File essentional standard lesson plans 3qtr.x

thelemicbathBiotechnology

Feb 20, 2013 (4 years and 5 months ago)

126 views

Week/Day:

1/1 Tuesday
-
1
st

day back

Essential Standard/Understandings:


Clarifying Objective/Understandings:


RSL

Text to Use:


Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:


Key Vocab:


During Reading
Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:


After reading
-
Connecting Text
with Lab/Lesson Activity:


Writing Strategy

For Text Material:



For Lab/Lesson Activity:

-
letter copies

Warm
-
Up Activity:


Lab/Lesson Activity:

-
sharing track out

-
getting to

know Mrs. Loyd

-
pass out letters

go over procedures

-
review of what is to be covered this quarter

Assessment/Homework:



Week/Day:
1/2 Cells

Essential Standard/Understandings:

8L5Understand the composition of various substances as it relates to
their ability to serve as a source of energy and building materials for
growth and repair of organisms. Some substances are better suited for
providing energy than others.



Clarifying Objective/Understandings:

8L5.1Summarize how food provides the energy and the molecules required for
building materials, growth and survival of all organisms (to include plants). All
organisms, including plants, require food for survival.

-
How

do organisms obtain energy from food?

-
How can the substances you consume affect you?


RSL
-
8.5Analyze the structure of text, including how each section contributes to the whole and to understand the topic.

Text to Use:

Unit E 1.1

Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:

-
Relate atoms to cells

-
Review what is known so far
about atoms/cells

Key Vocab: Vocab. #1

-
Cells

-
Unicellular

-
Multicellular

-
Molecule

-
Eukaryotic

-
Prokaryotic

During Reading
Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:

-
What is a cell?

-
How living things are
different from nonliving.

After reading
-
Connecting Text
with Lab/Lesson Activity:

-
What was learned

-
How do cells relate to atoms

-
Are humans multicellular

-
What is the ce
ll theory

Writing Strategy
-
Students will complete SG and a reflection

For Text Material:

E1.1 broken into 5 sections


For Lab/Lesson Activity:

-
Copies of SG E1.1

Warm
-
Up Activity:

Begin Vocab. #1


Lab/Lesson Activity:

-
Review
what has been taught this
year

-
go over vocab. WU

-
US

the lives of cells:what is a cell(1:41mins)

-
Students will be divided into 5 groups, each group reading a part of E1.1 then they are to answer questions on the SG and sha
re on OH with class


Assessment/Homework:
Study vocab. A
nd notes taken so far


Week/Day:

1/3 Computer Lab

Essential Standard/Understandings:


Clarifying Objective/Understandings:


RSL

Text to Use:


Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:


Key Vocab:


During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:


After reading
-
Connecting Text
with Lab/Lesson Activity:


Writing Strategy

For Text Material:



For Lab/Lesson Activity:


Warm
-
Up Activity:


Lab/Lesson Activity:

-
students will be in the
computer lab researching science fair projects

Assessment/Homework:



Week/Day:
1/4 cells

Essential Standard/Understandings:

8L5Understand the composition of various substances as it relates to
their ability to serve as a source of energy and building
materials for
growth and repair of organisms. Some substances are better suited for
providing energy than others

Clarifying Objective/Understandings:

8L5.1Summarize how food provides the energy and the molecules required for
building materials, growth and

survival of all organisms (to include plants). All
organisms, including plants, require food for survival.

RSL
-
8.9 Compare and contrast the information gained from text on the same topic

Text to Use:

Unit E 1.2

Plant and Animal cell AS

Before
reading
-
Opening
Questions and supportive
information through prior
knowledge review:

-
review vocab

-
What are common characteristics
and needs of living things?

-
What is a theory?

Key Vocab:
Vocab#1

-

Organelle

-

Fuel

-

Cellular Respiration

-

Fermentation

-

Thermal Energy

During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:

-
What are prokaryotic and
eukaryotic cells?

-
How are plant and animal
cells different?

