man vs. Nature

Secondary Education 720

Literacies Across Content Areas

Professor Jamal Cooks

Rebecca Devlin-Social Studies

Peter Hansen-Math

Feleciana Stevenson-Physical Education/Dance & Fitness

Amanda Stupi-English

	Francisco Mission High School
Student Enrollment by Ethnic Group
Ý
Students Racial/Ethnic Category			Number	Percentage
African-American			200	23.1
American Indian or Alaska Native			5	0.6
Asian-American			73	8.4
ÝFilipino-American			62	6
Hispanic or Latino			408	47.2
Pacific Islander			32	3.7
White (Not Hispanic)			140	16.2
Other			2	0.2
		Total	922

Enrollment
Grade 9	281
Grade 10	286
Grade 11	196
Grade 12	159
Total %	44.5
Total #	922

Community

1990 Census

1990 Occupation of Employed ResidentsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ 1998 Estimate Age Distribution

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Population and Household Trends

ÝÝ ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ

Introduction

From the beginning of humankind people have been in constant flux with nature. Often times humanity's interaction with nature is a battle of wills - one exerting power over the other. In our thematic unit we plan to examine the history of humanity's conflict with, reverence for, abuse of and reconciliation with nature.

Social Studies

In week one the social studies classes will investigate the background, origins, spread and emotional impact of the Black Plague, as well as develop thesis-writing skills.ÝÝ In week two the class will move on to the symptoms, remedies and causes of the plague.Ý Students will also study a modern day illness and compare it to the plague and develop the skill of writing compare and contrast sentences.

In week three students will investigate the religious extremes of the plague era, the economic social consequences, and the peasant revolts of the 14^th century.Ý Students will also develop their cause/effect and problem/solution writing skills as well as study current events.Ý In the fourth week students will put all of the information together as they prepare for the Mother Earth Festival.

Ý

Math

One of the greatest innovations of humans against nature is our ability to cross natures seeming impasses. This Algebra 1 class will focus on elements of humans and nature with extra attention on bay area bridges throughout the unit. The lessons will be highly visual with an emphasis on graphing and the interpretations and predictions that graphs provide. The final projects for the culminating festival will be presented by two groups of students. Each group is to focus on one of the bay area bridges and come up with ideas of their own on constructing a third bridge to alleviate traffic congestion. The students will present historical and statistical data in the form of oral reports, charts and graphs. Our class consists of 30 students. Normal class days the students are in six groups of five students each. The duration of the class is 55 minutes. The class has 15 Internet ready computers. The lesson plans are structured so that the students will; constantly build on existing knowledge, absorb many algebraic ideas and will move cohesively toward a successful final project.

Physical Education (Dance & Fitness)

The theme for the unit this month deals with "Man vs. Nature". Each week we will explore a new topic that deals with various aspects of our theme. The first week we will discuss in an open forum the concept of "Man vs. Nature" and what it means to the students. We will also talk about the environment and how it deals with our bodies and daily living. The second week we will discover "Natural Disasters" looking at it from fictional and non-fictional perspectives. The third and fourth week we will utilize and assess our "Immediate Surroundings" through discovery with group work and solo projects.

English

The Language Arts unit aims to expose students to interactions between Humanity and Nature.Ý Students will build on their reading, comprehension, writing and oratory skills throughout the lesson. The unit aims to build on studentsí existing schema to peak their interest in and respect for the environment.Ý

For the first week, the class will examine current environmental events throughout California.Ý Students will be examining articles from newspapers, the Internet and periodicals.Ý After gaining a better understanding of audience and journalistic writing students will report on an environmental topic in their community.Ý Our class will then examine The Old Man and the Sea by Ernest Hemingway.ÝÝ Assignments will aim to empower students with specific reading strategies: questioning, predicting, and connecting. These tool-building exercises will be balanced with non-traditional assignments. Several of these assignments: original newspaper articles and graphics, Hemingway Industries: Tools for Coping With Nature products and print ads, and original nature poems will be presented at the unitís culminating event, the Mother Earth Festival.

ÝÝÝÝÝÝÝÝÝÝÝ Throughout the unit, the curriculum will strive to connect to the studentsí lives as much as possible.Ý We will discuss environmental issues in the Bay Area including pollution, hazards in the Bay View/Hunterís Point neighborhood, and inspiring conservation success stories. We will also examine the cultural influence of Cuba.Ý

In addition to the above stated lessons, daily Bell Work i.e. journal prompts, daily in-class poems, etc) will focus on Humanityís interactions with Nature.

Social Studies Calendar

Day 1 Title: Man Vs. Nature Objective: Outline the unit.Ý Define the plague.ÝÝ Make predictions about the reading.ÝÝÝ Literacy: Students will define the plague by breaking down the meaning of its different names, including the Latin and Greek derivatives. Students will begin a list of characters which they will develop and add to throughout the unit.Ý HW:Ý Read Text pagesÝÝ 356-358.ÝÝ Keep focused dialectical and interactive journal.ÝÝÝ	Day 2 Title:Ý Setting the stage Objective: Recall the conditions of Europe at beginning of 14^th century.Ý Discuss the conditions.Ý Review the social systems in place.ÝÝ Literacy:Ý Students will actively participate in a lecture/discussion and develop note taking skills. HW:Ý Draw Map 12.1 with countries and cities only.ÝÝ	Day 3 Title: Origin and SpreadÝ Objective:Ý Investigate origins and spread of plague.Ý Interpret information.Ý Introduce idea of making a game based on the plague to be played at festival. Literacy: Students will label map.ÝÝ HW:Ý Bring in lyrics for a song they like and want to use for Festival (they can use the hip hop circuit to download lyrics)	Day 4 Title:Ý Dance of the Macabre and the Grim Reaper Objective:Ý Recognize the emotional impact of the plague.Ý Literacy: Students will interpret and discuss art. Draw own versions of the dance of the macabre or the grim reaper HW:Ý Study for Quiz	Day 5 Title: What is a thesis? Objective:Ý Develop skill of thesis writing. Literacy: Students will write thesis statements. Students will work in groups to translate a popular song into one that includes concepts from the unit. HW:ÝÝ Read text p. 358-360. Keep a Focused dialectical and interactive journal
Day 6 Title:Ý Symptoms Objective:Ý Utilize knowledge from reading to interpret a primary source. Literacy:Ý Students will read Boccaccioís description of plague victims and use it along with what they recall from their reading to write their own descriptive sentences using the EWPíS Graphic organizer. HW:Ý Read HO on causes of plague.Ý Write a descriptive paragraph as either a peasant or noble person of the time.	Day 7 Title: ÝCauses Objective: Review actual cause of the plague and identify and evaluate the many different hypothesis of the era.Ý Literacy: Students will role play different perspectives of the era. HW:Ý Develop characters from notebook and write one short scene involving several characters.	DayÝÝÝÝ 8Ý Title: Remedies Objective: Examine medicine of medieval times and different popular remedies. Literacy: Students will read and classify various 14^th century advice on how to avoid the plague. HW:Ý Design amulets used for protection.	Day 9 Title: SARS Objective:Ý Investigate a modern illness.ÝÝÝ Literacy: Students will read articles with medical information.Ý Students will work together to summarize an article.Ý Students will present information and synthesize it into a chart.Ý HW:Ý Study for Quiz	Day 10 Title:Ý SARS and the plague Objective: Compare and Contrast the Plague to SARS. Literacy:Ý Students will write Compare/Contrast Sentences using graphic organizer from EWP.Ý Students will make decisions about the game for the Mother Earth festival. Students will also work in groups to share characters and skits and to develop raps for the Festival. HW:Ý Work on raps.Ý Bring in drawings and art for game.
Day 11 Title: Scapegoats/Extremes Objective: ÝRecognize and analyze religious extremism.Ý Literacy:Ý Students will read and look at art depicting the Flagellants and the persecution of Jews and develop hypothesis about extremist groups.Ý Students will also role play characters in given situations.Ý HW:Ý read text pages 360-361.Ý Keep focused dialectical interactive journal.	Day 12 Title: ÝEconomic and social consequencesÝÝ Objective:Ý Identify the economic and social consequences of the plague. Literacy:Ý Students will develop notetaking skills during a lecture.Ý Students will also read a primary source and formulate answers as a group to discussion questions. HW:Ý Choose one discussion question from the day and write a one-paragraph answer.	Day 13 ÝTitle: ÝCause/effect Objective: Recall information presented in yesterdayís lecture.Ý Organize and interpret knowledge.Ý Investigate cause/effect relationships. Literacy: Students will write cause and effect sentences using EWP graphic organizers. Students will read and respond to a primary source. HW:Ý Read Text pages 380-384.Ý Keep focused dialectical and interactive journal.	Day 14 ÝTitle:Ý Peasant Revolts Objective:Ý Evaluate the long-term social consequences of the Plague through the Peasants revolts of the 14^th century Literacy:Ý Students will analyze maps and discuss contemporary art depicting the revolts.Ý Students will also role play characters in given situations.Ý Students will spend several minutes discussing games for the festival.ÝÝ The map of the game will be laid out.ÝÝ HW:Ý Study for quiz	Day 20 Title:Ý Assessing the Fair Objective: Evaluate the work presented by each class Determine who is winning, man or nature? Literacy:Ý Students will discuss and assess the work of their peers.ÝÝ Students will write reviews using a model movie/performance reviews found online.
Day 16 Title: Putting it all together Objective Review the unit.Ý Discuss the different characters involved.Ý As a group come up with five different skit ideas.Ý Divide into groups. Begin writing 2-3 minute skits. Literacy:Ý Students will translate their knowledge into a script. HW: Finish scripts	Day 17 Title:Ý Preparation Objective:Ý Present skits and choose one to be perform at the festival.Ý Students chosen will develop skit. ÝRest of class will be part of groups that finish Black Death Game using questions written throughout unit, continue to rewrite songs, or work on art. Literacy: students will evaluate scripts for accuracy and content as well as quality.Ý Students will write explanations of art and translate historical concepts into games and songs from popular culture. HW:Ý Determine costumes, props, rehearse, work on game, finish art, and songs.Ý	Day 18 Title:Ý Preparation Objective: Prepare for the Mother Earth Festival Literacy:Ý Students will work together to solve problems and prepare for festival under the pressure of a deadline. HW: Rehearse, bring in costumes and props, finish art and games	Day 19 Title:Ý The Mother Earth Festival Objective:Ý Present concepts coveredÝ over the course of the unit Literacy:Ý Students assess the work done by their peers and utilize what they have learned in order to be active participants in a festival.Ý Students will have to conduct them properly in a community setting.