After reading
-
Connecting Text
with Lab/Lesson Activity:

-
Go over answers for SG1.1

-
Reflectio
n 1.1

Writing Strategy
-
Students will compare and contrast plant and animal cells

For Text Material:

Unit E 1.2 and AS: Plant/Animal Cell diagram and Compare/Contrast AS


For Lab/Lesson Activity:

-
copies of plant and animal cell parts

-
compare and
contrast AS copies

Warm
-
Up Activity:

-
add to Vocab. #1

Lab/Lesson Activity:

-
go over vocab. WU

-
Students will continue in 5 groups completing SG E1.1

-

US

the lives of cells:the parts of a cell(2:15mins)

-
Students will use Unit E 1.2 and the handout to

fill out a compare and contrast AS on cells


Collect Science Fair forms

Assessment/Homework:
Study Vocab. And material covered so far


Week/Day:

2/1 Cells

Essential Standard/Understandings:

8L5Understand the composition of various substances as it
relates to
their ability to serve as a source of energy and building materials for
growth and repair of organisms. Some substances are better suited for
providing energy than others

Clarifying Objective/Understandings:

8L5.1Summarize how food provides the

energy and the molecules required for
building materials, growth and survival of all organisms (to include plants). All
organisms, including plants, require food for survival.

RSL
-
8. 9 Compare and contrast the information gained from text on the same to
pic

Text to Use:

Continue from Friday

Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:

-
Review what was covered last
week

Key Vocab:

-

Photosynthesis

-

Diffusion

-

Passive Transport

-

Osmosis

-

Active Transport


During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:

-
What are prokaryotic and
eukaryotic cells?

-
How are plant and animal
cells different?

After reading
-
Connecting Text
with Lab/Lesson Activity:

-
Sharing of compare/contrast
AS

-
Reflection 1.2

Writing Strategy
-

Students will compare and contrast plant and animal cells

For Text Material:

Unit E 1.2 and AS: Plant/Animal Cell diagram and Compare/Contrast A


For Lab/Lesson Activity:


Warm
-
Up Activity:

Add vocab.

Lab/Lesson Activity:

-
review WU
vocab.

-
students will finish compare/contrast activity and some will be shared with the class

-
students will write a reflection

Assessment/Homework:
Study vocab., SG and complete any unfinished class work



Week/Day:

2/2 Cells

Essential
Standard/Understandings:

8L5Understand the composition of various substances as it relates to
their ability to serve as a source of energy and building materials for
growth and repair of organisms. Some substances are better suited for
providing energy tha
n others

Clarifying Objective/Understandings:

8L5.1Summarize how food provides the energy and the molecules required for
building materials, growth and survival of all organisms (to include plants). All
organisms, including plants, require food for
survival.

RSL
-
8.5Analyze the structure of text, including how each sections contributes to the whole and to understand the topic

Text to Use:

Unit E 2.3

Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:

-
What is
a cell membrane?

Key Vocab:


During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:

-
How materials move in and
out of cell through the
membrane?

-
How energy is involved?

-
How surface area affects
transport?

After reading
-
Connecting Text
with
Lab/Lesson Activity:

-
Go over SG answers

-
Reflection

Writing Strategy
-

Students will complete SG and a reflection

For Text Material:

Unit E 2.1, 2.2, 2.3


For Lab/Lesson Activity:

-
copies SG E 2.3

Warm
-
Up Activity:

Use Unit E 2.1 and 2.2 to match the
following:

Definition: Terms:

1. proteins, lipids and carbohydrates a. cell membrane

2. lipid layers that repel water

b. glucose

3. source of chemical energy c. large molecules

Lab/Lesson Activity:

-
Review vocab.

-
Go over WU

-
Students will read and complete SG E2.3
and write a reflection

Assessment/Homework:
Study vocab., SG and notes.



Week/Day:

2/3 Cells

Essential Standard/Understandings:

8L
3
Understand

how organisms interact and respond to the biotic and
abiotic components of their environment.


Clarifying Objective/Understandings:

8L3.3Explain how the flow of energy within food web is interconnected with
the cycling of matter (water, nitrogen, carbon dioxide and oxygen).

RSL
-
8.1 Cite specific textual evidence to support analysis of science and
technical text

Text to Use:

Cell Respiration Power Point

Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:

-
Review of concepts so far

-
Review of biotic and abiotic

Key Vocab:


During Reading Activity
-
Author’s Purp
ose
-
Ideas
-
Conclusions:

-
Connecting topics so far to
Cell Respiration,
Photosynthesis, water,
nitrogen and carbon cycles.

-
Food web, chains and
pyramid

After reading
-
Connecting Text
with Lab/Lesson Activity:

-
Review of all AS

Writing Strategy
-
Completion of

activity sheets

For Text Material:

Text on AS and review discussion


For Lab/Lesson Activity:

-
copies: photosynthesis AS


Food web and chain packet(pgs. 39
-
41


Food pyramid AS

Warm
-
Up Activity:

Complete the Photosynthesis
Cross word

Lab/Lesson Activity:

-
Review vocab. And WU crossword

-
Cell Respiration Power Point

-
Review of concepts: water, carbon and nitrogen cycles, tie in with cells

-
Review of Food chain, food web and food pyramid

Assessment/Homework:
Study vocab.,
SG, notes



Week/Day:

2/4 Cells

Essential Standard/Understandings:

8L5Understand the composition of various substances as it relates to
their ability to serve as a source of energy and building materials for
growth and repair of organisms. Some
substances are better suited for
providing energy than others

Clarifying Objective/Understandings:

8L5.1Summarize how food provides the energy and the molecules required for
building materials, growth and survival of all organisms (to include plants). Al
l
organisms, including plants, require food for survival

RSL

Text to Use:


Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:


Key Vocab:


During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:


After
reading
-
Connecting Text
with Lab/Lesson Activity:


Writing Strategy

For Text Material:



For Lab/Lesson Activity:

-
construction paper

-
craft supplies

-
scissors, glue, makers

Warm
-
Up Activity:

Think about:

Do you want to make an animal or a plant cell
model?

How will you construct your model?

Lab/Lesson Activity:

-
Students will construct a model of a cell and label it.

Did edible cell

Assessment/Homework:
Study for quiz



Week/Day:

2/5 Cells
-
Quiz Day

Essential Standard/Understandings:


Clarifying Objective/Understandings:


RSL

Text to Use:


Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:


Key Vocab:


During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:


After reading
-
Connecting Text
with Lab/Lesson Activity:


Writing Strategy

For Text Material:



For Lab/Lesson Activity:


Warm
-
Up Activity:


Lab/Lesson Activity:

Quiz on Vocab. 1 and Cells

Assessment/Homework:


Week/Day:

3/1 Holiday

Essential Standard/Understandings:


Clarifying Objective/Understandings:


RSL

Text to Use:


Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:


Key Vocab:


During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:


After reading
-
Connecting Text
with Lab/Lesson Activity:


Writing Strategy

For Text Material:



For Lab/Lesson Activity:


Warm
-
Up Activity:


Lab/Lesson Activity:


Assessment/Homework:


Week/Day:

3/2 Bacteria, Viruses and
Protista

Essential Standard/Understandings:

8L1
-
Understand
the hazards caused by agents of diseases that affect living
organisms.

Clarifying Objective/Understandings:

8L1.1
-
Summarize the basic characteristics of viruses, bacteria, fungi and
parasites relating to the spread, treatment and prevention of disease. V
iruses,
bacteria, fungi and parasites have basic characteristics that are related to the
spread, treatment and prevention of disease.

RSL
-
8.1 Cite specific textual evidence to support analysis of science and technical text

Text to Use:

Unit E Chapter 5 Section
2

Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:

Review prior knowledge

Key Vocab:

Begin Vocab. #2

-
Virus

-
Antibiotics

-
Bacteria

-
Disease

-
Host Cell

During Reading Activity
-
Author’s
Purpose
-
Ideas
-
Conclusions:

-
How do the basic
characteristics of viruses,
bacteria, fungi and parasites
influence the treatment and
or prevention of disease?