Social Studies Lesson Plans

Social Studies Lesson Plans for Man vs. Nature thematic unit:

Text: A History of Western Society by McKay, Hill, Buckler, published by Houghton Mifflin Co.

Day 4ÝÝÝÝÝÝÝÝÝ

Rebecca Devlin

Ý9^th grade world social studiesÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ 4 periodsÝÝÝÝÝÝÝÝÝÝÝÝÝ 30 studentsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝ class length:ÝÝ 55 minutes

Dance of the Macabre and the Grim Reaper

Objective: Recognize the emotional/ psychological impact of the plague

Materials:Ý computer with internet access and hooked up to projector, drawing paper, art supplies, copies of painting St. Sebastian Interceding for Plague Victims

Notes

ÝWords to define:Ý mortality, pessimism, Dance of Death, Dance of the Macabre, Grim reaper

Steps

1.Ý Students will write in journals in response to painting St. Sebastian Interceding for the Plague Victims by Josse Lieferinxe.ÝÝ What do they see?Ý How do the characters feel?ÝÝ What is causing this emotion?Ý (5 minutes)

2. Discussion of images from journal writing.ÝÝ (3 minutes)

3.Ý Have students writeÝÝ 10 people they know on a piece of paper.Ý Give them each a black marker.Ý Tell them to cross off #s 2, 3, 5, 7, 8, and 10.Ý ìBring out your deadî Up to 50 percent of population died.ÝÝ Talk about the total number of people who died.ÝÝÝÝÝ ÝÝÝ(5 minutes)

4.Ý As a group discuss the situation.Ý What was their reaction to the last activity? Define mortality.Ý Recall that no one knew what was happening.Ý Anyone could die at any time.Ý What are some possible reactions people might have? Identify that some reacted by living more freely and tried to enjoy the good life.Ý Define pessimism. (5 minutes)

5.Ý Who is the grim reaper?Ý When have they heard this term used?Ý What are the feelings associated with the grim reaper? (3 minutes)Ý

6.Ý Define dance of death and dance of the macabre.Ý With computer connected to internet and projector go to godecookery.comÝ to look at the wood cut images by Hans Holbein.ÝÝ Go through several images. Students will describe each image and identify who it is depicting. ÝDraw on the relationship to other instances of similar images (i.e. day of the dead, etc) Show the wood cut letters as well. (15 minutes)

Follow up Activity

7.Ý Students draw their own Dance of the Death images.Ý They can be modern or based on the plague.ÝÝ Students can use any style and if they really donít like to draw they can write about one image from discussion. (14 minutes)

Debriefing

8.Ý Students write one question and answer on a note card for Black Death game for festival.Ý Students add a character to their character notebooks.Ý (5 minutes)

HW:Ý Study for Quiz on background info, origin, spread, and dance of death

Assessment:ÝÝ

Students can be assessed on their participation in the discussion.

Literary Aspect

Students will interpret and discuss art. Draw own versions of the dance of the macabre or the grim reaper

Reflection/response

Students may enjoy the images and discussing the grim reaper.

Day 5

Rebecca Devlin

9^th grade world social studiesÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ 4 periodsÝÝÝÝÝÝÝÝÝÝÝÝÝ 30 studentÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ class length:ÝÝ 55 minutes

What is a thesis?

Objective: Develop skill of thesis writing

Materials:Ý Copies of lyrics from a hip hop song downloaded from the hip hop circuit website (studentsýhip hop lyrics), cd and cd player, blackboard, chalk, thesis handout

Notes:Ý students will have turned in lyrics on day 4, instructor should choose the one from these that is most suitable for activity,

Steps

1.Ý Play song chosen for lesson on cd player.Ý Students write in their notebooks answering the question what is this song about?Ý How do you know?ÝÝ In what ways is it emphasized?Ý (5 minutes)

2.Ý What is a thesis?Ý Have students give their ideas about it.Ý Write them all on one side of the board.ÝÝ (3 minutes)

3.Ý Discuss as a group what the song is about.Ý If there is more than one answer try to come up with one central theme that covers them all. (5 minutes)

4.Ý Pass out lyrics.Ý What is the chorus?ÝÝ Is there a main line in the chorus that is summarizes the theme?Ý Write it on the middle of the board. This is the songís thesis (5 minutes)

5.Ý Together try to rewrite it into academic language.Ý (2 minutes)

6.Ý In what ways is this line supported?Ý How is it reinforced or elaborated on?Ý Write answers on board below thesis converting to academic language.Ý (8 minutes)

7.Ý What is a thesis?Ý Have their ideas changed if so write them on the other side of the board. (3 minutes)Ý

Follow up Activity

8. Students break into groups.Ý On thesis handout they are given 3 expository paragraphs written with no thesisÝÝ Students write their own thesis statements.Ý Reconvene and discuss outcomes.(15 minutes)

Closing Activity:

9.Ý Students get into groups with people with same song and begin to work on changing words to fit with Plague theme for Karaoke Machine at the festival.ÝÝ (9 minutes)

HW:Ý Read text pages 358-360.Ý Keep a focused dialectical and interactive journal.

Literary Aspect

Students will write thesis statements. Students will work in groups to translate a popular song to one that includes concepts from the unit.

Reflection/response

Students will enjoy having music in class and may get excited about closing activity.

Day 9

Rebecca Devlin

9^th grade world social studiesÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ 4 periodsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ 30 studentsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝ Ýclass length:ÝÝ 55 minutes

SARS

Objective:Ý Investigate a modern illness.ÝÝÝ

Materials:ÝÝ Articles from MedNet website. (Hip Hop Circuit ý resourcesýstudent toolsýhomework planetýMedNetýsearch:Ý SARS). Blackboard, chalk,

Steps

1. Students will write in journal describing an image of 14^th century physician dressed in protective clothing complete with ìbeakî to prevent inhaling the poisonous smells believed to cause the plague.Ý ÝÝStudents will also nswer the questions:Ý Who do you think this is?Ý Why is the character dressed this way?Ý What is the character going to do?Ý (5 minutes)

2.Ý Briefly discuss journal entries and the image (2 minutes)

3.Ý Discuss what students already know about SARS.Ý Make predictions as to how it will compare with what we have learned about the plague.Ý Have student record information and predictions on board.Ý (5 minutes)

4.Ý Develop a chart for symptoms, false remedies, real and false causes, origins, spread, and emotional reactions.ÝÝ (5 minutes)ÝÝÝÝÝ

Follow up Activity

5.Ý Students will break into groups of 3-4.Ý Each group will read an article about SARS downloaded from internet.Ý ÝStudents will develop a summary.ÝÝ They should also discuss what aspects of chart they can fill in. (15 minutes)

6.Ý Students will reconvene.Ý Each group will give a summary of their article.ÝÝ Using information we will fill in the charts.ÝÝ (15-20 minutes)

Closing Activity:

7.Ý Students write a question and answer on note card reflecting what they have learned to be added to Board Game project.Ý Students add another character to their list.Ý (5 minutes)

HW:Ý Study for quiz on symptoms, causes and remedies

Literary Aspect:Ý Students will read articles with medical information.Ý Students will work together to summarize an article.Ý Students will present information and synthesize it into a chart.Ý

Assessment:Ý Students will be assessed on their participation in groups and in class discussion.

Day 13

Rebecca Devlin

9^th grade world social studiesÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ 4 periodsÝÝÝÝÝÝÝÝÝÝÝÝÝ 30 studentsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝ class length:ÝÝ 55 minutes

Cause and Effect

Objective:Ý ÝÝ Recall information presented in yesterdayís lecture.Ý Organize and interpret knowledge.Ý Investigate cause/effect relationships. Write cause/effect sentences.

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Ý

Materials:Ý Cause and Effect Graphic organizer and cue words from the Expository Writing Program on the Hip Hop Circuit, blackboard, chalk

Notes:

Basic ideas covered:

Plagueýdecrease in populationý

decrease in laborersýincrease in demand for laborersýincrease in wagesý

decreased power for landownersý

arable land converted to sheep pastureý decrease in work for farmÝ laborers ýincrease in laborers in cityý

ÝÝÝÝÝÝÝÝÝÝÝ

repressive legislature passed against peasants

surplus of agricultural productsýdecrease in cost of agricultural productsýincrease in land rented by landownersýdecrease in jobs for farm laborersýincrease in laborers to city

Steps:

1.Ý Students will read excerpt from contemporary English Chronicler Henry Knighton.ÝÝ Students will write in their journals a list of information they recognize from yesterdayís lecture.Ý Students should also deduce the social class of the author and support deductions with evidence. (5 minutes)

2.ÝÝ Discuss reading and use it to review information covered in previous lecture. (5 minutes)

3. ÝÝDiscuss the concept of cause/effect.Ý Come up with some common examples and write using arrows.Ý (5 minutes)

4.ÝÝ Students write one cause and effect diagram from yesterdays lecture in their notebooks.Ý (5 minutes)

5.ÝÝ Students present their examples and they are written on board. (5 minutes)

6.ÝÝÝ Introduce and draw the cause/effect graphic organizer from EWP on the board.Ý Have students copy into the essay section of their notebooks.Ý Also introduce cue words such as:Ý Reasons such as, ifÖ.then, as a result, therefore, because. (5 minutes)

7.ÝÝÝ As a group fill in chart with one example and then write a few sentences together.ÝÝ Example:Ý The plague decimated at least a third of the population of Europe, as a result there was a shortage of laborers.Ý This shortage resulted in higher wages for the laborers and decreased power for the landowners.Ý (5 minutes)

ÝÝ

Follow up Activity

8.Ý Students work alone to produce several more cause and effect relationships using either the EWP organizer or the arrow method.Ý Students utilize these to construct 5 sentences of their own. If students finish early they can work on skits, raps, or game development for festival.Ý (15 minutes)

Debriefing

9.Ý Students write one question and answer on note card for the game for the Festival.Ý Students add one character to their notebooks. (5 minutes)

HW:Ý Read text 380-384.Ý Keep focused dialectical and interactive journal

Literary Aspect

Students will read and respond to a primary source.

Students will write cause and effect sentences using different graphic organizers.Ý

Reflection/response

It is a good opportunity to rotate around the room and work individually with students on their writing.Ý Challenge will be to get them to write more complex sentences.