After reading
-
Connecting Text
with Lab/Lesson Activity:

-
Connect with what we just
learned about ce
lls.

Writing Strategy
-

Students will complete SG and a reflection

For Text Material:



For Lab/Lesson Activity:

-
Text copies

-
chart paper

Warm
-
Up Activity:

Begin Vocab. #2

Lab/Lesson Activity:

-
Review Cell material and virus material

-
Go over vocab.

-
US Bacteria
-
Friends or Enemies(21mins)

-
Begin stations for SG5.
2
-
The text will be broken up into 6 stations, students will read that text in each station illustrate the text, answer the SG q
uestion for
that text, one student will stay at the station to
teach while the others go to the next station.

Assessment/Homework:Study vocab.


Week/Day:

3/3

Bacteria, Viruses and
Protista

Essential Standard/Understandings:

8L1
-
Understand the hazards caused by agents of diseases that affect living
organisms.

Clarifying Objective/Understandings:

8L1.1
-
Summarize the basic characteristics of viruses, bacteria, fungi and
parasites relating to the spread, treatment and prevention of disease. Viruses,
bacteria, fungi and parasites have basic characteristics that a
re related to the
spread, treatment and prevention of disease.

RSL
-
cont. from yesterday

Text to Use:

Unit E Chapter 5 Section 2

Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:

-
review previous vocab.

Key Vocab:

-
Fungi

-
Microbiology

-
Parasite

-
Prevention

-
Treatment

-
Pathogens

During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:

What is the study of
microbiology?

What are pathogens?

After reading
-
Connecting Text
with Lab/Lesson Activity:

-
What characteristi
cs are
shared by all living things?

-
What needs are shared by all
living things?

Writing Strategy
-
cont. from yesterday

For Text Material:



For Lab/Lesson Activity:

-
IDEA copies

Warm
-
Up Activity:

-
add to vocab. #2

Lab/Lesson Activity:

-
go over vocab.

-
give Prefix A list

-
continue stations for SG5.
2

-
give IDEA sheet for homework, due Feb. 1st

Assessment/Homework:
Study Vocab. And work on IDEA sheet


Week/Day:

3/4

Bacteria, Viruses and
Protista

Essential Standard/Understandings:

8L1
-
Understand the
hazards caused by agents of diseases that affect living
organisms.

8L2
-
Understand how biotechnology is used to affect living organisms either
directly or indirectly. What are the pros and cons of biotechnology?

Clarifying Objective/Understandings:

8L1.1
-
Summarize the basic characteristics of viruses, bacteria, fungi and
parasites relating to the spread, treatment and prevention of disease. Viruses,
bacteria, fungi and parasites have basic characteristics that are related to the
spread, treatment and prev
ention of disease.

8L2.1
-
Summareize aspects of biotechnology. There are benefits and risks
associated with biotechnology. Is it ethical to create/design living organisms?

RSL
-
8.8 Distinguish among facts, reasoned judgment based on research findings and
speculation in a text.

Text to Use:

Text pages NC22
-
23
-
Medical
Microbiology

Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:

Review of SG 5.1 and cell material

Key Vocab:

-
Vector

-
Eradicate

-
Antimicrobial

-
Epidem
ic



During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:

-
Is agriculture affected by
biotechnology?

-
How might advances in
biotechnology affect society?

After reading
-
Connecting Text
with Lab/Lesson Activity:

-
How have we benefited from
biotechnology?


Writing Strategy
-
Complete Cornell notes

For Text Material:

Cornell notes


For Lab/Lesson Activity:

-
Copies of Note taking sheet

Warm
-
Up Activity:

-
add to vocab. #2

Lab/Lesson Activity:

-
review material thus far and connect with cell
information

-
students will read NC22


23 and complete
Cornell

notes and discuss

-
if time allows begin Cornell notes for NC 28
-
30

Assessment/Homework:
Study vocab. And cont. with IDEA sheet



Week/Day:

3/5

Bacteria, Viruses and
Protista

Essential
Standard/Understandings:

8L1
-
Understand the hazards caused by agents of diseases that affect living
organisms.

8L2
-
Understand how biotechnology is used to affect living organisms either
directly or indirectly. What are the pros and cons of biotechnology?

Clarifying Objective/Understandings:

8L1.1
-
Summarize the basic characteristics of viruses, bacteria, fungi and
parasites relating to the spread, treatment and prevention of disease. Viruses,
bacteria, fungi and parasites have basic characteristics that a
re related to the
spread, treatment and prevention of disease.

8L2.1
-
Summareize aspects of biotechnology. There are benefits and risks
associated with biotechnology. Is it ethical to create/design living organisms

RSL
8.8 Distinguish among facts,
reasoned judgment based on research findings and speculation in a text.

Text to Use:

Textbook pages NC28
-
30
-
Aspects of Biotechnology

Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:

Review of
yesterday’s

notes

Ke
y Vocab:

-
Microbes

-
Pandemic

-
Biotechnology

-
Ethics

During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:

-
What are some of the
careers in Biotechnology?

-
Is Biotechnology
controversial, why?

After reading
-
Connecting Text
with Lab/Lesson Activity:

De
bate

Writing Strategy
-
Students will complete
Cornell

notes

For Text Material:

Cornell notes


For Lab/Lesson Activity:

-
Copies of Cornell notes sheet

Warm
-
Up Activity:

-
add to vocab. #2

Lab/Lesson Activity:

-
review all vocab. #2

-
students will complete the
Cornell

notes in groups

-
after
completing

notes, students will pick a side on “Should you know or have a say in which foods are genetically altered before eating them?


-
Debate

-
Boo
k

DVD
-
Genes for Youth, complete video wrap up A
S

Assessment/Homework:
study vocab. #2 and cont. IDEA sheet


Week/Day:

4/1 Bacteria, Viruses and
Protista

Essential Standard/Understandings:

8L1
-
Understand the hazards caused by agents of diseases that affect living
organisms.


Clarifying Objective/Understandings:

8L1.2 Explain the differences between epidemic and pandemic as it relates to
the spread, treatment and prevention of
disease
.

RSL
-
8.7 Integrate quantitative or technical information expressed in words in a text with a

version of that information expressed visually.

Text to Use:

NC Rabies data

Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:

-
An epidemic is when the
incidence rate of a disease is
higher than expected in a cert
ain
area.

Key Vocab:


During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:

-
How would you treat an
epidemic differently than a
pandemic?

After reading
-
Connecting Text
with Lab/Lesson Activity:


Writing Strategy
-
Students will interrupt and analysis
rabies data.

For Text Material:



For Lab/Lesson Activity:

-
Rabies data packets

Warm
-
Up Activity:

-
discuss with your table “What is rabies?’

Lab/Lesson Activity:

-
students will give share their WU

-
students will be given the rabies packet to compete

-
review of in class project to begin tomorrow

Assessment/Homework:
study vocab. And cont. IDEA sheet


Week/Day:

4/2, 3, and 4 Bacteria, Viruses and
Protista

Essential Standard/Understandings:

8L1
-
Understand the hazards caused by agents of diseases that
affect living
organisms.


Clarifying Objective/Understandings:

8L1.2 Explain the differences between epidemic and pandemic as it relates to
the spread, treatment and prevention of
disease
.

RSL
-
8.1 Cite specific textual evidence to support analysis of
science and technical texts.

Text to Use:


Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:


Key Vocab:

Wed.
-
Prefix A quiz

Give Prefix B

During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:


After
reading
-
Connecting Text
with Lab/Lesson Activity:


Writing Strategy
-
Presentation of research data

For Text Material:

Research project info.