Assessment:

Students will be assessed on their participation particularly during the review of yesterdayís lecture and on the sentences they produce on their own

Day 15

Rebecca Devlin

9^th grade world social studiesÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝ4 periodsÝÝÝÝÝÝÝÝÝÝÝÝÝ 30 studentsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ class length:ÝÝ 55 minutes

Current Revolts

Objective:Ý Find recent articles that correspond with the peasant revolts (strikes, etc)Ý Interpret the information.

Materials:Ý computers with internet connections, Handout

Steps

1.Ý Short quiz on scapegoats and extremes, economic and social consequences of the plague and the peasants revolts.Ý (10 minutes)

2.Ý Recall and discuss yesterdays lecture.ÝÝ As a group come up with examples of ways in which this kind of activity is still seen in modern times. (strikes, riots, revolutions, perhaps terrorism) (5 minutes)

3.Ý Students go online to find articles from the last couple of years (preferably current events) that fit into the category defined in step 2.Ý Students can use CNN News online (part of hip hop circuit), Time online, or do a basic google search.Ý Students can print articles when they find them.Ý (10 minutes)

4.Ý Students will read articles and fill out a handout that asks them to:Ý Describe the situation:Ý When did this occur?Ý Where did it occur?Ý What is the problem or problems?Ý Who is involved?Ý What are the interests of all sides?Ý What are the causes and effects?Ý Analyze:Ý Was it successful?Ý Should they have chosen other ways to address the problem?Ý Hypothesize:Ý What will happen in the future?Ý (20 minutes)

Follow up Activity:

Students go to EWP on hip hop circuit and look up the problem/solution section.Ý In their notebooks they will draw the graphic organizer and write the cue words.Ý Using these tools and cause/effect notes from day 13 will write 5 sentences for their article.Ý (10 minutes)

HW:Ý Compile list of characters notebook.Ý Choose three favorites and develop them.Ý Choose three possible settings.Ý Write a scene for one of them involving at least one of favorite characters.Ý

Literary Aspect:

Students will develop online searching skills and evaluate articles for similarities with concepts studied in class. Students will analyze and hypothesize and write problem/solution and compare/contrast.sentences.

Assessment:

Students will be assessed on the discussion, the handout and the sentences they write.

Reflection/response

This is another good opportunity to rotate around the room and work individually with students on writing and internet skills.ÝÝ

Math Calendar

Monday	Tuesday	Wednesday	Thursday	Friday
Day 1 Objective: Define rectangular coordinate system & explain ordered pairs Topic: Students will align themselves into a human coordinate system Literacy Aspect: In-class write about what each of the quadrants represents	Day 2 O: Identify and solve linear equations T: Algebra is a language LA: Restate algebraic equations in written word phrases	Day 3 O: Discover techniques to graph linear equations T: Graphing the rate of westward expansion LA: Journal about how graphs can represent peoples migrations	Day 4 O: Identify intercepts of a graph T: Airplane flight routes LA: Students discuss what lines may not have intercepts	Day 5 O: Calculate the slope of a line T: US mountain ranges LA: Student mini-presentations on ranges w/ equal slope (parallel lines)
Day 6 O: Illustrate understanding of the major components of a graph T: Graphs can distort the facts LA: Students create and explain an example of a deceptive graph	Day 7 O: Explain bridge project for final festival T: Additional bridge in the bay area LA: Student paragraph assessing thoughts on bridge project	Day 8 O: Introduce students to a variety of graphs T: Choosing a graph that best describes the information LA: 2 paragraphs on describing different types of graphs	Day 9 O: Interpreting and projecting data T: Toll revenue from bay area bridges LA: HW asks students to make projections about toll graphs	Day 10 O: Introduce graphing calculators T: Short-cut to plotting points LA: Students journal explaining why calculators are only supplemental to plotting points
Day 11 O: Apply exponential rules to algebraic expressions T: The exponential spread of plagues LA: Students write about the connection between exponents and plagues	Day 12 O: Define polynomials and combine like terms T: The effects of gravity LA: Students create a word problem involving the effects of gravity	Day 13 O: Identify and examine logarithms T: Seismic activity and the Richter Scale LA: Descriptive paragraph on the math behind the Richter Scale	Day 14 O: Practice using Excel by creating bridge graph T: Change in annual crossings of bay area bridges LA: HW students write an interpretation of the graph they created	Day 15 O: Apply special-product methods to compute area T: The area occupied by the SF bay LA: Journal description on how area helps bridge contractors
Day 16 O: Express numbers using scientific notation T: Space exploration LA: Short group presentations on galactic distances	Day 17 O: Develop techniques to graph exponential functions T: Drag racing on the Golden Gate Bridge LA: HW description about which project graph looks parabolic	Day 18 O: Integrate division of functions to assist graphing T: Predictions based on historical data LA: Student write-up on relevant predictions for their new bridge	Day 19 O: Presentation of the bridge projects at the Festival T: Celebration of the Earth and Man vs. Nature LA: Students will be presenting in front of all classes	Day 20 O: Assess both the Bridge Project and the Festival T: Discussions about yesterdays activities LA: Each group summarizes yesterday and comment on success/failure of the Bridge Project

Math Lesson Plans

Algebra as a Language

Lesson Plan 1

Calendar Day 2

Objective:

Students will apply the general strategy for solving linear equations in one variable. The students will also demonstrate an understanding of transforming linear equations to written word phrases.

Materials:

Overhead projector

Prepared Transparencies

Calculators

Notes:

Make sure to inform the students that this lesson will involve some calculations and a lot of class participation. Express to them that they have already done this type of activity in their heads. Today they will reproduce their thought process onto paper.

Steps:

Anticipatory: (5 min) On an overhead with the equation 2X+7=X-3 and directions for the students to translate this numerical sentence into a written word phrase.

1. (2 min) Ask the students what types of answers they wrote.

2. (2 min) Ask the students what is clear/unclear about this task.

3. (1 min) Inform the students that by the end of today's lesson we will all feel more comfortable translating algebra into written word form.

4. (10 min) Using the overhead, introduce the students to the steps involved to solve a linear equation, and do a sample problem together as a class.

5. (7 min) Students get into their groups and each group works on an example problem.

6. (7 min) Two representatives from each group will show the class how to work through their example problem.

7. (7 min) Have each group write a summary of their logic (an outline of the steps they used) in solving the linear equations.

8. (1 min) Show students original equation form the beginning of class and ask the same question form the start of the lesson.

9. (7 min) Write the equation large on the board and have student volunteers come to the board to write the literal meaning of each term and operation. Meanwhile assist any students having difficulty.

Follow-Up Activity:

(Remaining 5 min and HW) Students in groups will create two linear equations. Students must write the equations in algebraic form and written word form. The students must also solve the equations for the variable they created. Extra credit for any student who can come up with a spoken word rap to go along with the algebraic sentences they have created. (Anyone who attempts this part of the lesson can bring a CD of choice to class to be played all week)

Literacy Aspect:

Translating algebraic equations into written word phrases helps the students to better understand the algebraic representation. Additionally, the translation helps them express what they know in a more common language.

Reflection/Response:

It should be kept in mind that throughout this lesson it is important to spend equal time on the written phrase section and the steps-to-solving section. Students need to understand what all the algebraic notation means literally, in order to be successful in algebra. This lesson is the foundation for the studentís bridge project introduced next week.

The Bridge Project

Lesson Plan 2

Calendar Day 7

Objective:

Students will become familiar with the Bridge Project that will be presented at the final festival. Students will explore the websites provided for the Bridge Project.

Materials:

Sample Graphs

Computer with Projector (Internet Ready)

3 Project Handouts

Notes:

This lesson is lengthy and full of information; it may have some overflow into tomorrow. Be prepared to split the class into two groups (one group for each bridge) and to pair each student with a partner. The partners will research information together for part of their group as a whole.

Steps:

Anticipatory: (3 min) Propose a problematic situation to the class. Start with a story about how long I was stuck in traffic one day on one of the Bay Area Bridges. Tell the students that I have an idea of constructing a third bridge, but that first I need them to do some research for me.

1. (3 min) Ask the students for some feedback.

2. (8 min) Launch into the project and explain Handout 1.

Handout 1

…        The students are to do a research project in groups (as stated above). They will research the Golden Gate Bridge and the Oakland Bay Bridge for historical and statistical information. They are to compile this data in a written portion of the project. Additionally, we will use Microsoft Excel and the graphing techniques we are learning in class to create visually informative graphs on statistical information and future predictions. Based on this information, each group will come up with a plan to create a third bridge in the bay area. The students will graphically back-up their idea for a third bridge by illustrating how it will reduce traffic on the other two existing bridges.

…        The students will also include in their projects the effect that the 1989 earthquake had on the Golden Gate Bridge and the Oakland Bay Bridge. They should explain the plans they have to make their bridge safe from earthquake damage.

…        Additionally, the projects should include a section about graffiti art and bridges. This section should address legal issues, the art or vandalism debate and possible alternatives to graffiti on bridges.

3.   (5 min) Address any questions from the students and split them into their        groups.

4.  (10 min) Supply each student with a description of the project, helpful websites and an outline of all the information they are to gather about the bridges.

Handout 2

Outline of information to be collected and/or graphed:

Type of Bridge?

Total cost to build if built today?

How much water spanned?

How many lanes?

Cost per lane?

Toll per car?

Revenue generated from toll per day?

How many years to pay off total cost (not including up-keep)?

Express graphically the total annual crossings for the past 20 years in one-year increments.

Where will the new bridge be located? Why?

How much water does the new bridge span?

Construction cost?

How many lanes? Cost per lane?

Taking all three bridges into consideration, how will the addition of this third bridge effect the overall amount of traffic on each bridge? (Express graphically, how many cars will cross each of the three bridges everyday)

Final thoughts on the effects of a third bridge.

Handout 3

Websites that will assist you with your project. (There are many others not on this list, feel free to use all that you can find)

Site for research on building bridges

http://dmoz.org/Kids_and_Teens/School_Time/Science/Technology/Buildings_and_Bridges/

Traffic and cost information

http://www.goldengatebridge.org/research/GGBTraffToll.html

Statistical information Golden Gate

http://www.goldengatebridge.org/research/factsGGBDesign.html

Statistical information Bay Bridge

http://www.lib.berkeley.edu/Exhibits/Bridge/sfobay_1.html

http://www.wikipedia.org/wiki/San_Francisco-Oakland_Bay_Bridge

Symphonies of Steel, bay area bridge information

http://www.sfmuseum.org/hist9/mcgloin.html

Seismic information on bay area bridges

http://www.dot.ca.gov/dist4/eastspans/index.html

Proís and Conís for graffiti

http://www.nccenet.org/library/articles/sanjosen13.htm

http://www.oldottawasouth.com/oscar/current/graffitiwall.htm

http://www.spiralnature.com/magick/chaos/chaosgraffiti.html

http://www.indiana.edu/~urbanflk/murals_graffiti/index2.html Includes pictures and interviews

http://www.svcn.com/archives/wgresident/08.07.96/graffiti.html

http://www.post-gazette.com/regionstate/20011005graffiti1005p3.asp

http://www.peacefulcommunities.ca/2003/August/aug06.htm

5.  (5 min) Let the students discuss within their groups who will be responsible for which tasks.

6. (10 min) Computer time for the students to do research.

Follow-Up Activity:

(Remaining class-time) Have each student write a paragraph about what they like about the project and what they feel will be problematic. Include in their paragraph what they already know about these bridges.

Literacy Aspect:

This lesson will help the students to gain computer literacy that will be needed for the completion of their final project. The written paragraphs should help me assess the students comprehension of the project.

Reflection/Response:

This lesson is assuming that the students are able to navigate the Internet. I hope that those who do not will take it upon themselves to watch another who knows. My intention with the follow-up is to get feedback about what changes I may need to make to the project.

Toll Revenue and Graphing

Lesson Plan 3

Calendar Day 9

Objective:

Students will gain a better understanding of graphing, interpreting and projecting information and data.

Materials:

Graph Paper

Rulers

Computer with Projector

Overhead of Bridge Toll Revenue

Handout of Questions

Notes:

Students will work in their 5 person groups for this lesson; however, each student must complete in class their graph and answer the questions. Make sure the students do not spend to much time perfecting their graphs.

Steps:

Anticipatory: (2 min) As the students come into class there will be images of money, toll booths and bridges flashing from the projector.

1. (3 min) Introduce the lesson. Tell the students that this lesson on graphing will help hem with their bridge project.

2. (3 min) Show overhead of bridges and toll revenue information. Explain the overhead and its content. (The average $ amount per day in toll for 2001/2002)

Overhead

	2001	2002
Golden Gate	$150,000	$154,000
Bay Bridge	$163,000	$167,000
Mr. H's Bridge	$120,000	$135,000

3. (2 min) Inform the students that Mr. H's bridge is fictitious. If they want to add one more bridge it is okay.

4. (2 min) Pass out questions for in-class work.

5. (30 min) Let the students work on the questions in their groups as I walk around the room assisting.

Handout of Questions

1. Write the data for each bridge as two ordered pairs (year, toll $).

2. Graph the line represented by the ordered pairs for each bridge on one set of axis. Describe each line you graphed.

3. Find the slope of the line for each bridge.

4. Describe the relationship of the lines for the Golden Gate and the Bay Bridge.

5. If you extend the lines you graphed into the future, what year and approximate month will Mr. H's Bridge be equal in toll revenue to the Golden Gate? Equal to the Bay Bridge? How do you know?

       6. (3 min) Answer remaining questions from students.

Follow-Up Activity:

(5 min) For HW ask the students to write one paragraph about how these graphed lines may have looked different if data would have been provided for the last 20 years rather than just two? Remind students to continue doing research for the Bridge project. Remind them that to go with the Bridge Project they may create an outlet to graffiti as vandalism, and include any graffiti they may create on their own in the project.

Literacy Aspect:

This lesson will help the students to communicate better with their classmates. The questions for the in-class work and the HW require both numerical response and written response. The written responses will assist them in formulating arguments based on graphs.

Reflection/Response

This is a great exercise for the students to do in preparation for their projects. The techniques they use in this lesson are some of the same that they will need for the projects. If students are successful with the HW then they have a firm grasp of the concepts taught so far. Perhaps I should try to get some students to do mini-presentations on their findings in this lesson. This would give them some practice for the final presentations at the final festival.

Computers and Graphing

Lesson Plan 4

Calendar Day 14

Objective:

Students will become more familiar with Microsoft Excel and its graphing tools. Students will make progress on their final projects.

Materials:

Computers

Graph Paper for Rough Sketches

Prop Graphs

Compiled Bridge Data

Notes:

Students should by now have at least some data for their final projects. Today's emphasis should be on familiarizing the students with Excel's graphing options rather than on doing more research.

Steps:

Anticipatory: (5 min) Show the students multiple graphs of the same data and ask them which graphs are more effective in representing a certain trend or argument.

1. (3 min) The students will work with their project partners at a computer and are to first open Excel.

2. (2 min) Ask the students to take out the information they have compiled about their bridge on the total annual crossings for the past 20 years. (If the students do not have it, get it from someone who does)

3. (10 min) Show the students step-by-step how to enter the data into the correct cells. Have them enter their data (assist any having difficulty).

4. (2 min) Show the students how to highlight the information.

5. (8 min) Let the students experiment with the different graphs and charts.

6. (8 min) Work with the students, and have them choose which graph they feel best describes their data.

7. (7 min) Students should now experiment with making their graphs visually appealing and easily understood. (colors, labels, fonts etc.)

8. (3 min) Students save the final graph to the desktop as part of the final project, and print one copy to assist them with HW.

Follow-Up Activity:

For HW the students will write as much as they can about the interpretation of their graph. The interpretation should include; what does the line represent? During which one-year period was there the greatest change in annual crossings? Which year was there the least? What is the approximate slope of the overall graph and what does that number represent? How did you determine your answer?

Literacy Aspect:

One of the best things about this lesson is that the students will be developing skills to help them integrate technology into their studies. The HW also challenges the students to use what they know about graphing mathematically by translating that knowledge to a written argument on paper.

Reflection/Response

The success of this lesson will depend on the studentís abilities to use the computer. It may be beneficial to seek out an assistant or two from within the class who really know computers. These assistants could then aid the students having difficulty. This HW assignment should assist me on assessing the students comprehension of the material covered up to this point.

Dragging Across The Golden Gate

Lesson Plan 5

Calendar Day 17

Objective:

Introduce the students to graphing exponential functions. Students should be able to evaluate, compare and interpret parabolic and linear graphs.

Materials:

Graph Paper

Overhead Projector

2 Prepared Transparencies

Graphing Calculators

Notes:

Be careful not to give away any answers to the students otherwise the objective will not be met. Interpretation in an extremely important aspect of this lesson, it will help the students to fine-tune their bridge projects.

Steps:

Anticipatory: (2 min) Prompt the class with questions about how fast they think a car can drive across the Golden Gate Bridge.

1. (3 min) Show and describe to students an overhead of two graphs (Graph 1 and Graph 2) with a description of the graphs and four questions.

Overhead 1

        1 Mi                                                                 1 Mi

                                    30 Sec                                                                   30 Sec

                              Graph 1                                                         Graph 2

Description:

As a car drag raced across the Golden Gate Bridge, its distance from the start is graphed in Graph 1.

1. How long did it take to cross the bridge?

2. How long is the bridge?

3. How fast was the car going in MPH?

4. Why might Graph 2 be more representative of the drag race?

2. (7 min) Have the students work on these questions in their groups.
3. (8 min) Call on different groups to explain the answer to each question.
4. (7 min) Discuss at length the answer to the fourth question. Ask the groups if they can come up with an equation that might depict Graph 2. (Remind them of our lesson last week on exponents)
5. (2 min) Show the next overhead. We will work through this chart and equation orally as a class.

Overhead 2

Finish the following chart for the equation Y=X^2 (X squared)

X	-3	-2	-1	0	1	2	3
Y

6. (3 min) First we complete the table together by substituting the X's. (The students will give the answers out loud)
7. (5 min) Now we plot the points on an overhead, students can also plot points on their graph paper if they wish. (It is strongly suggested to take notes)
8. (8 min) Discuss as a class the shape of our graph. Does this shape remind the class of anything we have seen before? Show the students the overhead again of the drag race so they can all see that Graph 2 is the same shape as this graph.
9. (5 min) Have the students graph this function with their calculators. Have them manipulate the equation so they can get a sense of the shape and direction of different parabolic curves.

Follow-Up Activity:

HW to be started in class: The students should examine all the graphs and charts they have created so far for their bridge project and describe which graph looks most like a parabolic curve. Description should include a sketch of the graph and at least one paragraph about the graph.

Literacy Aspect:

I am hoping that the class discussions about the examples given will promote much thought. The students will have to use their notes from last weeks lesson on exponents to draw a connection to today's graphs. The written part of the HW should help me to assess how well the class understands graphing. Additionally, the HW will help the students become more familiar with the project graphs. This in-turn will help them to present their projects more confidently at the all-class festival.

Reflection/Response

Hopefully the two overhead examples will give the students a good relational understanding of the different types of functions and their graphs. Also the students should be able to identify how graphs can represent real life situations. The key to this lesson is to get the students leading the discussions.

Physical Education (Dance & Fitness) Calendar

O: ObjectiveÝÝÝÝÝÝÝ T: TopicÝÝÝÝÝÝÝÝ L: Literacy
Monday	Tuesday	Wednesday	Thursday	Friday
ÝLesson PlanÝÝÝÝÝÝ 3	4	5	6	7
O: Students will be exposed to the theme of "Man vs. Nature" 2) Students express their opinions of what term means 3)Students will be exposed to Hatha & Karma YogaÝÝÝÝÝÝÝÝÝÝÝ T: Humans on EarthÝÝÝÝÝÝ L: 1) Students will write in Journal (Entry 1 for the Month) reflecting on feelings of "Man vs. Nature" article. 2) Students will reflect on article from web reading due by Friday as Journal Entry (#5)	O: 1) Students will use different Hatha warm up poses 2) Students will utilize the ujjayi breathÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: Humans on EarthÝÝÝÝÝÝÝÝÝÝÝ L: Students will write in Journal (Entry #2) reflecting on how they felt doing the warm up poses and the ujjayi breath. Students will reflect on what they enjoyed the most and what was the hardest for them to sustain.	O: 1) Students will show the downward dog with proper alignment 2) Students will perform the "Crocodile" and "Knees to Chest Twist" with breath 3) Students will be able to identify the 5 NijamasÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: Humans with Earth EnergyÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ L: Students will write in Journal (Entry #3) on how the 5 Nijama's would influence your daily life. They will also reflect on how they felt after today's concentration on the "Downward Dog"	O:1)Students will utilize the "Sun Salutation"Ý with breath 2) Students will write down notes from "Sun Salutation" 3) Students will reproduce & practice "Sun Salutation" with a parent and get it signed off due tomorrow 4) Students will critique environmental problemsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: Humans Helping Earth's EnergyÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ L: Students will write in Journal (Entry #4) about what they can do to help the environment	O: 1)Students will conclude their feelings about this weeks lessons in their opening Freewrite Friday 2) Students will be able to combine the different poses and perform in their own space at their own time. 3) Students will demonstrate their use of ujjayi breath with poses 4) Students will manage to stay still and relaxed for 20 minutesÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: Human Energy Connected to EarthÝÝÝÝÝÝÝÝÝ L: 1) Students will refelect on the weeks lesson's at the beginning of class. 2) Students will be assigned the musical play "The Wiz" (Reading due by next Wednesday)ÝÝÝÝÝÝÝÝÝÝÝÝ
Lesson PlanÝÝÝÝÝ 10	11	12	13	14
O: 1) Students will discuss in an open forum "Natural Disasters" and list on board 2) Students will recognize what natural disasters are specific to their community 3) Students will identify other places they or their family has lived known for other natural disasters 4) Students will draw on their experiences to discuss if they have or has known someone who has been involved with a natural disaster 5) Students will identify and repeat beginning of new dance "Earth Move Under My Feet"ÝÝÝÝÝÝÝÝ T: Natural DisastersÝÝÝÝÝÝÝÝÝÝÝÝÝ L:Ý 1) Students will write in Journal (Entry #5) about todays class. 2) Students will be assigned web reading for history of "The Wiz" and will write about their findings in Journal (Entry #10) 3) Students will be assigned a "Photo Collage" due on th 21st	O: 1) Students will demonstrate proper alignment with Pi-Yo Warm up 2) Students will be able to recall the section learned yesterday demonstrating rhythmic acuity 3) Students will be able to demonstate coordination in numberÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: Earth Move Under My FeetÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ L: Students will write in Journal (Entry #6) about todays class	O: 1) Students will demonstrate projection while performing dance skills 2) Students will demonstrate a high level of proficiency in performing technical skills 3) Students will demonstrate rhythmic acuity and coordination 4) Students will be able to perform in 3 groups of 10 the dance for their classmates and teacher (grading)Ý 5) Students will be able to demonstrate support for classmate when performing for one another 6) Students will demonstrate the ability to remember the extended movement sequence 7) Students will discuss their readings of "The Wiz"ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: (Performance) Earth Move Under My FeetÝÝÝÝ L: Students will reflect on todays class in their Journal (Entry #7)	O: 1) Students will accurately demonstrate Yoga warm up with increased kinesthetic awareness 2) Students will show improved range of motion and flexibilityÝÝÝÝÝÝÝÝÝÝÝ T: "The Wiz" the MusicalÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ L: Students will reflect on todays class and the first half of the musical in their Journal (Entry #8)	O: 1) Students will reflect on this weeks lessons in the opening "Freewrite Friday" 2) Students will be able to demonstrate greater efficiency in Pi-Yo Warm up 3) Students will be able to demonstrate and reproduce the beginning of "Tornado Dance"ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: Tornado with DanceÝÝÝÝÝÝ L: Students will reflect on this weeks lessons and "The Wiz" in the freewrite at the beginning of class
17	18	Lesson PlanÝÝÝÝÝÝÝÝÝÝÝÝ 19	20	Lesson PlanÝÝÝÝÝÝÝÝÝÝÝÝÝ 21
O: 1) Students will demonstrate proficiency in warm up 2) Students will be able to recall the 1st section of "The Tornado" learned last class 3) Students will be able to recall 2nd half of dance while demonstrating correct rhythm and styleÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: Visual Images/ "The Tornado"ÝÝÝÝÝÝÝÝÝÝ L: Students will write in Journal (Entry #11) comparing the visual images from the script, from their mind, from the film, and the feelings the have when moving as "The Tornado"	O: 1) Students will demonstrate the ability to remember the extended movement sequence 2) Students will demonstrate rhythmic acuity 3) Students will be able to perform the Tornado number accurately with costumesÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: The TornadoÝÝÝÝÝÝÝ L: Students will determine and write about how movement choices communicate ideas of the Tornado in their Journal (Entry # 12)	O: 1) Students will discover their immediate surroundings (nature) 2) Students will be able to work productively with a group to collect 6 items from campus for class poster/presentation 3) Students will utilize items collected on campus into a presentation from their brisk walk to the class 4) Students will create a movement sequence with a group showing their walk with movement using both locomotor and non locomotor movementsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: Immediate SurroundingsÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝL: Students will do in class writing immediately after walk describing what they experienced using all 5 senses (Journal Entry #13)	O: 1) Students will be able to use improvisation to generate movement for their choreography 2) Students will be able to work cooperatively as a group 3) Students will be able to be supportive of their classmates when performing for one anotherÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: Immediate Nature/PerformanceÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ L: 1) Students will reflect in their journal (Entry #14) about group experience, performance, and Immediate Nature dance 2) Students will write an introducation for "The Tornado Dance", their group piece, and their collage (JE #15)	O: 1) Students will reflect on their personal growth as a mover 2) Explain their collage assignments and the significance to what they selected 3) Students will be supportive of their classmates when presenting to one anotherÝÝÝÝÝÝ T: Immediate NatureÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ L: Students will reflect in their opening Freewrite Friday section in their journal on threir own personal progress as a mover
Lesson PlanÝÝÝÝÝ 24	25	26	27	28
O: 1) Students will be able to use improvisation to generate movement for solo choreography 2) Students will be able to resolve problems and issues using the choreographic principles 3) Students will begin to generate a dance that effectively communicates their "Immediate Nature" collageÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: Immediate Nature w/Natural MovementÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ L: 1) Students will write in Journal (Entry #16) of todays session. 2) Students will identify from the web assignment, 3 different dance terms and apply them in their solo	O: 1) Students will briefly re-present collage before formally introducing their name and title of piece 2) Students will present solos (1 minute) which will include 3 items from the dance vocabulary list 3) Students will be supportive of their classmate when performing for one anotherÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: Immediate Nature (Choreography)ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ L: Students will reflect in their journal (Entry #17) of todays session and performances.	O: 1) Students will be able to recall with accuracy the "Tornado Dance"Ý 2) Students will be able to demonstrate rhythmic acuity 3) Students will be able to perform piece demonstrating projection of character 4) Students will show ther ability to remember extended movement sequencesÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: Review/PreparationÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ L: Students will reflect in their Journal (Entry #18) about todays class session	O: 1) Students will be able to perform "The Tornado" Dance in front of their peers and invited guests on stage and in costume at showcase 2) Students will be able to perform selected solos and group pieces in front of their peers and invited guests on stage at showcaseÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T: "Man Vs. Nature" FinaleÝÝÝÝÝÝÝÝÝÝÝÝÝ L: Student will read personally written introduction about "The Wiz" musical and selected pieces	O: 1) Students will reflect on yesterdays performance and the "Man vs. Nature" as a wholeÖThey will list what they learned, what they were confused with, would like to get more into, and what they will take with them... 2) Students will accurately perform the Pi-Yo warm up series 3) Students will demonstrate proficiency in 5 Yoga posesÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ T:ClosureÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ L: Students will reflect in their opening Freewrite Friday section in their journal their experiences and feeling from this months lessons

Physical Education (Dance & Fitness) Lesson Plans

Man vs. Nature

4^th Period Physical Education/Dance & Fitness

Teacher: Feleciana StevensonÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ 30 studentsÝÝÝÝÝÝ 55 minutes

Lesson Plan One (November 3^rd)

Objectives:

• Students will be exposed to the theme of "Man vs. Nature"
• Students express their opinions of what term means
• Students will be exposed to Hatha & Karma YogaÝ

Materials:

• CD Player

• Relaxation CD
• ìMan vs. Natureî article 30 handouts to take home and read

Notes:

• Ask if there are any knee injuries or back problems the students may have
• If yes, bring them up front for close attention
• Remind often to breath through poses
• Remind to wear snug fitting clothes for Yoga section
• Remind may bring towel to put under knees if knee work hurts

Anticipatory Set:

• ìDo you have trouble relaxing after a rough day? Is your body stiff and untoned? Do you want to maximize your energy? Do you want to experience more contentment in your life?î

Steps:

• (10 min)Lead a discussion of ìMan vs. Natureî
• Introduce Yoga and itís origin
• (10 min)Connect ìMan vs. Natureî to Yoga in discussion
• (30 min)Starting on the floor and lying on their back will start with basic movements
• Leg and arm extensions
• Bridge Pose
• Knees to Chest

Sitting up on knees:

o Stretch Up

o Cat/Cow

o Childís Pose

• (5 min) Talk about AssignmentÝ for JE #5Ötake questions

Follow Up Activity:

• Write in Journal (Entry #1) about their feelings from the handout ìMan vs. NatureîÝ
• Students will go to Hip Hop Circuit Website (HHCW) to read ìMan vs. Nature: Weather Modification in the 21^st centuryî and write about what they think after reading it. This will be in Journal (Entry #5) due by Friday

Assessment:

• Students will receive 2 points for doing Journal Entry 1 and following directions about content
• Students will receive 2 points for doing Journal Entry 5 showing they actually read the article and have feelings about it
• Student daily points as follows:
• 2 points for being there
• 2 points for active participation/behavior/attitude
• 1 point for being dressed appropriately

Literacy Aspect:

• Students will read hand out and article on the web and write about their findings and feelings in 2 separate journal entries
• Teacher lead discussion with students input and ideas on subject

Reflection/Response:

• Need to remind them to acknowledge any outside disturbances or noise and let it pass
• Need to remind them before task that all bodies are different and not to compare themselves when doing poses
• Bring Margo Bautista to the front (She tends to hide out in the back)

Lesson Plan Two (November 10^th)

Objectives:

• Students will discuss in an open forum "Natural Disasters" and list on board
• Students will recognize what natural disasters are specific to their community
• Students will identify other places they or their family has lived known for other natural disasters
• Students will draw on their experiences to discuss if they have or has known someone who has been involved with a natural disaster
• Students will identify and repeat beginning of new dance "Earth Move Under My Feet"

Materials:

• 5+ Dry Erase Markers
• ìCollage Posterî handouts (30)
• CD Player

Notes:

• ìWe speak only when no one else is speaking during our discussion.î
• ìEvery one has their own voice, which we will respect. We are all unique!î

Anticipatory Set:

• ìLiving in San Francisco what ìnatural disasterî is specific to this location? Has any one lived elsewhere that had other ìnatural disastersî known for that location? Has anyone been involved in or knows some one who has lived through any such ìnatural disasterî?

Steps:

• (5 min)Go through Pi-Yo Warm up
• (10 min)Split the class in six groups of 5 and have them come up with a list of ìnatural disastersî
• When timeís up someone from the group will write what they came up with on the board
• (5 min)Teacher led discussion about findings, possibly adding a few more to list
• (5 min)Teacher led discussion about living in San Francisco
• (5 min)Teacher led discussion about known experiences
• (20 min) Learn new dance ìEarth Move Under My Feetî
• (5 min)Talk ìCollage Assignmentsî due Friday the 21^st

Follow up Activity:

• JE #5 about todayís class
• Go to HHCW to check out background information for ìThe Wizî
• Write about findings in JE #10 due Friday
• Will be assigned Individual Collage Poster due 21^st

Assessment:

• Students will receive 2 points for JE #5
• Students will receive 2 points for JE #10 for writing and applying content from reading
• Student daily points as follows:
• 2 points for being there
• 2 points for active participation/behavior/attitude
• 1 point for being dressed appropriately

Literacy Aspect:

• Students will reflect on todayís class in their journal
• Students will use the computer to locate information on ìThe Wizî and write about their findings in their journal

Reflection/Response:

• Do let them pick their own groups
• Put them in groups sneakily and creatively (Mix it up)

Lesson Plan Three (November 19)

Objectives:

• Students will discover their immediate surroundings (nature)
• Students will be able to work productively with a group to collect 6 items from campus for class poster/presentation
• Students will utilize items collected on campus into a presentation from their brisk walk to the class
• Students will create a movement sequence with a group showing their walk with movement using both locomotor and non locomotor movements

Materials:

• 10 ft. roll of butcher paper
• Markers, Chalk, Crayons, Paint, Tape, Glue
• Rhythm Drum

Notes:

Maribel Hernandez

Marietta Escamilla

Melinda Park

Melissa Padilla

Monica Gelacio

Pamela Hernandez

• 5 Groups of 6

Alexandra Escobar

ÝAngelica Escobar

Antonia Martinez

Ashawna Bancroft

Ashok Kumar

Carmen Diaz

Casey Nuygen

Ý Chi Wai

Christina Candelario

Danielle Lucia

Debbie Hathorne

Emilie Renato

Erica Lusk

Grady Ockner

Jennifer Benjamin

Jovanna Garcia

Lydia Maes

Margo Bautista

Patricia Medrano

Petra Garcia

Renata Clearly

Stacey Bermudo

Tina Choates

Veronica Bruce

• Alexandra and Angelica Escobar (Twins) need to work at working together peacefully
• Need to check in on them to make sure no battles

Anticipatory Set:

• ìClose your eyes and image eating your favorite dish. Recall what it smells like, recall the texture in your mouth, recall the flavor, recall how it makes you feel, recall the smell. These are some of the things we will notice on our walk about campus.î

Steps:

• (5 min)Introduction- of ìCampus Collectionî Get them in assigned groups.
• Will log on in class to HHC Website to look at San Francisco Nature Photos
• (15 min) ìCampus Collectionî- They will have 15 minutes to walk about campus and recall their surroundings using their 5 senses and without talking until they come back into the studio after writing. With their group they will collect 6 items from their excursion and bring them back to class.
• (5 min)Students will come back into studio and without any words recall their experience in a free writing session in their journal (JE #13)
• (20 min) Students will get with their groups and create a picture of their trip using materials in class and the materials brought in from campus.
• (10 min)Students will get together and create movement representing their trip and their findings

Follow Up Activity:

• 15-20 minutes of Yoga activity at home
• Signed off by parent or guardian

Assessment:

• Student daily points as follows:
• 2 points for being there
• 2 points for active participation/behavior/attitude
• 1 point for being dressed appropriately

Literacy Aspect:

• Students will work collectively to solve problems to work as a group
• Students will recall their findings in a freewriting session, in their journal

Reflection/Response:

• I didnít expect one group not having a watch. I had to switch two people so the group would know when to come back.
• May want to have more time for posters, most got really into it and didnít get to the movement sequence.

Lesson Plan Four: (November 21^st)

Objectives:

• Students will reflect on their personal growth as a mover
• Explain their collage assignments and the significance to what they selected
• Students will be supportive of their classmates when presenting to one another

Materials:

• Hanging Clips
• Group Assessment Forms
• HHCW to pe central

Notes:

• Beginning freewrite time will be used today for assessing and evaluating group work
• Weekly Journals due today

Anticipatory Set:

• ìReflect on the past two classes. Did you work well as a group? Was everyone allowed to participate fully? Did everyone contribute? Include Group number and give each personÝ in your group a number as listed on the evaluation form.î

Steps:

• (10 min)Students will do reflection of group project and evaluation in their opening freewriting Friday in journal
• (45 min)Students will take turns presenting to each other their individual collages ofÝ ìIndividual Natureî
• They will discuss what they used and why

Follow up Activity:

• ìThink about what kind of movement you would put to your personal collage of ìIndividual Natureîî
• Can bring in music (1 min limit) no lyrics

Assessment:

• Student daily points as follows:
• 2 points for being there
• 2 points for active participation/behavior/attitude
• 1 point for being dressed appropriately (Free Point today)
• 20 points for Poster
• 5 points for Presenting Poster

Literacy Aspect:

• Students will write to assess their peers during the opening freewrite session
• Students will present the ideas and reasons behind their poster to their classmates

Reflection/Response:

• What great posters!!! They spent a lot of time creating it. They were proud of their work

Lesson Five: (November 24^th)

Objectives:

• Students will be able to use improvisation to generate movement for solo choreography
• Students will be able to resolve problems and issues using the choreographic principles
• Students will begin to generate a dance that effectively communicates their "Immediate Nature" collageÝ

Materials:

• CD player
• Rhythm Drum

Notes:

• Remind them to wear all black for their showing tomorrow
• Remind them it has to be at least 30 seconds long but can not go over 1 minute

Anticipatory Set:

• ìDraw from the patterns and placement of your photos. Transfer the texture from your poster to your body. Must use 3 elements from your dance vocabulary. Incorporate it all, but use your poster for inspiration.î

Steps:

• (5 min) Open with any questions
• (10 min) Warm up
• Lead by teacher
• (40 min)Open studio (Choreograph and Create)

Follow up activity:

• Go to HHCW for review of Dance/Jazz Vocabulary for solo piece
• Students will write in JE #16 about todayís class session

Assessment:

• Student daily points as follows:
• 2 points for being there
• 2 points for active participation/behavior/attitude
• 1 point for being dressed appropriately

• 5 points for diligently working on piece
• 2 points for solving problems
• 2 points for reflecting back to poster
• 1 point for working to the end of period

Literacy Aspect:

• Students will locate dance vocabulary on HHCW if they need review
• Covered the first month of school
• Students will write in their JE #16 about their feeling from todayís class

Reflection/Response:

• Donít hover around them when they are creating.
• It tends to stop their process
• They get out of their body and into their mind
• Do: Watch from afarÖmere distance
• Let them know you are there if they have any questions or need a guided jumpstart

Liberal Arts Calendar

Humanity and Nature Unit Overview

Week One

	Monday	Tuesday	Wednesday	Thursday	Friday
Objective	Gain understanding of audience.Ý Demonstrate ability to identify author bias; Increase Vocabulary.	Gain understanding of audience.Ý Demonstrate ability to identify author bias.	Reading Tools: Predicting Facts	Reading Tools: Predicting Facts	Voice: Genre appropriate writing
Topic	Bay Area Environmental Issue	Bay Area Environmental Issue	Reading Strategies: Predicting	Main Point Indicators and Author Bias	Bay Area Environmental Issue
Literacy Aspect	Students will be introduced to several literary topics including audience and voice.Ý Students will read articles from local newspapers and identify the use of the afore-stated terms.Ý Define biweekly vocabulary words. Homework: 1.Read ìRare Exceptions on mediachannel.org accessed through Hip-Hop Circuit. 2.Read United Anglers article. 3.Find newspaper, periodical or Internet article about a Bay Area environmental issue	Students will spend the class comparing articles from various sources such as newspapers, periodicals and the Internet.Ý The class will analyze each text according to point of view and their respective audiences.Ý	The class will discuss how phrases indicate main ideas.Ý Complete Predicting Main Ideas worksheet. Homework: Read copy of Bayview Asthma article.Ý Underline indicating phrases and main ideas.	Wrap up discussion of indicators. Read homework assignments aloud in class. Write short essays employing the key point indicators.	Students will begin to create articles and graphic about a local environmental topic.Ý Students will choose a topic and write down sources and possible interview candidates for articles.Ý Students will debrief/peer manage in dyads.Ý Rough draft is due on Tuesday, Final draft on Thursday.

Week Two

	Monday	Tuesday	Wednesday	Thursday	Friday
Objective	Mastering conceptÝ of voice and audience.	Become skilled in the revision process. Practice working in cooperative groups.Ý	Expand background knowledge of Ernest Hemingway and 1950s Cuba.	Engaged reading of text.	Engaged reading of text.
Topic	Bay Area Environmental Issue	The Writing Process	The Old Man and the Sea	The Old Man and the Sea	The Old Man and the Sea
Literacy Aspect	Working in small groups, students rewrite articles according to their assigned audiences.Ý Part of class will allow students to work on newspaper article and graphic in class.Ý Students should access Expository Writing Program accessed via Hip-Hop Circuit for help.	Students will Peer-Edit their rough drafts in groups of three using Peer-Edit handout. Students will begin to implement suggested changes if time allows.	The class will look at the context in which OMS was written.Ý We will examine the celebrity status of Hemingway.Ý Begin to read OMS.Ý Start KLW. Homework: 1.Find 3 facts about Cuba on the Internet and rewrite in your own words. 2.Visit afrojazz.com and listen to some Cuban hip-hop.	Students turn in newspaper articles and graphics.Ý Class will finish discussion of Cuban culture.Ý Read several nature poems by Cuban authors.Ý Will read OMS aloud in class. Homework: Head/Heart Reading Response	Biweekly vocabulary test.Ý Visit La Jiribilla and afrojazz websites.Ý Discuss Head/Heart Reading Responses. Introduce Hemingway Industries: Tools for Coping With Nature project to be turned in on Tuesday.

Week Three

	Monday	Tuesday	Wednesday	Thursday	Friday
Objective	Increase vocabulary.Ý Foster connections to OMS.	Build oratory skills.Ý Illustrate use and comprehension of symbolism.	Assess studentís understanding and interpretation to text; Practice use of literary tools.	Integrate reading skills in literary discussion of OMS.	Investigate text thematically.Ý Support interpretations using text.
Topic	The Old Man and the Sea	The Old Man and the Sea	The Old Man and the Sea	The Old Man and the Sea	The Old Man and the Sea
Literacy Aspect	Assign bi-weekly vocabulary words.Ý Read OMS aloud in class.Ý Students complete Schema Worksheet in class.	Finish reading OMS in class.Ý Turn in KLW, discuss briefly.Ý Present Hemingway Industries:Ý Tools for Coping with Nature projects.	Complete quiz compiled of white, shaded, and dense questions. Students finish presenting products to class; Review poetry vocabulary from prior lesson. Read nature poems.Ý Assign nature poem due on Weds.	Working in pairs, students complete thematic mapping in class; Brainstorm three questions related to theme for Fishbowl discussion.Ý	Students participate in Fishbowl discussion.

Week Four

	Monday	Tuesday	Wednesday	Thursday	Friday
Objective	Practice writing organized and well-defended interpretive essays. Construct original text using literary devices.	Build students public speaking abilities.Ý Improve studentsí creative writing talents.Ý Demonstrate studentsí abilities to use and identify literary tools.	Review month long investigation of Humanity and Nature; Allow students to reflect on and acknowledge growth and areas still needing improvement.	To celebrate our environment, community, and school.Ý Reflect on learning process.Ý Master public speaking skills.	To assess and debrief on the Mother Earth Festival.Ý Model and participate in assessment process.Ý Test vocabulary progress.
Topic	The Old Man and the Sea	Nature poetry	Humanity and Nature	Mother Earth Festival	Mother Earth Festival
Literacy Aspect	Students write in-class essay on their choice of several given prompts.Ý Leftover time is devoted to working on nature poems.	Pupils read original nature poems to class.Ý Students take notes on one anotherís poems, citing stylistic tools used.	Students will complete a freewrite outlining their favorite aspects of the unit, what skills they have gained and what skills they want to continue to work on; Students will conduct a ëRecognition Ceremonyí recognizing their own hard work and support received from classmates.	Students will participate in school wide festival and read their nature poems aloud. Display their original newspaper articles and graphics as well as their Hemingway Industries products.Ý Parents will sign and comment in the class guest book.	The class will participate in a debrief meeting.Ý Students will express what was a plus of the festival, what was a minus and how to improve similar events.Ý Students will also be given a questionnaire allowing them to gage their progress in reading strategies. Biweekly vocabulary test.ÝÝ

Liberal Arts Lesson Plans

Lesson Plan One

Date:Ý Week One/ Day OneÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: 2^nd Period, English 1

Name: Ms. StupiÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students: 30

ÝÝÝÝÝ OBJECTIVE:

Demonstrate ability to decipher news articles according to audience and recognize author bias; increase vocabulary.

MATERIALS:

30 student journals

30 pens

overhead projector

literary terms overhead

30 photocopies of newspaper articles

30 student notebooks

NOTES:

It is important to start students out with an obvious opinion piece that is easy to interpret.Ý Build the students up to more subtle pieces.Ý

STEPS:

1.Ý A volunteer from the class will read the dayís poem, ìRainî by Naomi Shihab Nye.

2.Ý Students will write in their journals for ten minutes.Ý The prompt on the board will read, ìHow did you spend your weekend? Or a topic of your choice.î

3. Students will be given the opportunity to share what they wrote in their journal.

4.Ý Define bi-weekly vocabulary words.Ý Words will be written on an overhead.Ý Students will write vocabulary words in the Vocabulary section of their notebooksÝ

5.Ý I will explain to students that we will be embarking on a month long unit examining Humanityís interaction with Nature.Ý I will explain that this unit will start with looking at current environmental events, move on to The Old Man and the Sea, incorporate writing nature poetry and culminate in a school wide Mother Earth Festival.

6. Define the terms audience, bias, voice, and tone for the class.Ý Terms will be listed on an overhead.Ý Students will write the words in the ìLiterary Termsî section of their notebooks.

5. I will handout photocopies of several newspaper articles.Ý The articles will be from different sections of the newspaper i.e. Sports, Business, Opinion.Ý At least one of the pieces will be a very opinionated piece.

6. Lead discussion on the use of the terms in the articles, one article at a time. Ask questions such as ìWhat is the intended audience?Ý How can you tell?Ý How much does the audience know about football?Ý Where do you think the people he is writing to live?îÝ Have students identify the literary devices for each article.

ÝÝÝÝÝ FOLLOW-UP ACTIVITY

Homework:Ý

1. Read the article ìRare Exceptionsî on mediachannel.org accessed through Hip-Hop Circuit website.

2. Read photocopy of article on United Anglers of Casa Grande.Ý

3. Find a newspaper, periodical or Internet article about an environmental

issue in the Bay Area.

Tomorrowís journal prompt will be ìCompare the actions of those students in the United Angler article to those of the artists featured in the ìRare Exceptionsî article.

Students will continue to analyze and compare news mediums the next day in class by using the articles brought in for homework.Ý

ÝÝÝÝÝ LITERACY ASPECT:

Students will be exposed to contemporary poetry.Ý Journal writing instills the act of creating written expression as a daily activity.Ý The class will master new literary terms and vocabulary.Ý The class will illustrate critical thinking techniques and learn to distinguish between and decipher various medias and genres of non-fiction writing.

ÝÝÝÝÝ REFLECTION/RESPONSE: Ý

Be sure to incorporate articles that are of interest that are of interest to the student.Ý Even though the current unit is focused on the environment, including an article about sports or other subject s the students are interested in is recommended.

ÝÝÝÝÝ ASSESSMENT:

The daily poem is not incorporated into a daily assignment.Ý Its purpose is simply to make poetry enjoyable and accessible.Ý The journal is graded with a free write attitude.Ý The students are not graded on grammar, etc. but given a plus or minus for completing the journal.Ý Students will be tested on their knowledge and use of the biweekly vocabulary words on Day Five, Week 2; Students will be given credit for completing the homework and in class exercises for the news media lesson.Ý They will be given a more weighted letter grade for the original article that they write.

Lesson Plan Two

Date:Ý Week Two/Day OneÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: 2^nd Period, English 1

Name: Ms. StupiÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students: 30

ÝÝÝÝÝ OBJECTIVE:

Practice genre appropriate voice and illustrate understanding of audience.Ý Improve predicting skills.

MATERIALS:

30 In Class Journals

30 pens

binder paper

overhead projector

literary terms overhead

30 photocopies of newspaper articles

NOTES:

If there are an odd number of students, it is okay to have a group of two or four.

Keep an eye on Matt and Jesus.Ý They tend to talk too much when we work in groups.

STEPS:

1. Student volunteer will read ìMountainî by Kenneth Koch

2. Students will write in their journals.Ý The prompt written on the board will read, ìReflect on how often you interact with nature?Ý Is it enough?Ý Do people need to experience nature? Or a topic of your choice.î

3. Students will share their journal entries.

4. Have students ëcount offí into groups of three.

5. Hand out ìRewrite Kits.îÝ These kits contain several copies of newspaper articles that students brought to class on Day Two/Week One.Ý With each article is an assigned audience that the article has to be rewritten to address.Ý Some of these audiences are humorous such as ìDisney characters,î ìL.A. Lakers,î ìThe Supreme Court.î

6. Have students complete the rewrites in class.Ý Students should be able to finish three articles.

7. Ask for volunteers to read their rewrites out loud to the class.

8. Allow students to share their reflections on the experience.Ý Spur discussion by asking questions such as ìHow was this for you guys?Ý Hard?Ý Easy?Ý What was the process like?î

9. Collect the rewrites.

10. If there is leftover time allow students to work on their news articles in class.Ý This is a good time for them to get individual help.

11. Remind students to visit the Expository Writing Program accessed through the Hip-Hop Circuit for tips and support.

FOLLOW UP ACTIVTY

ÝÝÝÝÝ Homework:

1. Finish news article and graphic.Ý Peer edit articles tomorrow in class.Ý Final drafts due Week Two/Day Four.Ý Articles and graphics will be displayed at the Mother Earth Festival.

LITERACY ASPECT

Students will be exposed to contemporary poetry.Ý Students will experience the process of written expression on a daily basis.Ý Student will practice writing to a specific audience and recognize the need for tone and other literary devices.Ý Through writing students will better recognize the voice and audience of other texts.Ý Students experience the revision process.

REFLECTION/RESPONSE

Students had a hard time with this at first.Ý Be sure to model the activity first!

ASSESSMENT

Article rewrites will be graded as a group.Ý Articles will receive the same points as all homework and in class assignments.

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Lesson Plan Three

Date:Ý Week Two/Day ThreeÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: 2^nd Period, English 1

Name:Ý Ms. StupiÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students:Ý 30

OBJECTIVE:

Expand background knowledge of Ernest Hemingway and 1950s Cuba.Ý Introduce The Old Man and the Sea. (OMS)

MATERIALS:

30 Copies of OMS

30 In-class journals

30 student notebooks

Picturing Hemingway by Frederick Voss

Cuban music and CD player

Slides of artwork produced by Cuban artists

30 OMS Fact Contact Sheets

NOTES:

ÝBe careful with Picturing Hemingway.Ý It is a hard book to find and expensive.Ý It is my personal copy!

STEPS:

1. Student volunteer will read ìVestido de Noviaî by Norge Espinosa.
2. Students will complete Daily Warm Up.Ý Write three sentences on the board describing nature.Ý Use a variety of adjectives and adverbs.Ý Students will write down sentences in Daily Warm Up section of notebook and circle the adverbs.Ý Briefly review what adverbs are and correct Warm Up as class.
3. Ask students to start KLW page for OMS.Ý (Students have done this activity before but please remind them how the Know Learned Wonder activity works.)
4. Have students write down everything they know about Ernest Hemingway.Ý
5. Ask students to share what they wrote down aloud with class.Ý Correct any misinformation.
6. Ask students to write down everything they know about Cuba.
7. Ask students to share what they wrote down with the class.Ý Correct any misinformation.
8. Have students keep KLW in their notebooks for later reference.
9. Handout OMS fact/context sheets.
10. Ask students to read facts and quotes about Hemingway.Ý Share pertinent photographs and illustrations from Picturing Hemingway.Ý Ask students to read quotes and facts about Cuba in the 1950s.
11. Play Cuban music for students.Ý Allow them to just soak in the music.Ý Show students pictures of Cuba in the 50s and Cuba now.
12. Ask students what questions they still have about Hemingway, Cuba or OMS.Ý Write these questions on a large piece of butcher paper to hang in class for easy reference.
13. Begin reading OMS aloud in class.

FOLLOW-UP ACTIVITY:

Homework:Ý

1.Find three facts about Cuba on the Internet and rewrite them in your own words.Ý 2.Visit afrojazz.com and listen to samples of Cuban hip-hop.Ý Be prepared to share your thoughts!

I will do my best to find the answers to the questions students still have about Hemingway, OMS and or Cuba.Ý If the questions will be revealed in reading OMS I will leave them unanswered.Ý Over the next few classes I will share with students the information I find and write it on the butcher sheet; as we discuss OMS in class I will remind students to write down new facts and questions on their KLW paper.Ý This will be turned in on Day Two/Week Three.

LITERACY ASPECT:

Maintain exposure to contemporary poetry; Illustrate skilled use of adjectives and adverbs; Make connections between the context in which a text was created and the text itself; Prepare to write interpretive essays incorporating contextual evidence.

REFLECTION/RESPONSE:

Students enjoyed the music!Ý Next year have class decorated and music playing first thing to establish enthusiasm from the get go.

ASSESSMENT:

Students will receive plus/minus credit for warm up; The KnowLearnWonder (KLW) activity will be graded when students turn it in.Ý Students will be given homework credit for completing the assignment and being able to share a valid comment about the music found at afrojazz.com

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝ Lesson Plan Four

Date:Ý Week Three/Day FiveÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title:Ý 2^nd period, English 1

Name:Ý Ms. StupiÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of Students:Ý 30

OBJECTIVE:

Participate in engaged reading of a text.Ý Students will make connections between the text and their own lives.Ý Assess progress of vocabulary building.

MATERIALS:

Internet connection

One lap-tap

One projector

30 copies of OMS

30 pens

30 pieces of binder paper

30 student journals

30 student notebooks

30 copies of Hemingway Industries project

Project specific materials:Ý markers, construction paper, magazines, cardboard boxes, scrap pieces of cloth, pipe cleaners, anything and everything the students can get their hands on, glue

1 model Hemingway Industries: Tools for Coping With Nature product and print ad

NOTES:

Be sure to have kids refer to the text in the Head/Heart Discussion.

If a projector is not available, assign the website as homework or extra credit.Ý I prefer to guide them through it.Ý I prefer t guide them through la jiribilla because it is an unmonitored and thus unpredictable site.

STEPS:

1. Project onto screen lajubrilla website.Ý (http://www.lajiribilla.cu/2002/nro37enero2002.html)
2. Explain to students that they can access more information on Cuban authors and the hip-hop movement in Cuba.Ý
3. Click on a few of the authors listed.Ý Read one of the poems listed. Reiterate to students that art/music/rap expression is everywhere.Ý Encourage them to step out of their box and check out other cultures.
4. If time allows also visit afrojazz.com
5. Have students get out a piece of paper for the vocabulary test.Ý Remind them as a class they can pick two words that they want used in sentences.
6. Read the vocabulary words one at a time, allowing students enough time to reflect and write the word in a sentence.Ý
7. Have students switch papers and correct one anotherís papers.
8. Correct the tests as a class.Ý Call on student volunteers for definitions and sentences.
9. Collect vocabulary tests.
10. Ask students to get out last nightís homework, which was a Head/Heart reflection for OMS.
11. Facilitate discussion of Head/Heart responses.Ý Be sure to allow students enough time to expand on their connections.Ý Have students read the passage out loud that they refer to.
12. Collect Head/Heart responses.
13. Pass out ëHemingway Industries: Tools for Coping with Natureí handout and read as a class. Explain project.Ý Everyone will create a ìHemingway Industries: Tools for Coping With Natureî product.Ý This is a product that Hemingway could be the spokesperson for, were he alive today.Ý Students will not only create a model of the product but will create a print ad campaign for the product.Ý The Hemingway Industries project will be displayed at the Mother Earth Festival.
14. Show students example of product and print ad.
15. Answer questions about the project.

FOLLOW-UP ACTIVITY:

The class will continue to read and finish OMS.Ý Students will continue to make connections to the text on Monday, with an in class Schema exercise.Ý The Hemingway Industries project is due on Tuesday.Ý The products and print ads will be displayed at the Mother Nature Festival.

LITERACY ASPECT:

Illustrate ability to make connections to a text, a key reading strategy.Ý Instill in students the practice of referring back to a text.Ý Understand the concept of symbolism.Ý

REFLECTION/RESPONSE:

Next time have students share responses in small groups; too large a group and too many different personal connections for a manageable, cohesive discussion.

ASSESSMENT:

Vocabulary tests are graded as follows:

3 points per wordó1 point for spelling the word correctly, 1 point for giving the correct definition, 1 point for using the word correctly in a sentence.Ý

The Hemingway Industries:Ý Tools for Coping with Nature project will be graded according to the following rubric:

25% Presentation (Is the project completed neatly, with no ìseamsî showing and a professional looking print ad?)Ý

ÝÝÝÝÝÝÝÝÝÝÝ 10% Creativity (How original is the idea?)

ÝÝÝÝÝÝÝÝÝÝÝ 25% Error-free grammar and spelling of text

ÝÝÝÝÝÝÝÝÝÝÝ 30% Project Requirements (Does your project meet the minimum requirements?)

ÝÝÝÝÝÝÝÝÝÝÝ 10% Punctuality (Is your project finished on the given deadline?)

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Lesson Plan Five

Date:Ý Week Four/Day OneÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title:Ý 2^nd period, English 1

Name:Ý Ms. StupiÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of Students:Ý 30

OBJECTIVE:

Improve reading strategies. Utilize knowledge of text and author to create well-constructed essays and well-supported theories.Ý Expand critical thinking abilities.

MATERIALS:

30 copies of OMS

binder paper

30 pens

Overhead projectorÝ

CLOZE overheads (one with missing words, one with full text)

30 student journals

NOTES:

When going over the CLOZE article, stress to students the idea is not to have the exact word the author uses, but a synonym.Ý Reiterate the concept of predicting meaning.

STEPS:

1. Read a nature poem by a Bay Area author
2. Allow students a quick check-in, asking if anybody would like to share something about their weekend.
3. Students warm-up by completing the CLOZE exercises.Ý Use the overhead provided.Ý The text being used is an article downloaded from allhiphop.com a website accessed through the Hip-Hop Circuit (online.sfsu.edu/~jcooks).
4. When students have finished, place the second overhead on top of the first one.Ý Correct the exercise sentence by sentence, asking students for answers.
5. Assign the in-class essay.Ý After the students stop grumbling, remind them that in-class essays are not graded as strictly as take-home essays.Ý
6. Read and explain the three essay prompts written on the board.
7. When students are finished with the essay have them turn it in.Ý
8. When students finish they should work on their nature poems.

FOLLOW-UP ACTIVITY:

Next week students will edit and rewrite their in-class essays.Ý Students will present their nature poems to the class on Tuesday and at the Mother Nature Festival.ÝÝ

LITERACY ASPECT:

Instilling reading strategies. Practice making the leap from discussing and recording thoughts to developing cohesive textual interpretations. Demonstrate ability to perform real life writing a.k.a. writing on the spot, with no reference tools.

REFLECTION/RESPONSE:

Students need more time for the essay.Ý Shorten or skip warm up.

ASSESSMENT:

Students will be given a plus or minus for completing the CLOZE activity.

Students will be given a quiz grade for the in-class essay as participating in class and completing readings prepared them for the essay.Ý This will be a letter grade.

Culminating Activity

The Culminating activity for the Man vs. Nature thematic Unit:Ý The Mother Earth Festival.

As this unit hopefully gave students a new appreciation for their surroundings we have decided to have a culminating experience which is also a community event to be held in the auditorium and select parts of the school conducive to displaying student work.Ý The Mother Earth Festival will be a physical depiction of everything the students have learned in all their classes.ÝÝ Students will be working on projects in each class that will be presented at the festival to each other, parents and other invited guests in the community.ÝÝ Their participation in the projects, presentations and performances, as well as their roll as audience members will serve as a reinforcement for concepts explored throughout the Man vs. Nature unit.

The Festival will be divided into three aspects as follows:

Projects on display and activities

For the first part of the festival and after the performances and presentations students and guests will have the opportunity to walk around the fair and enjoy the projects and activities on display.Ý They will include:

Newspaper articles written by the English classes about local environmental issues complete with photographs and/or drawings.ÝÝ

Products created by students that will have Ernest Hemingway as the spokesperson.Ý These products will based on the English Classesí reading of The Old Man and the Sea, and could include such products as Hemingway Industries FishBait or BigGame Tracker.Ý In addition to the products, there will also be print ads.Ý

Four board games designed by students from each history class with names like Black Death and the Grim Reaper.Ý Students and guests can sit down in groups and test their knowledge by answering trivia questions about the plague.Ý Will they survive?

Amulets and Dance of the Macabre art by history classes with explanations.ÝÝ

A computer will be set up as a Karaoke machine.Ý Students can try out some of the songs rewritten by the history classes with words about the Plague.

ìCampus Collectionî posters and ìIndividual Collagesî depicting group and solo interpretations of the ìMan vs. Natureî theme by the physical education class.

Presentations

Throughout the unit the math classes will research each of the two Bay Area bridges in terms of things such as how much it cost to build, the number of cars which cross it daily, the total revenue generated, what kind of bridge it is, its history and when it was built.Ý From this information students will develop charts and graphs.ÝÝ At the festival students will present the charts and graphs and give oral reports which will interpret them and all of the research they did over the course of the month.

Two groups of math students will present their ideas for a new Bay Area bridge and their decisions concerning the location, type, and projections concerning the effects this third bridge will have on traffic.ÝÝ

ÝPerformances

ÝAbout 8-10 original poems about nature will be recited by members of the English class.Ý These students will be volunteers that are given extra credit for their effort.

Four short skits covering the span of the Black Death will be performed by members of the different history classes.ÝÝÝ These will be best of the skits from all the history classes.

Several dances created by the different groups in the physical education classes will be performed.ÝÝ There will be 2 group dances performing original works inspired by their campus surroundings. There will also be a solo performance presented which is also an original work created by the student.ÝÝÝ

The finale of the festival will be the 4^th period dance students performing the ìTornado Danceî from the musical ìThe Wizî.