For Lab/Lesson Activity:

-
copies of research project

Warm
-
Up Activity:

-
read research packet

Lab/Lesson
Activity:

-
review research project

-
students will spend time in the computer lab working on research project


Wednesday
-
Prefix A quiz, give prefix B

Assessment/Homework:
Study Vocab. #2 and cont. IDEA sheet due tomorrow


Week/Day:

4/5

Bacteria, Viruses and
Protista

Essential Standard/Understandings:

8L1
-
Understand the hazards caused by agents of diseases that affect living
organisms.


Clarifying Objective/Understandings:

8L1.2 Explain the differences between epidemic and pandemic as it relates to
the spread, treatment and prevention of
disease
.

RSL

Text to Use:


Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:


Key Vocab:


Durin
g Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:


After reading
-
Connecting Text
with Lab/Lesson Activity:


Writing Strategy

For Text Material:



For Lab/Lesson Activity:


Warm
-
Up Activity:

-
turn your IDEA sheet into read tray and review for vocab.

test

Lab/Lesson Activity:

-
Vocab. #2 test

-
IDEA sheet turn in

-
Continue in class on project

Assessment/Homework:


Week/Day:

5/1, 2 and maybe 3 Project presentations

Essential Standard/Understandings:


Clarifying Objective/Understandings:


RSL

Text
to Use:


Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:


Key Vocab:

Wed.
-
Prefix B Quiz

Give Prefix C

During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:


After reading
-
Connecting Text
with Lab/Lesson
Activity:


Writing Strategy

For Text Material:



For Lab/Lesson Activity:


Warm
-
Up Activity:

-
Prefix B quiz

Lab/Lesson Activity:

Students will present the Epidemic /Pandemic projects

Assessment/Homework:


Week/Day:

Essential Standard/Understandings:


Clarifying Objective/Understandings:


RSL

Text to Use:


Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:


Key Vocab:


During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:


After reading
-
Connecting Text

with Lab/Lesson Activity:


Writing Strategy

For Text Material:



For Lab/Lesson Activity:


Warm
-
Up Activity:


Lab/Lesson Activity:


Assessment/Homework:


Week/Day:

Essential Standard/Understandings:


Clarifying Objective/Understandings:


RSL

Text to Use:


Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:


Key Vocab:


During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:


After reading
-
Connecting Text
with Lab/Lesson Activity:


Writing Strategy

For Text Material:



For Lab/Lesson Activity:


Warm
-
Up Activity:


Lab/Lesson Activity:


Assessment/Homework:


Week/Day:

Essential Standard/Understandings:


Clarifying Objective/Understandings:


RSL

Text to Use:


Before reading
-
Opening
Questions and

supportive
information through prior
knowledge review:


Key Vocab:


During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:


After reading
-
Connecting Text
with Lab/Lesson Activity:


Writing Strategy

For Text Material:



For Lab/Lesson Activity:


Warm
-
Up Activity:


Lab/Lesson Activity:


Assessment/Homework:


Week/Day:

Essential Standard/Understandings:


Clarifying Objective/Understandings:


RSL

Text to Use:


Before reading
-
Opening
Questions and supportive
information through prior
knowledge
review:


Key Vocab:


During Reading Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:


After reading
-
Connecting Text
with Lab/Lesson Activity:


Writing Strategy

For Text Material:



For Lab/Lesson Activity:


Warm
-
Up Activity:


Lab/Lesson Activity:


Assessment/Homework:


Week/Day:

Essential Standard/Understandings:


Clarifying Objective/Understandings:


RSL

Text to Use:


Before reading
-
Opening
Questions and supportive
information through prior
knowledge review:


Key Vocab:


During Reading
Activity
-
Author’s Purpose
-
Ideas
-
Conclusions:


After reading
-
Connecting Text
with Lab/Lesson Activity:


Writing Strategy

For Text Material:



For Lab/Lesson Activity:


Warm
-
Up Activity:


Lab/Lesson Activity:


Assessment/Homework: