DIGITAL ANTHOLOGY

We're the Jefferson Trojans!! (school video) #edchat

2012-02-06T06:31:00.001-08:00

"Wimpy Kid" author says elementary-school experience inspired him

2011-11-19T06:34:00.001-08:00

Jeff Kinney, author of the "Diary of a Wimpy Kid" book series, returned to his Maryland elementary school this week and said his experience there more than 30 years ago helped inspire his writing. During the appearance, in honor of American Education Week, Kinney told students they should overcome setbacks and work to achieve their goals. "Always listen to your teachers, and do your best always," he said. The Gazette (Gaithersburg, Md.)

History of Thanksgiving

2011-11-19T05:35:00.001-08:00

Gobble, gobble!! Are you ready for the holidays? What does it mean to you? Although Thanksgiving celebrations dated back to the first European settlements in America, it was not until the 1860s that Abraham Lincoln declared the last Thursday of November to be a national holiday. Here's a good rendition of the history of Thanksgiving from the History Channel:

Why Facebook in Education

2011-11-19T04:16:00.001-08:00

I created this FB page yesterday, I will utilize my Facebook Professional Page for enhancing communication with my colleagues and students, and for engaging and collaborating with them in a manner that might not be entirely possible in traditional education settings. Hope you'll LIKE it!

We're on Facebook!

Facebook benefit your class? Here are 50 ways.

1.Facebook is fun: Almost every student is familiar with Facebook, and most are excited to be able to use the site for collaborative learning.

2.It’s free: Schools pay thousands of dollars for collaboration, digital storage, and communication systems, but Facebook does all of these things — for free.

3.Students are simply more connected: Many teachers are familiar with Blackboard and other classroom community systems, but students typically only check in when necessary, while students are often checking Facebook multiple times per day.

4.Calendars and events are easy to share: Remind students of important dates and events right where they hang out — on Facebook.

5.Students will learn 21st century skills: A study from the University of Minnesota discovered that social networking sites like Facebook help students practice the skills they need to be successful in the 21st century.

6.Students want to share beyond the classroom: Facebook and other social media tools open up the possibility for students to share what they’ve learned not just with their fellow students, but with the world.

7.Online resources are even more convenient: Posting links on your classroom wall makes it easy for students to read them, and share interesting finds as well.8.Students can use Facebook productively: Most students use Facebook to procrastinate or catch up with friends, but using it in the classroom will help them see the tool in a different light.

9.Absent students stay in the loop: Students who can’t make it to class can stay updated using the classroom Facebook group.

10.School clubs have a simple forum: Students in extracurricular activities can use Facebook to stay in touch and keep everyone updated.

11.You can schedule daily learning activities: Sign up your classroom Facebook group for a word of the day, or history lesson of the day to utilize a learning point that can be enjoyed together and referenced later.

12.Facebook encourages collaboration rather than cliques: Everyone can speak up and work together on Facebook, where students may be held back socially in the classroom.

13.There’s an opportunity to discuss appropriate use: Set students up for success in social media by discussing appropriate ways to use it.

14.Facebook creates a social bond: Teachers and students can benefit from the social bond created by interaction on Facebook.

15.Students can get access to extra assignments: Instructors can post extra credit assignments-or just fun activities students can pick up.

16.Review material is easily organized: By tagging important items, you can easily collect links, photos, notes, and other resources that are essential for pre-exam review, which is useful for instructors as well as students.

17.It’s great for professional development: Students aren’t the only ones who can benefit from using Facebook. Teachers can use it for professional development, too.

18.Students can listen more actively: Students may passively listen to lectures, but interactively using Facebook will result in active learning.

19.Parents can be more involved: Share lunch menus, important reminders, activities, events, closings, and special notes via a Facebook Page for your classroom.

20.Class resources are available anywhere: Students can read notes and assignments anywhere they can find the Internet when they’re posted on Facebook.

21.You can reach students on to go: Want to remind your chronically late students to get to class on time today? Students can receive Facebook updates by text, allowing you to get in contact before they’re late for your lecture.

22.Students can learn about social media in a safe environment: By using Facebook in the classroom, you can teach students about the safe use of social media.

23.You’ll save paper: Permission slips and flyers that used to be sent home on paper and eaten by the dog can bow be uploaded in Facebook groups for parents to use instead.

24.Students can conduct research: Whether it’s for asking a far-flung family member about genealogy or taking an informal poll, students can use their Facebook friends to gather information.

25.Facebook is great for reminders: Even if you’re mentioning important dates and assignments elsewhere, students can be helped with reminders that pop up right in their Facebook feed.

26.Students can share at-home progress: Want to know how student science projects are coming along? Ask for photos of their works in progress, posted on your classroom Facebook wall.

27.Social media becomes less of a distraction: Some teachers have found that using Facebook and other social media sites for education means that students are less tempted to use them inappropriately during class time.

28.Shy students can shine: Students who might otherwise not speak up can contribute on Facebook where they may be more comfortable.

29.You can share resources with colleagues: Your school teaching group or a collection of 4th grade teachers in your district can get together can share resources for teaching, saving time and enriching the classroom experience for students.

30.Kids and parents can talk about activities: When parents are following along with class postings, they’ll never have to wonder what happened at school-and they can build upon what was discussed.

31.Media can be disseminated with ease: Teachers, students, and parents can post pictures, video, and questions, sharing a dialog and resources on Facebook.

32.Group projects can be executed on Facebook: Students can form groups for class projects, sharing assignments, information, and bringing it all together with trackable involvement.

33.Show and tell: Students may not be able to bring their zoo-worthy python into the classroom, but photos and videos can be shared on Facebook.

34.Debates can be taken online: Extend classroom discussions onto Facebook, where students can spend more time in active learning and debate.

35.Students are more likely to interact with faculty: available to students-and making it easier to talk to them.

36.Outsiders can offer their input: Teachers can easily ask experts to chime in on Facebook pages, sparking a new level of discussion and involvement.

37.Students can learn the importance of creating content: Instead of simply consuming content, students can create, posting discussions, resources, and more.

38.Faculty can learn names and faces: With constant updates and interaction, faculty can use Facebook to better associate names and faces in the classroom.

39.Students can interact with others around the world: Many classrooms use Facebook for foreign language learning, partnering up with students who speak different languages.

40.Facebook can help new students settle in: Whether it’s grade school or college, Facebook is a great tool for helping students get integrated into the social and academic life of a new school.

41.You can poll students on Facebook: Ask questions of your class on Facebook and get easy answers using polling tools on the site.

42.You can get instant feedback: Find out quickly and easily what students think of an assignment or activity idea.

43.Students can stay connected anywhere: Even if they can’t make it to class or check Facebook on their home computer, students can use Facebook on their mobile devices to stay updated at all times.

44.Instructors can better understand the interests of students: When students make their profile details available, instructors can learn more about a student’s major, interests, and background, allowing them to suggest information and topics they’d be interested in.

45.Facebook is full of learning apps: You can find tons of apps for classroom learning, including mathematical formulas, slideshow applications, class notes, and more.

46.Relationships can continue after the school year: Students can ask for recommendation letters, advice for other classes, and more because of Facebook’s informal communication.

47.Students can become established on Facebook: Using Facebook in the classroom will allow students to start seeing it as a professional tool, and allow them to build a presence on the site.

48.Facebook provides an opportunity for collaborative learning: Bringing the social element of Facebook into collaborative learning helps to encourage the practice and improve student engagement.

49.Students can learn about academic and professional networking opportunities: By using Facebook, students will be able to discover the opportunities for career focused networking that are available.

50.Faster feedback: Facebook allows instructors to host extended virtual office hours, with postings and responses available around the clock

Reading Intervention Lesson: JW U4 D5

2011-11-16T17:36:00.001-08:00

Jw day 5 (unit 4)

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Reading Intervention Lesson: JW U4 D4

2011-11-16T17:34:00.001-08:00

Jw day 4 (unit 4)

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Reading Intervention Lesson: JW U4 D3

2011-11-16T17:33:00.003-08:00

Jw day 3 (unit 4)

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Reading Intervention Lesson: JW U4 D2

2011-11-16T17:33:00.001-08:00

Jw day 2 (unit 4)

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Reading Intervention Lesson: JW U4 D1

2011-11-16T17:31:00.001-08:00

Jw day 1 (unit 4)

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Model UN at JA

2011-11-13T19:50:00.001-08:00

The simulation of the United Nations last Thursday (November 10, 2010) was a success.

In Model UN, students step into the shoes of ambassadors from UN member states to debate current issues on the organization's agenda. Students make speeches, prepare draft resolutions, negotiate with allies and adversaries, resolve conflicts, and navigate the conference rules of procedure - all in the interest of mobilizing "international cooperation" to resolve problems that affect countries all over the world.

Before playing out their ambassadorial roles in a Model UN simulation, students research the issue that their committee will address. Model UN participants learn how the international community acts on its concerns about topics including peace and security, human rights, the environment, food and hunger, economic development and globalization. Model UN delegates also look closely at the needs, goals and foreign policies of the countries they will represent at the event. The insights they gain from their exploration of history, geography, culture, economics and science contribute to the authenticity of the simulation when the role playing gets under way. The delegates' in-depth knowledge of their countries guarantees a lively and memorable experience.

The kids were really engaged! I would like to take 15 of them to the Model UN Conference on Dec. 14-15. I have the two volunteers from global classrooms coming again on the Friday of the first week in December to prepare them for the conference.

Thanks,
Gabrielle Westbrook

Reading Intervention Lesson D10 U2

2011-10-23T13:27:00.001-07:00

Just Words day 10 (unit 2)

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Reading Intervention Lesson JW D9 U2

2011-10-23T13:26:00.001-07:00

Just Words day 9 (unit 2)

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Reading Intervention Lesson JW D8 U2

2011-10-23T13:23:00.001-07:00

Just Words day 8 (unit 2)

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Reading Intervention Lesson JW D7 U2

2011-10-23T13:19:00.001-07:00

Just Words day 7 (unit 2)

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Reading Intervention Lesson JW D6 U2

2011-10-23T13:17:00.001-07:00

Just Words day 6 (unit 2)

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FieldTrip at the MLK Memorial

2011-10-15T10:02:00.001-07:00

Last August 27, 2011, as part of their Geography lesson, our Jefferson Academy Trojans went to a fieldtrip to the beautiful and historic Martin Luther King Jr. Memorial (cheers to Ms. Westbrook & Ms. Tatum!!). They learned to follow a map walking from our school to the new MLK memorial at 1964 Independence Ave, SW, Washington, DC 20024. The street number is a reference to the Civil Right’s Act of 1964, a milestone which Dr. King played an integral role in achieving.

The site creates a visual "line of leadership" from the Lincoln Memorial, which honors the President who protected the United States from internal strife, and where Martin Luther King Jr. gave his famous "I Have a Dream" speech; to the Jefferson Memorial, which honors the President who helped create the United States as the author of the Declaration of Independence.

Dr. King's Memorial is situated on a four-acre plot on the northwest corner of the Tidal Basin adjacent to the Roosevelt Memorial. The Tidal Basin is a man made body of water to the south of the National Mall which acts as an overflow catch basin when the Potomac River swells, helping to prevent extensive flooding of the Mall.

The site is situated within the precinct of Washington, DC’s famous cherry blossom trees, a gift from Japan as a sign of peace. Before the King Memorial was built, millions of visitors would come to Washington, DC each spring to witness the beauty of the two week blooming period. During this short timeframe, the Tidal Basin is surrounded by delicate pink and white blossoms on hundreds of trees, a vision that enhances the experience of the Nation’s Capital, and announces the arrival of spring each year to its residents.

Today, October 16, tens of thousands of visitors from around the world will once again come to the District to participate in the dedication ceremony of the Martin Luther King Jr. Memorial.

Information from: MLKmemorial.org

Reading Intervention Lesson JW D5 U1

2011-09-23T10:29:00.000-07:00

JW day 5

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Raeding Intervention Lesson JW D4 U1

2011-09-23T10:27:00.000-07:00

Just Words day 4

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Reading Intervention Lesson JW D3 U1

2011-09-22T10:21:00.000-07:00

Just Words day 3

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Just Words, Alphabetical Writing Systems, Day 2 (Unit 1)

2011-09-21T10:42:00.000-07:00

Just Words, Alphabetical Writing Systems, Day 2 (Unit 1)

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Just Words Lesson, History of Written English, Day 1 (Unit 1)

2011-09-20T10:32:00.000-07:00

Just Words history of written english 9.19.11

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Home-School Partnership as an Instructional Strategy

2011-09-11T13:40:00.000-07:00

Dear Parents,

I want to invite you to a wonderful opportunity to communicate, interact and create an action plan for increased student learning and achievement here in my class at Jefferson Academy this school year. I want you to become part of the solution in meeting high achievement standards for your child and help move him towards achieving his goals and maximizing his potential. How do we do this? It's a lot of work but we can do more great things when we all work together!! Please view this video clip of a successful home-school partnership towards student achievement to give you an idea:

9.11 ONE CITY, ONE WORLD: RESOURCES FOR PEACE, TOLERANCE, SERVICE, AND REMEMBRANCE

2011-09-11T06:16:00.000-07:00

A U.S. flag flies over Ground Zero before the start of ceremonies marking the 10th anniversary of the 9/11 attacks on the World Trade Center, in New York September 11, 2011. REUTERS/ Gary Hershorn (UNITED STATES - Tags: ANNIVERSARY DISASTER)

From the Educator Portal: Washington, DC is recognizing the 10th anniversary of the September 11th tragedy this upcoming weekend. Friday, September 9th is a Day of Peace, Tolerance, Service and Remembrance across the city. Please find the attached guidance for the day, including selected lessons for teaching peace and tolerance in DCPS classrooms.

“Essential Questions for Teaching September 11”
This blog entry was written by an education consultant and participant on a panel discussion for the National Museum of American History (NMAH) online conference for K-12 educators about September 11.
http://blog.americanhistory.si.edu/osaycanyousee/2011/08/essential-questions-for-teaching-september-11.html

“Education Goals and Key Questions”
Short list of goals and key questions for teaching and leading discussions about September 11^th in the classroom. Questions include: “How do we deal with communities of hate?” “How can democratic societies protect civil liberties and freedoms in the face of increased insecurity?”
http://www.911memorial.org/education-goals-and-key-questions

“Bringing 9/11 in the Classroom—Useful Lessons”
The materials suggested on this page address many religious and cultural issues. Addressing anti-Muslim bias and teaching accurately about Islam should be clear priorities for U.S. teachers. Themes include: Comparative Religion, Cultural Understanding, and Developing Authentic Identities.
http://www.tolerance.org/blog/bringing-911-classroom-useful-lessons

Back-To-School Night Invitation

2011-09-06T14:25:00.000-07:00

Dear Parents,

Back to School Night is a one time event which happens the first week of school and is an invitation to our parents to come to school to meet their children’s teachers. This is an opportunity to learn about our school’s and teachers’ expectations about homework, grades, standards, and behavior.

You will learn first-hand the procedures your child is expected to follow, as well as what you can expect your child to be doing and learning throughout the year. As a parent, you are a key instrument in your child’s success, and by showing your support when you attend Back to School Night, you are demonstrating to your child the value you place on education.

We are hoping to personally meet you on September 15, 2011 (Thursday) for our Back-To-School Night here at Jefferson Academy. See you!

Sincerely,

The SPED Team

Parent Volunteers Needed at Jefferson Academy!!

2011-09-05T21:58:00.000-07:00

Dear Parents,

There are huge benefits for all involved when you donate your time to your child's school and education. "When your child sees you alongside their teacher working as a team, it creates positive rapport and opens communication channels for everybody. The other compelling factor is that school budget cuts mean our class sizes are suddenly larger, and our teachers have fewer (if any) assistants. Any help as parent volunteers makes a big impact."

Thank you to the parent of one of my wonderful former students for volunteering to help us at Jefferson Academy this school year!! Ethel is now in 12th grade at Wilson Senior HS, and is determined to pursue college education. It is our great relationship that we forged together when she was my student in 6th grade that made them keep in touch with me. See Ms. Burnette's letter about me below...

To whom it may concern,

As the parent of Ethel B., I have had the priviledge to observe [Ms. Angala's] special education class for the last two years now.

Ethel is in her final year at Jefferson Middle School taking Reading and Math classes with Ms. Angala. She has endured classic ADHD-NOS (a nervous system disorder), ADD, socialization, and learning difficulties since birth. Ethel's weaknesses is being described as fragile. Ethel attends out-patient therapy, OT, and ADHD Clinic at [a private hospital]. Ethel's behavior mannerisms, coping skills, andf socialization skills are right on tasks because of the hardwork of all the Multi-Disciplinary Team members, including Ms. Angala as her special education teacher.

Ms. Angala is very consistent with communicating with me. She calls me not just when there are concerns with Ethel, but she also tells me about her achievements in class. She sends me emails, invitations to attend class with Ethel, and she meets with me often to give information about what's best for Ethel's future. The class website is very helpful for us to keep in track with class works when she is absent.

Ms. Angala's teaching strategies demonstrated in her class, and the way she disciplines her students, and the personal attention she is giving her students are working to benefit her students so they can reach their full potential. Ethel was encouraged by Ms. Angala to read a lot. She comes home from school with homework and wanting to read, she is excited about going to the library checking out on books, etc. She is also eager to go to Karate classes, Sweep Cadets, and possibly attend Duke Ellington or a Vocational School. This is all because Ms. Angala is greatly appreciated by my daughter and she's inspired by her to reach her highest potential.

After being in the class observing as a parent for these two years, I gained a great appreciation for this teacher, realizing that these special needs children need an innovative teacher like Ms. Angala. One abreast and focused with the technology needed to keep them focused and attentive, by commending them constantly giving them the praise they deserve when they have done well making them feel they have made their accomplished tasks properly.

I personally feel that Ms. Angala is responding to Ethel's needs adequately. Ethel is about to graduate and move on to the 9th grade. She is determined and focused to do her best in her endeavours; she is highly motivated to succeed. She promised to check in with Ms. Angala and keep in touch with her after she graduates regarding her progress.

I am a satisfied and confident mother, ready to move on. My thanks to Ms. Angala for all her dedication and hardwork.

Sincerely,

[signed]
Ms. Donna B.
May 22, 2008

Welcome Letter to Parents

2011-09-05T21:10:00.001-07:00

August 30, 2011

Dear Parents,

Welcome to my George Washington University class at Jefferson Academy!

My name is Maria Angala, an Exceptional Needs Specialist, and I am excited to be your child’s teacher this school year.

Throughout the year we will be very busy. We will cover many different units of “how English works” for both decoding and spelling automaticity with our Just Words Intervention Program. This program, I want to make it clear, supplements our regular Reading/ English Language Arts subjects, not replace it. We will cover intensive reading topics such as:

- Phonemic Awareness where students learn to segment and blend three sounds, then four, five, and six sounds within a syllable with a “tapping” system that provides a kinesthetic-tactile guide and reinforcement.

- In-Depth Word Study where students learn that the English language generally follows a logical system as they carefully study sound-symbol correspondence as related to syllable patterns, orthographic (spelling) rules, and the morphology patterns of prefixes, roots, and suffixes.

- Phonetically Regular Words where students study word structure that is based on the six-syllable types of the English language. Fluent decoding requires automatic sound-symbol correspondence and sounds are taught only as they relate to the syllable type being studied.

- High Frequency Words where students learn to automatically read and spell the most frequently used English words using kinesthetic-tactile memory techniques.

- Fluency, Vocabulary and Comprehension where students will apply decoding skills to read passages with prosody, learning how to read sentences in meaningful phrases. This emphasized fluent reading for meaning, rather than speed.

A good learning experience is built on a cooperative effort among, parent, child, and school. We look forward to the excellent work and tremendous growth we will all accomplish this year.

In the past, we have had many parents volunteer their time in the classroom, and I encourage this because it provides opportunities for more children to receive personal attention. If you are interested in volunteering, please let us know. This can be done on a weekly, biweekly, or occasional basis. Any help you will give will be greatly appreciated. You can also help by providing us with any information that will aid us in better understanding your child.

Again, welcome to Jefferson Academy! Please feel free to contact me about any questions or concerns you may have at Maria.Angala@dc.gov .

Sincerely,

Maria Angala, NBCT (Exceptional Needs Specialist)

Welcome Letter to Students

2011-09-05T11:51:00.000-07:00

August 30, 2011

Dear Trojan scholars,

WELCOME! We are happy to welcome you to our George Washington University class at Jefferson Academy this year. We are looking forward to an exciting year as we share our ideas, talents, and interests!

We will make our class rules together as a class. Please begin brainstorming on the paper provided when you finish reading this letter.

Please feel free to tell me about any special interests or knowledge that you have. We will always be happy to explore interesting new topics as the year progresses.

If you ever have any questions or concerns, do not hesitate to bring them to our attention. All problems can be solved with openness and teamwork.

Cheers to a wonderful school year!

Sincerely,
The SPED Team
Jefferson Academy

The New Jefferson Academy!!

2011-08-09T00:41:00.000-07:00

I will be working in the new International Baccalaureate program at Jefferson Academy this school year as a special education teacher/ inclusion specialist. I am excited to be part of a new diverse professional learning community and to respond to the different needs of my colleagues and our students to help create a successful learning environment for all of us. I am thrilled to be working and learning with my colleagues and students in an international context, and happy to collaborate with everyone to prepare our students to become globally competitive in this 21st century economy. I'm glad to take part in this great new adventure!

Enjoy your summer vacation!!

2011-06-30T21:38:00.000-07:00

My students' final class project...way to go!!

2011-06-05T16:27:00.001-07:00

No one will really understand the challenges that my students and I are having inside the classroom unless he has taught full time for at least a week inside a special education self-contained or a resource classroom. But what we are having in our class this school year is way beyond the challenges that we had in the past. What made us survive this school year? Aside from having a wonderful instructional aide, whom I will always be grateful for never abandoning me through thick and thin, I have learned to mix common sense with best practices and teaching standards (thanks to the National Board process!).

There is really no "cookbook recipe" citing exactly what should work and not work in a special education classroom. What works is taking a cup of common sense and mixing it with heaping spoonfulls of patience, understanding, consistency, positive expectations, and an enthusiastic attitude, and not forgetting to pour in a heart full of love, and bake for one school year. I have learned a great deal from reading, and reading, and reading books and blogs of our exceptionally great teacher leaders!

Who else believed in my students' abilities? I know my students ---they really can do it. Here's a teaser for our class culminating activity. My students were able to finish the Unit on Intro to Greek Mythology for MS, as a final class project they played the role of their favorite gods and goddesses and introduced their characters in a short video clip. Teaser attached, culminating presentation will be scheduled soon. Watch and enjoy!! (BTW, the video ended earlier than the audio, sorry about that!)

Golden Rules of Test-taking

2011-03-27T21:17:00.000-07:00

Few more days before the state assessments, it's crunchtime! Reposting some test taking tips from my former students:
Following the advice of a colleague here , I asked my students what testing tips would they give other students who want to do better this coming spring testing.

Here's some of their exceptional testing tips:

Before:

-Put pencils in your backpack.
-Eat a good breakfast.
- Don't stay up late.

During:

-Answer each question.
-Ask for help.
-Do your best.

After:

-Share your worries with your teachers and parents.
-Relax. It's over.

STORY SELECTION: Passage to Freedom

2010-09-13T21:02:00.000-07:00

LESSON PLAN for English Language Arts
DCPS STANDARDS COVERED: 6.IT-E1/ 6.LD-V.1 / 6.LD-V.7 / 6.LD-V.8 / 6.LD-V.10
Maria Angala, NBCT (Resource Teacher)

STORY SELECTION: Passage To Freedom (Anthology)

WARM UP: Different writing prompts will be given daily.

DAY 1

MATERIALS:- Anthology: Review Passage to Freedom
http://classroom.jc-schools.net/coleytech/dynamic_curriculum/Language/Passage%20to%20Freedom.ppt
- Passage to Freedom online: http://www.eduplace.com/kids/hmr06/gr6/gr6_th1_sel2.html

METHODS & STRATEGIES:WHOLE GROUP DISCUSSION “Album for a Hero” Houghton Mifflin pages 50-51: This story tells about a diplomat who used his power to save people’s lives.
- What is a diplomat’s job?
- What kind of person do you think would be good at this job? Why?
- How do you think a refugee might feel?

WHOLE GROUP DISCUSSION (Picture Walk):- page 59: Who are these men? What do you think are they talking about?
- Pages 60-61: How are these people feeling? Why?
- Page 62: What is Mr. Sugihara doing in this picture? Why are the people waiting in line?
- Page 63: Why is the Sugihara family leaving on the train? Where do you think they are going? Who is waving goodbye to them?
- Page 64: What is the piece of paper on the train tracks? What feeling do you get from looking at this picture?
DAY 2

MATERIALS:
- Anthology: Review Passage to Freedom
- http://classroom.jc-schools.net/coleytech/dynamic_curriculum/Language/Passage%20to%20Freedom.ppt
- Rags & Riches Game for the story “Passage to Freedom”
http://www.quia.com/rr/351070.html?AP_rand=973649429&playHTML=1
- Passage to Freedom online: http://www.eduplace.com/kids/hmr06/gr6/gr6_th1_sel2.html

METHODS & STRATEGIES:

WHOLE GROUP DISCUSSION: Anthology: Review Passage to Freedom
http://classroom.jc-schools.net/coleytech/dynamic_curriculum/Language/Passage%20to%20Freedom.ppt
SMALL GROUP: Review skills for “Passage to Freedom” with the Rags & Riches Game.
http://www.quia.com/rr/351070.html?AP_rand=973649429&playHTML=1

DAY 3

MATERIALS:- Dictionaries
- Vocabulary words from Passage to Freedom
- alphabetical order card sets in envelopes
- Anthology: Review Passage to Freedom
- http://classroom.jc-schools.net/coleytech/dynamic_curriculum/Language/Passage%20to%20Freedom.ppt
- Teaching Master1-4
- Practice Master1-4
- Passage to Freedom online: http://www.eduplace.com/kids/hmr06/gr6/gr6_th1_sel2.html

METHODS & STRATEGIES:

INDIVIDUAL WORK:
- Display and distribute Teaching Master ES1-4. Read the passage with students.
- Guide students to complete the chart. Have them make judgments supported by facts from the passage and their own experiences.
- Distribute Practice Master ES1-4 to students.
- Review the directions with students. Have them read the passage and complete the Practice Master independently.
- Check students’ responses to be sure they understand how to make judgments when they read.

DAY 4

MATERIALS:
Markers for a Back to School Card
Letter Envelope
Letter Writing PPT http://jc-schools.net/write/ppt/LetterParts.ppt
Lined paper
Capitals PPT Capitals Rule Download the Presentation
Punctuations PPT Flying Through Quotation Marks Download the Presentation
Sentences cards without punctuation
Passage to Freedom online: http://www.eduplace.com/kids/hmr06/gr6/gr6_th1_sel2.html

METHODS & STRATEGIES:

INDIVIDUAL ACTIVITY:- Have students read a paragraph in Passage to Freedom, naming and recording the capitals and punctuation marks.
- Ask students to write a Back To School invitation letter to their parents, and observe the punctuation and capitalization rules. Use the markers to draw pictures to make the invitations more creative.
- Ask students to address the letter envelope with the proper capitalization and put a stamp on it. Mail the letters in time for Back to School Night.

DAY 5

FRIDAY FUNDAY: Play this E- word game about Passage to Freedom. http://www.eduplace.com/kids/hmr06/?grade=6

------------------------------------------------------

ASSESSMENTS/ REFLECTIONS:
Observation of student responses during Q&A
ES 1-4 Practice Master.
Board work
Anecdotal notes based on teacher observation of students' participation in class discussions
Spelling quiz (Friday)

HOMEWORK:

DAILY HOMEWORK: Homework will be checked with parent’s signature daily. The same spelling list will be used for this week but each day, students will choose two from the list of activities (each day should be different):
· Use the word in an original sentence.
· Find and learn the definition of the word.
· Know how to pronounce the word.
· Which parts of speech is the word used as (e.g. noun, verb)?
· What are other forms of the word such as plurals or tenses.
· What are synonyms of the word?
· What are antonyms of the word?
· What is the origin or etymology of the word?
· What words rhyme with this word?

“PASSAGE TO FREEDOM” WORD LIST: long vowel sounds

EASY

deal
raise
sign
growth
leaf
stroke

AVERAGE

frame
probe
squeal
scheme
plea
crease

CHALLENGE

refute
humane
conceal
betray
accelerate
biology
ecology
colleague

PRIME FACTORS & FRACTIONS

2010-09-13T02:46:00.000-07:00

LESSON PLAN for Mathematics
DCPS STANDARDS COVERED: 6NSO-N6
Maria Angala, ELA/ Math Resource Teacher

PRIME FACTORS / FRACTIONS

WARM UP: Different math word problem and writing prompts will be given daily.

DAY 1

OBJECTIVES:
After the lesson, students will be able to:
- Develop their understanding of whole numbers
- Develop understanding of the meaning of common factors and will compute with them.
- Represent and interpret relationships between quantities algebraically.

MATERIALS:
VIDEO Review Prime Factorization http://www.teachertube.com/view_video.php?viewkey=137e68f3d66a7941b331
PPT Sieve of Eratosthenes
http://www.cs.iastate.edu/~dpinksto/cs425/sieve/Eratosthenes.ppt
Hundreds Board handouts http://www.enasco.com/pdfs/TB21533T.pdf
Math Dictionary http://www.teachers.ash.org.au/jeather/maths/dictionary.html
Multiples & Factorization Challenge Game http://www.quia.com/cb/8436.html

METHODS & STRATEGIES:
WHOLE GROUP DISCUSSION:
- As a review, show the video review of Prime Factorization.
http://www.teachertube.com/view_video.php?viewkey=137e68f3d66a7941b331
- Review the math vocabulary to the students. http://www.teachers.ash.org.au/jeather/maths/dictionary.html
- Tell the students that there is a pattern in finding the factors of a number. Show the PPT of Sieve of Eratosthenes.
http://www.cs.iastate.edu/~dpinksto/cs425/sieve/Eratosthenes.ppt

INDIVIDUAL WORK:
- Distribute the Hundreds Board (http://www.enasco.com/pdfs/TB21533T.pdf ) and ask students to do the following on prompt:
Cross out every other number starting at 2.Cross out every third number starting at 3.(You don't have to check every fourth number. Why?)Cross out every fifth number starting at 5(You don't have to check every sixth number. Why?)Cross out every seventh number starting at 7(You don't have to check every eighth number. Why?)(You don't have to check every ninth number. Why?)(You don't have to check every tenth number. Why?)

The numbers that are not crossed out are primes.

GROUP WORK: Divide the class into two groups. Play the Prime Factorization Challenge Game, ask them to compete with another group and test how much students know about factors and multiples.

DAY 2

OBJECTIVES:After the lesson, students will be able to:
- understand relationships among factors, multiples, divisors, and products
- recognize and use properties of prime and composite numbers, even and odd numbers, and square numbers
- develop strategies for finding factors and multiples, least common multiples, and greatest common factors

MATERIALS:
VIDEO Factor Trees http://www.teachertube.com/view_video.php?viewkey=de67e146a2f810ded7bb
Math Dictionary http://www.teachers.ash.org.au/jeather/maths/dictionary.html
Rags to Riches Game on Prime Factorization http://www.quia.com/rr/239055.html?AP_rand=1460235454&playHTML=1
The Factor Game Connected Mathematics Prentice Hall
http://www.phschool.com/atschool/cmp2/active_math/site/Grade6/FactorGame/
Exponents PPT http://www.lexington1.net/technology/instruct/ppts/mathppts/Numeracy%20&%20Concepts/Exponents.ppt
How To Write Exponents with Large Numbers PPT http://jc-schools.net/PPT/ExponentsL.ppt

METHODS & STRATEGIES:
WHOLE GROUP DISCUSSION:- Review the math vocabulary to the students. http://www.teachers.ash.org.au/jeather/maths/dictionary.html
GROUP WORK: The Factor Game
Divide the class into two teams. The class will modify the game from the book. In this case we will play the game with a PPT on the board. The factor Game Rules on page 7 of Connected Mathematics will still apply.
http://www.phschool.com/atschool/cmp2/active_math/site/Grade6/FactorGame/
WHOLE GROUP DISCUSSION
- As a debriefing, show the video review of how to use Factor Trees to complete Prime Factorization. http://www.teachertube.com/view_video.php?viewkey=de67e146a2f810ded7bb

DAY 3

OBJECTIVES:After the lesson, students will be able to:
- Identify an improper fraction represented by a model of mixed number.
- Simplify a fraction
- Determine a set of equivalent fractions

MATERIALS:
- Math Dictionary http://www.teachers.ash.org.au/jeather/maths/dictionary.html
- Fractions PPT http://jc-schools.net/PPT/Fractions%20I.ppt

METHODS & STRATEGIES:WHOLE GROUP DISCUSSION:- Discuss fraction examples with class.
- Ask question regarding examples.
- Where do you see fractions in life?
- Show four pre-made examples of fractions found in life.
- Using the PowerPoint presentation, discuss the vocabulary terms and concepts used for this unit. http://jc-schools.net/PPT/Fractions%20I.ppt
- Can you think of where you might find fractions outside of the classroom.
- Discuss fractions outside of the room, how are they used in everyday life?
INDIVIDUAL: Answer board exercises on fractions; give the picture and ask the students fraction questions (example: what fraction of the pie is purple?)
WHOLE GROUP DISCUSSION: Review : fractions, numerator, denominator using the Math Dictionary http://www.teachers.ash.org.au/jeather/maths/dictionary.html
PAIR & SHARE: Give the strips of colored papers to the students. Ask them to show ¼, 2/4 , ¾ , 4/4 with the green strips. Show 1/5, 2/5, 3/5, 4/5, 5/5 with the pink strips, and show 1/3, 2/3, 3/3 with orange strips.
INDIVIDUAL: Answer exercises on page 5 exercise 1-A 29-48 and exercise 1-B 1-9.

DAY 4

OBJECTIVES:After the lesson, students will be able to:
- Identify an improper fraction represented by a model of mixed number.
- Simplify a fraction
- Determine a set of equivalent fractions

MATERIALS:
- Math Dictionary http://www.teachers.ash.org.au/jeather/maths/dictionary.html
- Fractions PPT http://jc-schools.net/PPT/Fractions%20II.ppt
- Equivalent fractions PPT http://jc-schools.net/PPT/Fractions%20IV.ppt

METHODS & STRATEGIES:
WHOLE GROUP DISCUSSION: Review the fraction vocabulary and concepts with this video:
SMALL GROUP: Divide the students into two groups. Compete with each other for this Fractions Game. http://jc-schools.net/PPT/Fractions%20II.ppt
CLASS ACTIVITY: Remember Go Fish? It's great for reviewing equivalent fractions. Since Go Fish is all based on matches, it naturally works for matching equivalent fractions. This game should be played in groups of 4 or less.
Instructions for making the cards:1. On one side of an index card, write a fraction. Write an equivalent fraction on another index card. Continue writing pairs of equivalent fractions. For each group of students playing, they need about 30 cards (this makes 15 pairs). I like to decorate one side of the card and laminate them for durability, but neither of these steps is necessary.
2. Put students in groups of not more than 4.
RULES:Choosing a dealer: Student with the earliest birthday this year.Dealer deals 5 cards to each student and puts the rest in a scattered pile in the middle of the group. Students can put down any matches they have. The student to the dealer's left asks the student of his/her choice: "Do you have a fraction equivalent to (for example) 1/2?" If that student has a match, all group members need to check for accuracy! If not, the student "goes fishing." Again, if a match is found, all group members check for accuracy.Continue play until the "pond" is depleted. The student with the most matches is the winner!
.
DAY 5

OBJECTIVES:After the lesson, students will be able to:
- Add & subtract fractions no greater than 10 using models.
- Add & subtract fractions no greater than 10
- Add & subtract fractions no greater than 10 and simplify the difference.

MATERIALS:
- Math Dictionary http://www.teachers.ash.org.au/jeather/maths/dictionary.html
- Adding Fractions PPT http://jc-schools.net/PPT/Fractions%20VII.ppt
- Subtracting Fractions PPT http://jc-schools.net/PPT/Fractions%20VIII.ppt

METHODS & STRATEGIES:

WHOLE GROUP DISCUSSION: Show the Addition & Subtraction of Fractions PPT presentation to the class to teach the vocabulary and concepts.
- Adding Fractions PPT http://jc-schools.net/PPT/Fractions%20VII.ppt
- Subtracting Fractions PPT http://jc-schools.net/PPT/Fractions%20VIII.ppt
WHOLE CLASS ACTIVITY: On half of the 3 X 5 notecards write an unlike denominator addition or subtraction problem. On the other half of the note cards, write the corresponding common denominators to the problems on the other half. In random order, hand out the note cards and have the students find their matching partner and work the problem out.

QUIZ: Math Vocabulary list
------------------------------------------------------

ASSESSMENTS/ REFLECTIONS:- Activity sheets on finding factors, multiples and exponents
- Board work on finding factors, multiples and exponents
- Quiz on Friday
- Problem solving activity and have students format their answers using math vocabulary and concepts.
- Multiples & Factorization Challenge Game
.
INTERDISCIPLINARY CONNECTION:
- technology
- social studies
- science
- music
.
HOMEWORK:
Practice exercises will be sent home daily and will be checked with parent signature the next day.

JMS Professional Learning Community

2010-09-12T19:47:00.000-07:00

9.7.2010

Dear colleagues,

Hope you enjoyed your long weekend as I did with family and friends!!!

Our PD this morning on Professional Learning Community was fantastic, I have learned some of the things that I still need to do to contribute to the team and have validated some of the things that we are already proactively doing as a whole to target the strengths and needs of our students.

Check this out: http://digitalanthology.blogspot.com/ (click)

Ms. Felton already mentioned about our SPED Dep't Website; I have extended what used to be my class portal to our now JMS SPED portal in the spirit of collaboration. To innovatively address the issues that we are having (yes, we listen and we do something hoping to resolve everyone's concerns) regarding differentiating instruction, modifying classwork, and availability of SPED instructional resources to help ALL our struggling kids (not just students with IEP), we have made these accessible to you 24/7 even after school hours:

- letters to parents and students

- SPED syllabus

- class rules and expectations

- lesson presentations

- lesson plans and HW

- SPED course materials

- project rubrics

- helpful tips

All members of our team (Ms. Lobban, Ms. McMillan, Ms. Wright, myself) will be posting announcements and resources as frequently as possible. Please give us a few days to train ourselves on how to use this wonderful collaborative tool. Also, please give us your constructive feedback (e.g. how else can we improve this website to better serve you and our students) about the SPED Dep't digital portfolio.

Of course, nothing compares to one-on-one conversations, please come by our rooms during our planning time (mine is 3rd Period) and/ or afterschool hours so we can talk about our concerns. As always, let us work together to meet our common goal: helping our students succeed.

Thank you and have a great week!!!

Sincerely,

Maria Angala, NBCT

STORY SELECTIONS: Hatchet & Passage to Freedom (Anthologies)

2010-08-05T17:18:00.000-07:00

LESSON PLAN for English Language Arts
DCPS STANDARDS COVERED: 6.LD-V.1 / 6.LD-V.7 / 6.LD-V.8 / 6.LD-V.10
Maria Angala, ELA/ Math Resource Teacher

STORY SELECTION: Hatchet (Anthology)

WARM UP: Different writing prompts will be given daily.

DAY 1

OBJECTIVES:After the lesson, students will be able to:read words that have suffixes –ful, -less, and –ly
use the phonics/ decoding strategy to decode longer words
students understand the formation and use of words using suffixes –ful, -less, and –ly
learn safety and manners on the wilderness

MATERIALS:
- Anthology: Hatchet
- Teaching master ES1-1
- Practice master ES 1-1
- 3 index card per student
- Pictures of things in the wilderness
- video: Trail Etiquette
http://www.teachertube.com/view_video.php?viewkey=1fca28764612a028d9c8

METHODS & STRATEGIES:- In The Wilderness –

WHOLE GROUP INSTRUCTION: This week we will be reading a story about staying alive in the wilderness. To get ready to enjoy that story, we will talk about what you might see in a wilderness area – a wild place where people live. Elicit from students that a wilderness may be a forest, with pines, birches, and other kinds of trees, and that many wild animals live in the forest.

SHOW VIDEO: Trail Etiquette. Public service announcement for safety and manners on the trail. Illustrates human impact on and responsibility for the environment and wildlife in a forest. Filmed in the George Washington National Forest in Virginia and Cranberry Wilderness in West Virginia.

PAIR & SHARE: Have students work in pairs. Ask them to list down and describe 5 things a person might see in the wilderness. Ask each representative to share their list to the class.

- Hatchet (Anthology) -

WHOLE GROUP INSTRUCTION (READ ALOUD): Display the poem “In the Wild”. Ask one student to read it aloud. Houghton Mifflin pages 26-27. Discuss and describe the photos on Anthology page 26.

- What country’s wilderness does this photograph show us?
- What do you see in the photo?
- Have you seen these animals before?
- Where have you seen them? What words can we use to describe the animals?

WHOLE GROUP INSTRUCTION (PICTURE WALK):
“Hatchet” (Anthology) Houghton Mifflin pages 29-37. Lead the students on a picture walk using these prompts:
- page 31 = How do you think Brian feels in this picture? Why?
- Pages 32-33: Why do you think Brian is holding his leg? What is the porcupine doing? Why is Brian’s Hatchet on the ground?
- Page 35: Do you think it would be easy to use this hatchet? Why or why not? What might it be used for?
- Page 36-37: do you think the wilderness looks beautiful in this picture? What do you think Brian thinks and feels about being in the wilderness? Is he happy to be there? Why or why not?

WHOLE GROUP INSTRUCTION (SUFFIXES):SUFFIX= words added in the end of a base word that changes its meaning.
BASE WORD= is a word that is complete by itself, to which suffixes may be added. Give examples from Hatchet.

PAIR & SHARE: Give 3 colors of index cards to each group. Ask students to read the story “Forgetful Sue” (ES 1-1) and write down the words with suffix –less in the pink index card, the words with suffix –ful in the yellow index card, and the suffix –ly in the green index card. Ask them to go to the board and post the words according to the suffix category.

ADDITIONAL HOMEWORK (plus gold stars): Cut 5 pictures of animals that you can find in the wilderness. You can cut from magazines or print from the computer. Paste them in your notebook.

READING BLOCK: continue reading “The Little Prince”

DAY 2

OBJECTIVES:
After the lesson, students will be able to:
students identify and practice the four kinds of sentences
students use story details to explain events and a character’s feelings
identify how details help a character’s motives

MATERIALS:
- Teaching master ES 1-2
- Practice master 1-2
- Anthology: Hatchet
- Pictures of animals that you can find in the wilderness
- Video: Animals in the wild and adaptations
http://www.teachertube.com/view_video.php?viewkey=49733209e941c61ee652
- Punctuation PPT http://iteslj.org/t/ppt/punctuation.ppt
- Kinds of sentences cards

METHODS & STRATEGIES:

WHOLE GROUP INSTRUCTION: We have said that the wilderness is a place where wild animals live. What kind of animal did Brian find in his tent? Is this animal dangerous? What are some other animals a person might see in the wilderness? Which can be dangerous? Which are usually not dangerous?

INDIVIDUAL: Write the names of the animals you have from your homework in the post its. Post them on the board according to the category: dangerous/ not dangerous. Ask the students what is one animal you would not like to meet in the wilderness? Why or why not?

SHOW VIDEO: This film shows different animals (from Grand Teton National Park) and their adaptations.

WHOLE GROUP INSTRUCTION (PICTURE WALK): “Hatchet” (Anthology) Houghton Mifflin pages 37-49. Lead the students on a picture walk using these prompts:
- page 31 = What is Bryan doing with the Hatchet in this picture?
- Page 41= Why do you think Brian is blowing on the fire?
- Page 42-43 = How do you think Brian feels in this picture? Why?

WHOLE GROUP INSTRUCTION (KINDS OF SENTENCE): Discuss the kinds of sentences to the students: declarative/ interrogative/ imperative/ exclamatory.

BOARD WORK: Ask students to post on the board the sentences on the cards to be given out according to their correct category. Ask the students to read their sentences aloud. http://www.eduplace.com/graphicorganizer/pdf/4column.pdf

WHOLE GROUP INSTRUCTION (NOTING DETAILS):
- DETAILS: used by authors to help readers understand character’s feelings and actions. Authors may also use details to help explain a character’s motives; that is, why a character acts in a certain way.
- Display Teaching Master ES1-2. The underlined phrases are details that show a character’s feelings. Ask students to use the illustrations to determine what word best describes the underlined details.

READING BLOCK: continue reading “The Little Prince”

DAY 3

OBJECTIVES:
After the lesson, students will be able to:
identify simple subjects and predicates
identify complete subjects and predicates
write complete subjects and predicates

MATERIALS:Sentences and Non Sentences PPT
http://www.lexington1.net/technology/instruct/ppts/LAppts/k2/completsent.ppt
Subject-Predicate PPT: http://jc-schools.net/ce/subjects-predicates1_files/frame.htm
Writing Workshop Video: http://www.teachertube.com/view_video.php?viewkey=d01f6c9d504e8194b961

METHODS & STRATEGIES:

WHOLE GROUP DISCUSSION: Show the PPT on Subject and Predicate. Encourage students to reply to the prompts in the presentation.
http://jc-schools.net/ce/subjects-predicates1_files/frame.htm

BOARD WORK: Answer exercises on subject & Predicate.
http://classroom.jc-schools.net/la/activities/subj-pred_files/frame.htm

PAIR & SHARE: Work as a team (and compete with others) to answer the exercise on the board on sentences and non sentences.
http://www.lexington1.net/technology/instruct/ppts/LAppts/k2/completsent.ppt

SHOW VIDEO (WRITING WORKSHOP): Beginning with a simple subject and a simple predicate I will show students a great way to get them to write long, stretchy sentences using better word choice. It is a first in a series of techniques that I use for sentence variety, word choice, different sentence beginnings and revising sentences.
http://www.teachertube.com/view_video.php?viewkey=d01f6c9d504e8194b961
Give writing prompt and ask the students to free write applying the strategies that they just have learned from the video.

READING BLOCK: continue reading “The Little Prince”

STORY SELECTION: Passage to Freedom (Anthology)

DAY 4
OBJECTIVES:
After the lesson, the students will be able to:
- Read words that have two or more syllables.
- Understand syllabication and can divide words into syllables
- Use the phonics/ decoding strategy to decode longer words

MATERIALS:
- Syllabication PPT http://jc-schools.net/langarts/syllables-rules_files/v3_document.htm
- Anthology: Passage to Freedom

METHODS & STRATEGIES:

WHOLE GROUP DISCUSSION “Album for a Hero” Houghton Mifflin pages 50-51: This story tells about a diplomat who used his power to save people’s lives.
- What is a diplomat’s job?
- What kind of person do you think would be good at this job? Why?
- How do you think a refugee might feel?

WHOLE GROUP DISCUSSION (Picture Walk):
- page 52: Who are the two people in the foreground of the picture? How do you think the boy feels about his father? Who are the people in the background? Where do you think they are going?
- Page 53: What do you think the boy want? At whom do you think is he looking?
- Pages 54-55: What clues in this picture show us that this story happened a long time ago and in another country? What do the words on the front of the car mean?
- Page 57: Who are these people? What do they want? How are they feeling?
- Page 58: How many people are in the Sugihara family? What do you think they are talking about there?

INDIVIDUAL WORK (syllabication): Show syllabication PowerPoint and ask students to respond to exercises on their notebooks.
http://jc-schools.net/langarts/syllables-rules_files/v3_document.htm

READING BLOCK: continue reading “The Little Prince”

DAY 5

MATERIALS:
- Rags & Riches Game for the story “Passage to Freedom”
http://www.quia.com/rr/351070.html?AP_rand=973649429&playHTML=1
- Conjunctions PPT
http://www.worldofteaching.com/powerpoints/english/Conjunctions.ppt
- Compound sentences cards

METHODS &STRATEGIES:
WHOLE GROUP DISCUSSION: Discuss conjunctions with a PPT presentation. Students will be encouraged to respond to the exercises given in the presentation.
http://www.worldofteaching.com/powerpoints/english/Conjunctions.ppt

PAIR & SHARE: Ask students to work in pairs. Distribute the Compund Sentence Cards to them and ask them to think of a way to express each pair of sentences in one sentence using the words and, but, or or.

FRIDAY FUNDAY: Review skills for “Passage to Freedom” with the Rags & Riches Game.
http://www.quia.com/rr/351070.html?AP_rand=973649429&playHTML=1
QUIZ: Spelling list

READING BLOCK: continue reading “The Little Prince”

------------------------------------------------------

ASSESSMENTS/ REFLECTIONS:
Observation of student responses during Q&A
ES 1-1 Practice Master.
Board work
Anecdotal notes based on teacher observation of students' participation in class discussions
Spelling quiz (Friday)

DAILY HOMEWORK: Homework will be checked with parent’s signature daily. The same spelling list (please see student word list) will be used for this week but each day, students will choose two from the list of activities (each day should be different):
· Use the word in an original sentence.
· Find and learn the definition of the word.
· Know how to pronounce the word.
· Which parts of speech is the word used as (e.g. noun, verb)?
· What are other forms of the word such as plurals or tenses.
· What are synonyms of the word?
· What are antonyms of the word?
· What is the origin or etymology of the word?
· What words rhyme with this word?

Letter of Introduction

2010-08-03T08:15:00.000-07:00

Dear Parents or Guardians,

I am pleased to take this opportunity to introduce myself to you and to welcome your child to my class. A good learning experience is built on a cooperative effort among parent, child, and teacher. I look forward to the work and growth we will all accomplish this year.

I will be teaching self-contained and resource classes this school year. My expectations for conduct and academic standards are high. With your participation both in and out of the classroom, we can look forward to a productive, creative, and enjoyable year together. In the past, I have had many parents volunteer their time in the classroom, and I encourage this because it provides opportunities for more children to receive personal attention. If you are interested in volunteering, please let me know. This can be done on a weekly, bi-weekly, or occasional basis. Any help you can give will be warmly appreciated.

You can also help by providing me with any information that will aid me in better understanding your child. Some things I am interested in include the following:

- important experiences that may be affecting your child’s state of mind (death in the family, a best friend going away, loss of a pet, etc.)

- special medical needs

- study habits at home

- television viewing habits

- after-school activities and special interests

- feelings toward school

- conflicts among family members

Although I am interested in anything that could be affecting your child, it is not necessary for you to reveal personal information. Please know that anything you do say will be kept in the strictest confidence.

Again, welcome! Please feel free to contact me about any questions or concerns you may have. My classroom door is always open, and you can email me at: Maria.Angala@dc.gov to which I will respond as soon as possible.

Sincerely,

Ms. Angala

Jefferson MS, Room 118

Homework homerun!!

2009-03-15T16:52:00.000-07:00

Dear Parents,

We have a few more days left until the DC CAS state assessments.

During DC CAS testing in the spring, 6th to eighth grade students must not only know basic and advanced knowledge and skills, they must retain them, understand them, and use them in real life situations.

As parents you can help with improving your child/children's test scores by letting your child do their homework at home which I have linked from this class website. All of the links, the powerpoint and the practice probes and games here have been used presented in class and should be reviewed and practiced by your child. In the next few days, I will be uploading some videos that your child can watch at home related to the lessons that we are learning in the classroom from Discovery Education. Please ask your child to visit the class website and do the homework using the log-in codes listed.

As your child's teacher, I am working very hard to give him/ her the academic supports that he/ she needs even outside the classroom and even beyond the call of duty. I want to see your child successful in life as much as you do.

Please take a few minutes to review the class website and work with your child each night on some of the strategies offered. Even students not in my class and from other school districts are using our Practice Probes and are having fun while learning from it.

Thank you for taking the time to always read my weekly emails. Your involvement is critical to your child's success.

Sincerely,

MARIA ANGALA

Room 118

Mean, Median, Mode & Range Rap (by Errol & Joshua)

2009-03-14T20:21:00.000-07:00

3rd Advisory Math Project

Mean -

first you gotta add and divide

Median-

is the middle of the line

Mode-

is the most of the set

When it's time for range

you can't forget.

Geometry (by Durell)

2009-03-14T19:44:00.000-07:00

3rd Advisory Math Project

Geometry, oh no, we gotta know

Yeah, yeah, yeah, yeah

Geometry, oh baby, we gotta know
Geometry is the study ofs

hapes and we’re going to learn about angles

Acute angles measure...
...Geometry, oh no, we gotta know

Yeah, yeah, yeah, yeah

Geometry, oh baby, we gotta know
A right angle measures exactly 90 degrees...
...Geometry, oh no, we gotta know

Yeah, yeah, yeah, yeah

Geometry, oh baby, we gotta know
Angles are measured by degrees.

A protractor is what you need....
...Geometry, oh no, we gotta know

Yeah, yeah, yeah, yeah

Geometry, oh baby, we gotta know

Stem and Leaf Plot Rap ( by Damon)

2009-03-14T19:35:00.000-07:00

3rd Advisory Math Project

First you order

from the least to the greatest;

the stem -

is the tens of the numbers,

the leaf -

is the ones of the numbers,

stem and leaf plot

tell me what you got!

On student achievement

2009-03-14T12:01:00.000-07:00

This week, the scores from the last benchmark assessments went out. My students did great! They showed tremendous improvement from their baseline scores. Students who scored proficient or advanced in the DC BAS in my school were given a ticket to dress down last Wednesday to reward them because they made a difference for working hard. Some of my students got proficient scores and as a result they started getting respect from other students who were calling them "special ed!" or other names to embarrass them. Teachers learned that everyone can learn, achieve and become successful with the right instruction, given appropriate resources and positive supports.

In my school, with our last benchmark assessments results, I have seen tremendous progress from those students who are being taught by excellent teachers; teachers who believe in their students, who have high expectations for them, who teach creatively implementing instructional best practices...their scores were so high!

A lot of students who scored below basic have the capability to achieve, but their self confidence were very low. I remember when I was still in school, I was an honor student but I performed poorly with teachers who did not challenge me and who were always embarrassing and putting my classmates down. I would never ever forget my math teacher, learning was horrible in his classroom. He was the reason why I still hate and I am still poor in math up to now.

I have some things to say about how excellent teachers, given the appropriate resources and right supports, can impact student achievement based from data, observation and experience. I want to let this out but I will have to stop right here.

Back to state assessments...a 10-year teaching veteran is offering tips on how to prepare students for standardized tests without sacrificing curriculum and teaching time. Heather Wolpert-Gawron suggests that students practice filling answer bubbles, learn common test terms, have goals and be confident. Edutopia.org

Testing tips from my students

2009-03-14T11:48:00.001-07:00

Because of the results of the last DC BAS which showed progress, my students are very eager to do practice probes and kept reminding me to give them more exercises aligned to the DC CAS. They said they want to be "TEST READY!", I can't believe how pumped up they are!

Following the advice of a colleague here , I asked my students what testing tips would they give other students who want to do better this coming spring testing.

Here's some of their exceptional testing tips:

Before:

-Put pencils in your backpack.
-Eat a good breakfast.
- Don't stay up late.

During:

-Answer each question.
-Ask for help.
-Do your best.

After:

-Share your worries with your teachers and parents.
-Relax. It's over.

One of my students even composed a rap, and I was very impressed because he did it in less than 10 minutes and sounded like a pro. Will upload and share it to you later...

Pre-Algebra Summary of Lessons

2009-02-16T16:51:00.000-08:00

February 16-20,2009

This week, we are going to wrap-up everything that we have learned in Pre-Algebra. Recall that we learned how to:

- define these terms: variable; algebraic expression; signs of operation; order of operations. Lesson review here.

- translate a word sentence into a mathematical expression. Lesson review here.

- write algebraic expressions. Lesson review here.

- apply the order of operations to solve math equations. Lesson review here.

- turn word sentences into algebraic expressions. Lesson review here.

- balance equations to solve for variables (solve for 'x'). Lesson review here.

Here's a video from Discovery Education that would help you understand these concepts:

Pre-Algebra Lesson Plan (Reteach)

2009-01-25T20:04:00.000-08:00

February 2-6, 2009
RETEACH PRE-ALGEBRA THIS WEEK; REVIEW DC BAS QUESTIONS

MONDAY
2.2.2009

6PRA1 Use the properties of equality to solve problems using letter name variables (eg ¼ + x = 7/12)

WARM UP:
Give the definition:
-Concepts
-Problems
-variables
- equality
-inequality

The student will:
T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)

By answering at least 4/5 math problems on the board and on paper.

ESSENTIAL QUESTION:
How do we solve problems of inequality using letter name variables?

WHOLE GROUP INSTRUCTION:
Show this PowerPoint presentation on Linear Equations: http://jc-schools.net/PPT/linear-equations.ppt

SMALL GROUP INSTRUCTION: Break the students in three groups and give them 5 math problems involving linear equations. Ask them to:

T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)

ASSESSMENT:
Online game:
http://www.ies.co.jp/math/java/geo/linf/linf.html

TUESDAY
2.3.2009

6PRA1 Use the properties of equality to solve problems using letter name variables
(eg ¼ + x = 7/12)

WARM UP:
Page 1, #s 1-3http://glencoe.mcgraw-hill.com/sites/dl/free/0078884802/633197/alg1sgi.pdf

The student will:
T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)

By answering at least 4/5 math problems on the board and on paper.

ESSENTIAL QUESTION:How do we solve problems of inequality using letter name variables?

WHOLE GROUP INSTRUCTION:
Show this PowerPoint presentation on Properties of Equality http://www.cohs.com/teachers/docs/50_Associative%20Property%20of%20Addition%20etc.ppt#1

SMALL GROUP INSTRUCTION: Break the students in three groups and give them 5 math problems involving equalities. (http://glencoe.mcgraw-hill.com/sites/dl/free/0078884802/633197/alg1sgi.pdf) Ask them to finish answer page 1 # 7-11:

T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)

ASSESSMENT:
Online game:http://www.ies.co.jp/math/java/geo/linf/linf.html

WEDNESDAY
2.4.2009

6PRA4 Simplify expressions of the first degree by combining like terms and using specific values.

WARM UP:
Page 1, #s 4-6http://glencoe.mcgraw-hill.com/sites/dl/free/0078884802/633197/alg1sgi.pdf

The student will:
T1 GOAL: Distinguish between an equation and an expression.
T2 GOAL: Label a problem as equal or unequal
T3 GOAL: Match two equations that are equal

By solving linear problems on the Promethean Board.

ESSENTIAL QUESTION:
How do we know which are like terms?

WHOLE GROUP INSTRUCTION:
Show this PowerPoint presentation on Linear Equations http://jc-schools.net/PPT/linear-equations.ppt

SMALL GROUP INSTRUCTION: Break the students in three groups and give them 5 math problems involving equalities. (http://glencoe.mcgraw-hill.com/sites/dl/free/0078884802/633197/alg1sgi.pdf) Ask them to finish answer page 1 # 12-16

T1 GOAL: Distinguish between an equation and an expression.
T2 GOAL: Label a problem as equal or unequal
T3 GOAL: Match two equations that are equal

ASSESSMENT:
Online game:http://www.ies.co.jp/math/java/geo/linf/linf.html

THURSDAY
2.5.2009

6PRA4 Simplify expressions of the first degree by combining like terms and using specific values.

WARM UP:
Page 2, #s 1-3http://glencoe.mcgraw-hill.com/sites/dl/free/0078884802/633197/alg1sgi.pdf

The student will:
T1 GOAL: Distinguish between an equation and an expression.
T2 GOAL: Label a problem as equal or unequal
T3 GOAL: Match two equations that are equal

By solving linear problems on the Promethean Board.

ESSENTIAL QUESTION:
How do we know which are like terms?

WHOLE GROUP INSTRUCTION:
Show this PowerPoint presentation on Linear Equations http://jc-schools.net/PPT/linear-equations.ppt

SMALL GROUP INSTRUCTION: Break the students in three groups and give them 5 math problems involving equalities. (http://glencoe.mcgraw-hill.com/sites/dl/free/0078884802/633197/alg1sgi.pdf) Ask them to finish answer page 2 # 7-12

T1 GOAL: Distinguish between an equation and an expression.
T2 GOAL: Label a problem as equal or unequal
T3 GOAL: Match two equations that are equal

ASSESSMENT:
Online game:http://www.ies.co.jp/math/java/geo/linf/linf.html

FRIDAY
2.6.2009

6PRA4 Simplify expressions of the first degree by combining like terms and using specific values.

WARM UP:
Page 2, #s 4-6
http://glencoe.mcgraw-hill.com/sites/dl/free/0078884802/633197/alg1sgi.pdf

The student will:
T1 GOAL: Distinguish between an equation and an expression.
T2 GOAL: Label a problem as equal or unequal
T3 GOAL: Match two equations that are equal

By solving linear problems on the Promethean Board.

ESSENTIAL QUESTION:
How do we know which are like terms?

FRIDAY FUNDAY!

Pre-Algebra Jeopardy Game:
http://schoolcenter.brentwood.k12.ny.us/education/components/docmgr/default.php?sectiondetailid=7017&fileitem=371&catfilter=85&PHPSESSID=2b87035eb2904fbfa0d3b36c78b2c4a1

WHOLE GROUP INSTRUCTION:
Explain the mechanics of the game

SMALL GROUP INSTRUCTION:Break the class into three teams, play the jeopardy game!

ASSESSMENT:
Online game:http://www.ies.co.jp/math/java/geo/linf/linf.html

HOMEWORK:
Access Code: YQ5192

Equality and Inequality (Lesson Plan)

2009-01-20T20:20:00.000-08:00

January 21-23, 2009

WEDNESDAY
1.21.2009

Standard 6PRA1 Use the properties of equality to solve problems using letter name variables (eg ¼ + x = 7/12)

WARM UP:

Give the definition:
-Concepts
-Problems
-variables
- equality-inequality

Goal(s)/ Expectation(s)

The student will:
T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)
By answering at least 4/5 math problems on the board and on paper.

ESSENTIAL QUESTION:
How do we solve problems of inequality using letter name variables?

WHOLE GROUP INSTRUCTION:
Show this PowerPoint presentation on Linear Equations: http://jc-schools.net/PPT/linear-equations.ppt

SMALL GROUP INSTRUCTION: Break the students in three groups and give them 5 math problems involving linear equations. Ask them to:

T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)

ASSESSMENT:
Online game:
http://www.ies.co.jp/math/java/geo/linf/linf.html

THURSDAY
1.22.2009

Standard(s) 6PRA1 Use the properties of equality to solve problems using letter name variables
(eg ¼ + x = 7/12)

WARM UP:
7+9=x
8-x=10
x-6=18
7+3=x
8-x=12

Goal(s)/ Expectation(s)

The student will:
T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)
By answering at least 4/5 math problems on the board and on paper.

ESSENTIAL QUESTION:How do we solve problems of inequality using letter name variables?

WHOLE GROUP INSTRUCTION:
Show this PowerPoint presentation on Properties of Equality http://www.cohs.com/teachers/docs/50_Associative%20Property%20of%20Addition%20etc.ppt#1

SMALL GROUP INSTRUCTION: Break the students in three groups and give them 5 math problems involving equalities. Ask them to:

T1 GOAL: Distinguish between variables and numbers in an equation.
T2 GOAL: Solve an equation with a letter name variable as the solution (eg, 4+1=x)
T3 GOAL: Solve an equation with a letter name variable in a position other than the solution (eg, 9+x=10)

ASSESSMENT:
Online game:http://www.ies.co.jp/math/java/geo/linf/linf.html

FRIDAY
1.23.2009

Standard(s) 6PRA4 Simplify expressions of the first degree by combining like terms and using specific values.

WARM UP:
3x+ x = 12
6+ 4 = y
12x + y = 3x -2y

Goal(s)/ Expectation(s)

The student will:
T1 GOAL: Distinguish between an equation and an expression.
T2 GOAL: Label a problem as equal or unequal
T3 GOAL: Match two equations that are equal
By solving linear problems on the Promethean Board.

ESSENTIAL QUESTION:
How do we know which are like terms?

WHOLE GROUP INSTRUCTION:
Show this PowerPoint presentation on Linear Equations http://jc-schools.net/PPT/linear-equations.ppt

SMALL GROUP INSTRUCTION: Break the students in three groups and give them 5 math problems involving equalities. Ask them to:
T1 GOAL: Distinguish between an equation and an expression.
T2 GOAL: Label a problem as equal or unequal
T3 GOAL: Match two equations that are equal

ASSESSMENT:
Online game:http://www.ies.co.jp/math/java/geo/linf/linf.html

HOMEWORK:

The View From Saturday (Lesson Plan)

2009-01-20T17:51:00.000-08:00

January 21-23,2009
SELECTION: “The View From Saturday” Houghton Mifflin

WEDNESDAY–1.21.2009

Standard 6.LD-V.8 Use such clues as definition, example, and restatement to determine the meanings of unfamiliar words and words with multiple meanings in context.

WARM UP: (BCR)
Have you ever seen a turtle? Where did you see it? Why do you think some people spend a lot of time studying turtles? Why are turtles interesting?

Goal(s)/ Expectation(s)

The students will:
T1 GOAL: Use a dictionary to define words from grade level text.
T2 GOAL: Recognize words with multiple meaning when used in the context of the sentence.
T3 GOAL: Using context clues, define unknown words from the story.
By completing the Context Clues Graphic Organizer from the text “The View From Saturday”.

ESSENTIAL QUESTION: How do you find the meaning of unknown words using context clues?

Guided Instruction
WHOLE GROUP INSTRUCTION:
Give out the vocabulary words for this story. Refer to the Context Clues Graphic Organizer. Brainstorm and fill the columns.

SMALL GROUP INSTRUCTION:
Break the class into three small groups.
T1: List three words from the novel and give at least three different definitions of each using the dictionary.
T2: List three words from the story and give the definition by citing a sentence or phrase from the story referring to these words.
T3: List three words from the word wall and give the definition based from how the words were used in the novel.

ASSESSMENT:
E-word game:
http://www.eduplace.com/kids/hmr06/ewordgame/index.html?grade=6&theme=3&selection=3

THURSDAY
1.22.2009

Standard 6.LD-V.8Use such clues as definition, example, and restatement to determine the meanings of unfamiliar words and words with multiple meanings in context.

WARM UP: (BCR)
Have you ever seen a turtle? Where did you see it? Why do you think some people spend a lot of time studying turtles? Why are turtles interesting?

Goal(s)/ Expectation(s)

The students will:
T1 GOAL: Identify the setting of the text.
T2 GOAL: Identify the mood or tone of a text.
T3 GOAL: Classify the mood of the text and explain the reason of choice.
By completing a Setting graphic organizer listing the settings, tone and the mood in the story.

ESSENTIAL QUESTION:How is the tone of the setting related to the mood of the story?

Guided Instruction
WHOLE GROUP INSTRUCTION:
Discuss the importance of the setting in the story and how it affects the mood.

Lead students on a picture walk, using these prompts:

Pages 324-325: What are these people looking at? What could stop the baby turtles from reaching the water? Do you think it would be better for the turtles if Nadia and the others carried them to the water? Why or why not?
Page 328: Where are Nadia and the others in this picture? Are the people happy? How do you know? What do you think Nadia is feeling? Why?
Pages 332-333: What are Ethan and Nadia doing? Are they happy? How can you tell? What is Ethan wearing around his ankle?

SMALL GROUP INSTRUCTION: Break the class into three small groups.

T1: Using the Setting graphic organizer, list down the settings of the text.
T2: Using the Setting graphic organizer, list down the settings and its corresponding mood or tone of the text.
T3: Using the Setting graphic organizer, list down the settings of the text its corresponding mood or tone and explain the reason of choice.

ASSESSMENT:
Q&A: Have the students describe what the beach is like in different seasons.

FRIDAY
1.16.2009

Standard(s) 6.LT-F.4 Describe incidents that advance plot in a story or novel, explaining how each incident gives rise to the next or foreshadows a future event.

WARM UP: (BCR)
Where is your favorite place to go swimming? What do you and your friends do there? Do you prefer swimming inside or outside? Why?

Goal(s)/ Expectation(s)
The students will:
T1 GOAL: Identify the characters, setting, conflict and resolution in this story.
T2 GOAL: Sequence events in this story and identify the main event.
T3 GOAL: Answer questions about the plot in this story.
By completing the Plot graphic organizer.

ESSENTIAL QUESTION:
How do you retell the story to your partner? Use the pictures to help you. Can you tell what happens at the beginning, middle, and end of the story?

Guided Instruction

WHOLE GROUP INSTRUCTION:

Review the elements of a plot to the students. Show the PowerPoint Presentation on the Promethean Board.

SMALL GROUP INSTRUCTION: Break the class into three small groups. Distribute the graphic organizer and ask each group to complete it.

T1: List the characters, setting, conflict and resolution in this story.
T2: Sequence events in this story and identify the main event.
T3: Retell the story. Use the pictures in the book to help you. Tell what happens in the beginning, middle, and end of the story. Then listen as your group members retell the story. Make sure the group includes all the important events.

ASSESSMENT:
In one word, tell me what have you learned today?

HOMEWORK:

Measurements of Polygons (Lesson Plan)

2009-01-12T03:00:00.000-08:00

Week Of: January 12-16, 2009
MONDAY 1.12.2009- TUESDAY 1.13.2009

Standard(s) 6M6 Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals; measure the interior angles of various polygons.

WARM UP: (BCR)
Draw and define a triangle and a pyramid. Recall our past lessons.

Goal(s)/ Expectation(s)
T1 GOAL: Identify 2D and 3D shapes, and lines of symmetry.
T2 GOAL: Describe shapes according to congruence and similarities.
T3 GOAL: Relate the different geometrical shapes to what you see in your environment.

ESSENTIAL QUESTION:
How does a triangle and a pyramid relate to each other?

PRODUCT: Venn Diagram comparing and contrasting a triangle and a pyramid.

Guided Instruction & Independent Practice/Study
WHOLE GROUP INSTRUCTION:
Show and discuss this PowerPoint Presentation

SMALL GROUP INSTRUCTION:
Break the class according to the students’ ability level. Write comparison and contrast between triangle and pyramid using a Venn Diagram.

T1: Draw a triangle and a pyramid.
T2: Draw a triangle and a pyramid and describe angles and sides.
T3: Relate the triangle and pyramid to things you see in the environment and community.

ASSESSMENT:
Online game: Complete the designs by arranging geometric shapes provided.

WEDNESDAY 11.7.2009 THURSDAY 1.8.2009 DC BAS

FRIDAY 1.9.2009
Standard(s) 6M3 Develop strategies to find the area and perimeter of complex shapes.

WARM UP: (BCR)
Draw three different triangles that can not be divided into symmetrical halves.

Goal(s)/ Expectation(s)
T1 GOAL: Use two basic shapes to make another basic shape (two triangles to make a square)
T2 GOAL: Measure the area of basic shapes using a ruler.
T3 GOAL: Subdivide complex shapes into basic shapes and calculate area using manipulative.

ESSENTIAL QUESTION:
How do we find the area of basic and complex shapes?

PRODUCT: Completed activity sheet on finding the area of a shape.

Guided Instruction & Independent Practice/Study

WHOLE GROUP INSTRUCTION:
Discuss to the class how to find the area of a polygon

SMALL GROUP INSTRUCTION:
Break the class according to the students’ ability level. Answer page 10-11 Investigation 1: Measuring Perimeter and Area, Connected Math.

Measure only the area of the figures:
T1: Designs A, B, C.
T2: Designs A - F
T3: Designs A - J

ASSESSMENT:
Online game: Drag the 2D tiles to the shape’s outline. Try to fill the space as quickly as possible:

HOMEWORK: Access Code: DV8334

The Challenge (Lesson Plan)

2009-01-11T20:11:00.000-08:00

Week Of: January 12-16,2009
MONDAY1.12.2009

Standard(s) 6.LD-V.8 Use such clues as definition, example, and restatement to determine the meanings of unfamiliar words and words with multiple meanings in context.

WARM UP: (BCR)
Basketball is a sport, or game, in which you bounce and throw a ball.
What do players do in soccer? How about in tennis?
List as many verbs/ adjectives as you can to illustrate the sports.

Goal(s)/ Expectation(s) for the Week
T1 GOAL: Use a dictionary to define words from grade level text.
T2 GOAL: Recognize words with multiple meaning when used in the context of the sentence.
T3 GOAL: Using context clues, define unknown words from the story.

ESSENTIAL QUESTION: How do you find the meaning of unknown words using context clues?
PRODUCT: Make a list of words with multiple meanings from the text “The Challenge”.

Guided Instruction & Independent Practice/Study
WHOLE GROUP INSTRUCTION:
Refer to the K-W-L Chart. Brainstorm and fill the column of K and W.

TELL: Have students turn to Anthology pages 298-299. Read aloud the title and have students tell what they think “Attention, Please!” means. Read the captions by the photographs on page 298 with students. Make sure they understand the words notice and attention based from how it was used in the text. Direct students’ attention to the photograph on page 299. ASK: Why is this girl raising her hand? Do you often raise your hand if you know the answer to a question in class? Why or why not.
SHOW: On the Promethean Board, show the PowerPoint Presentation on Multiple Meaning Words.

SMALL GROUP INSTRUCTION:
Break the class into three small groups.
T1: List three words from the novel and give at least three different definitions of each using the dictionary.
T2: List three words from the story and give the definition by citing a sentence or phrase from the story referring to these words.
T3: List three words from the word wall and give the definition based from how the words were used in the novel.

ASSESSMENT:
E-word game

TUESDAY 1.13.2009

Standard(s) 6.LT-C.1Analyze the relevance of the setting to the mood and tone of the text.

WARM UP: (BCR)
Yesterday we talked about sports. Today, we are going to talk about place and equipment – things you use to play sports. What place and equipment do we need to play baseball? How about basketball? Racquetball?

Goal(s)/ Expectation(s) for the Week
T1 GOAL: Identify the setting of the text.
T2 GOAL: Identify the mood or tone of a text.
T3 GOAL: Classify the mood of the text and explain the reason of choice.

ESSENTIAL QUESTION:
How does Stella looks in the illustrations on Anthology pages 303 and 310? What differences can you find between these two pictures? What similarities do you see?
PRODUCT: Complete a T-Chart graphic organizer listing the settings and the mood in each setting.

Guided Instruction & Independent Practice/Study
WHOLE GROUP INSTRUCTION:
Discuss the importance of the setting in the story and how it affects the mood.
Lead students on a picture walk, using these prompts:
Page 303: Who is this girl with all the food? Who is looking at her? What is his opinion of her?
Page 305: Whose bag is this? What is sticking out of the bag?
Page 306: To whom is Jose talking? What is Freddie holding up? What is on the table in front of them?
Page 309: What kind of a ball is this? Do you think it is moving quickly or slowly? What else do you see in the picture?
Page 310: What equipment is Stella using as she plays the racquetball? What equipment is Jose using? How is Stella feeling in this picture?
Page 313: Why does Jose have a red mark on his back? Where is Uncle Freddie sitting in this picture? Do you think Freddie is worried about Jose? Why?

SMALL GROUP INSTRUCTION: Break the class into three small groups.

T1: Using the T-Chart graphic organizer, list down the settings of the text.
T2: Using the T-Chart graphic organizer, list down the settings and its corresponding mood or tone of the text.
T3: Using the T-Chart graphic organizer, list down the settings of the text its corresponding mood or tone and explain the reason of choice.

ASSESSMENT: Complete this diagram http://oops.bizland.com/tonemood.doc to analyze the mood and tone of the text.

WEDNESDAY 1.14.2009-THURSDAY 1.15.2009 DC BAS

FRIDAY 1.16.2009

Standard(s) 6.LT-F.4Describe incidents that advance plot in a story or novel, explaining how each incident gives rise to the next or foreshadows a future event.

WARM UP: (BCR)
Have you ever tried to impress somebody, or had somebody else try to impress you? Tell about the experience.

T1 GOAL: Identify the characters, setting, conflict and resolution in this story.
T2 GOAL: Sequence events in this story and identify the main event.
T3 GOAL: Answer questions about the plot in this story.

ESSENTIAL QUESTION:
How do you retell the story to your partner? Use the pictures to help you. Can you tell what happens at the beginning, middle, and end of the story?

PRODUCT: Completed plot graphic organizer.

WHOLE GROUP INSTRUCTION:
Finish the K-W-L Chart by filling the L column.
Review the elements of a plot to the students. Show the PowerPoint Presentation on the Promethean Board.

SMALL GROUP INSTRUCTION:
Break the class into three small groups. Distribute the graphic organizer and ask each group to complete it.

T1: List the characters, setting, conflict and resolution in this story.
T2: Sequence events in this story and identify the main event.
T3: Retell the story. Use the pictures in the book to help you. Tell what happens in the beginning, middle, and end of the story. Then listen as your group members retell the story. Make sure the group includes all the important events.

ASSESSMENT:
In one word, tell me what have you learned today?

HOMEWORK: Access Code: DV6657

3-Dimensional Shapes (Recap Lesson Plan)

2009-01-04T18:09:00.000-08:00

For the week of: 1.5.2009-1.9.2009

MONDAY- TUESDAY

STANDARD: 6M6 Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals; measure the interior angles of various polygons.

WARM UP: (BCR)
Write comparison and contrast between two shapes using a Venn Diagram.

T1 GOAL: Identify 3D shapes, and lines of symmetry.
T2 GOAL: Describe shapes according to congruence and similarities.
T3 GOAL: Relate the different geometrical shapes to what you see in your environment.

ESSENTIAL QUESTION:
How does geometry affect our real world?

PRODUCT:
Analysis of the PowerPoint Presentation of “Zoom In Geometry”

WHOLE GROUP INSTRUCTION:
What might images of buildings in Washington DC teach us about symmetry and geometry in our world?

http://www.primarysourcelearning.org/db/tcm/4028_GeometryLOC.ppt#1

SMALL GROUP INSTRUCTION:

Break the class according to the students’ ability level.
T1: Answer questions in slides 1, 2 and 3.
T2: Answer questions in slides 4, 5, and 6.
T3: Answer questions in slides 7, 8, and 9.

ASSESSMENT:
Online game:
Complete the designs by arranging geometric shapes provided:
http://schooltimegames.com/Mathematics/MP_Glassworks.html

WEDNESDAY

STANDARD: 6M3 Develop strategies to find the area and perimeter of complex shapes.

WARM UP: (BCR)

Draw two different triangles that can be divided into symmetrical halves.

T1 GOAL: Use two basic shapes to make another basic shape (two triangles to make a square)
T2 GOAL: Measure the perimeter of basic shapes using a ruler.
T3 GOAL: Subdivide complex shapes into basic shapes and calculate perimeter using manipulative.

ESSENTIAL QUESTION:
How do we find the perimeter of basic and complex shapes?
PRODUCT:Completed activity sheet on finding the perimeter of a shape.

WHOLE GROUP INSTRUCTION:
Discuss to the class how to find the perimeter of a polygon:
http://www.muskingum.edu/~rdaquila/m120/m120cn10-2.ppt

SMALL GROUP INSTRUCTION:
Break the class according to the students’ ability level. Answer page 10-11 Investigation 1: Measuring Perimeter and Area, Connected Math.

Measure only the perimeter of the figures:
T1: Designs A, B, C.
T2: Designs A - F
T3: Designs A - J

ASSESSMENT:
Online game: Select tiles that will fit in the original figure. Not all tiles will be needed: http://schooltimegames.com/Mathematics/MP_BuildingBlocks.html

THURSDAY- FRIDAY

STANDARD: 6M3 Develop strategies to find the area and perimeter of complex shapes.

WARM UP: (BCR)
Draw three different triangles that can not be divided into symmetrical halves.

T1 GOAL: Use two basic shapes to make another basic shape (two triangles to make a square)

T2 GOAL: Measure the area of basic shapes using a ruler.

T3 GOAL: Subdivide complex shapes into basic shapes and calculate area using manipulative.

ESSENTIAL QUESTION:
How do we find the area of basic and complex shapes?

PRODUCT:Completed activity sheet on finding the area of a shape.

WHOLE GROUP INSTRUCTION:
Discuss to the class how to find the area of a polygon: http://www.muskingum.edu/~rdaquila/m120/m120cn10-2.ppt

SMALL GROUP INSTRUCTION:
Break the class according to the students’ ability level. Answer page 10-11 Investigation 1: Measuring Perimeter and Area, Connected Math.

Measure only the area of the figures:
T1: Designs A, B, C.
T2: Designs A - F
T3: Designs A - J

ASSESSMENT:
Online game: Drag the 2D tiles to the shape’s outline. Try to fill the space as quickly as possible: http://schooltimegames.com/Mathematics/MP_ShapeInlay.html

HOMEWORK: Access Code: FY6560

Where The Red Fern Grows (Lesson Plan)

2009-01-04T17:50:00.000-08:00

TEXT SELECTION: “Where the Red Fern Grows”, Novel, Houghton Mifflin

For the week of: 1.3-9.2009

MONDAY- TUESDAY

STANDARDS: 6.LD-V.8Use such clues as definition, example, and restatement to determine the meanings of unfamiliar words and words with multiple meanings in context.

WARM UP: (BCR) Using the dictionary, give 3 definitions of the word “depression”.

T1 GOAL: Use a dictionary to define words from grade level text.
T2 GOAL: Recognize words with multiple meaning when used in the context of the sentence.
T3 GOAL: Using context clues, define unknown words from the story.

ESSENTIAL QUESTION: How do you find the meaning of unknown words using context clues?

PRODUCT: Make a list of words with multiple meanings from the novel “Where the Red fern Grows”.

WHOLE GROUP INSTRUCTION:
TELL: The story we are going to read takes place during a time in American history called the Great Depression. Look at the photographs on Anthology pages 244-245. Around what years were these pictures taken? What do you think depression means? Discuss the various meanings of depression with the students.

SHOW: On the Promethean Board, show the PowerPoint Presentation on Multiple Meaning Words.
http://www.lexington1.net/technology/instruct/ppts/LAppts/k2/wordmeanings.ppt

SMALL GROUP INSTRUCTION:
Break the class into three small groups.

T1: List three words from the novel and give at least three different definitions of each using the dictionary.

T2: List three words from the story and give the definition by citing a sentence or phrase from the story referring to these words.

T3: List three words from the word wall and give the definition based from how the words were used in the novel.

ASSESSMENT: E-word game

WEDNESDAY

STANDARD: 6.LT-C.1Analyze the relevance of the setting to the mood and tone of the text.

WARM UP: (BCR)

List down places/ settings that make you feel the following moods:

- happy
- sad
- scared
- relaxedactive

T1 GOAL: Identify the setting of the text.

T2 GOAL: Identify the mood or tone of a text.

T3 GOAL: Classify the mood of the text and explain the reason of choice.

ESSENTIAL QUESTION: In the area where Billy and his family live, many people have farms. Would you want to live in a farm? Why or why not?
PRODUCT: Complete a T-Chart graphic organizer listing the settings and the mood in each setting.

WHOLE GROUP INSTRUCTION:
Discuss the importance of the setting in the story and how it affects the mood. Show the PowerPoint Presentation on the Promethean Board.

Lead students on a picture walk, using these prompts:

- page 244: Why do you think there are no customers in the general store? (make sure students understand that many Americans were very poor during this time)

- Do you think life during the Great Depression would have been more difficult in a big city, or on a small farm in the mountains? Why?

- page 246: Who is the boy in the picture? Where is he? Who is with him? What is he holding in his left hand? In his right hand?

- page 247: Who lives in this house? Where is the house? What materials is it made of?

- page 248: Whose money is this? What kind of coins do you think these are?

- page 250: Where are Billy and his grandfather? What clothes are they both wearing? How is the grandfather feeling? Why has he taken off his glasses?

SMALL GROUP INSTRUCTION: Break the class into three small groups.

T1: Using the T-Chart graphic organizer, list down the settings of the text.
T2: Using the T-Chart graphic organizer, list down the settings and its corresponding mood or tone of the text.

T3: Using the T-Chart graphic organizer, list down the settings of the text its corresponding mood or tone and explain the reason of choice.

ASSESSMENT: Q&A
- How does your school setting affect you?
- How do you feel when you are out in the field playing during recess?
- How do you feel when you are in the detention room?

THURSDAY

STANDARD: 6.LT-C.1 Analyze the relevance of the setting to the mood and tone of the text.

WARM UP: (BCR)
How does the following setting make you feel? List them down:
- Christmas at home
- Summer at the beach
- Walking home on the road alone in winter

T1 GOAL: Illustrate the setting of a text

T2 GOAL: Describe the setting and classify the mood of a story

T3 GOAL: Compare the setting to the mood/tone and explain the reason for choice.

ESSENTIAL QUESTION:
How does the Great Depression affect the mood of the entire novel? Is this a story that makes you feel excited?
PRODUCT: Make a cartoon strip of the setting showing the flow of events

WHOLE GROUP INSTRUCTION:
Discuss the mood and tone of the text. Show the PowerPoint Presentation on the Promethean Board.

Lead students on a picture walk, using these prompts:

Page 254: What is the white bag for? What is Billy going to put in the bag?

Page 256: Where is Billy? What is he looking at the windows?

Page 259: Who is the other boy in the picture with Billy? How are their clothes different? Why do they both have their hands on their hips?

Page 263: Who is the man in the picture with Billy? Why is Billy holding onto his arm? What is in the crate?

SMALL GROUP INSTRUCTION: Break the class into three small groups. Make a cartoon strip of the setting showing the flow of events emphasizing the mood/ tone of the text.

T1: Illustrate the setting of a text
T2: Describe the setting and classify the mood of a story
T3: Compare the setting to the mood/tone and explain the reason for choice.

ASSESSMENT:Q&A: Show some pictures of different settings and ask students how they feel about each.

FRIDAY

STANDARD: 6.LT-F.4Describe incidents that advance plot in a story or novel, explaining how each incident gives rise to the next or foreshadows a future event.

WARM UP: (BCR) What can you say about Billy? Write down sentences or phrases from the book that makes you say that.

T1 GOAL: Identify the characters, setting, conflict and resolution in this story.

T2 GOAL: Sequence events in this story and identify the main event.

T3 GOAL: Answer questions about the plot in this story.

ESSENTIAL QUESTION:
What generalizations can you make about Billy’s family based from what happened in the story?
PRODUCT: Completed plot graphic organizer.

WHOLE GROUP INSTRUCTION:
Review the elements of a plot to the students. Show the PowerPoint Presentation on the Promethean Board.

SMALL GROUP INSTRUCTION: Break the class into three small groups. Distribute the graphic organizer and ask each group to complete it.

T1: List the characters, setting, conflict and resolution in this story.
T2: Sequence events in this story and identify the main event.
T3: Retell the story. Use the pictures in the book to help you. Tell what happens in the beginning, middle, and end of the story. Then listen as your group members retell the story. Make sure the group includes all the important events.

ASSESSMENT: WORD ATTACK

WORD LIST:

BACHELORS T1 (Easy): cheap, depot
MASTERS T2 (Average): wares, urgency
PhD T3 (Challenge): determination, provisions

Excellent Technology reference about this novel.

HOMEWORK: Access code: WP5400

When Your Kid Keeps Talking Back...

2009-01-02T18:56:00.000-08:00

I received an email from a colleague who is a behavior specialist that I want to share with you. You may also find this helpful...

***********

Today I want to talk with you about the dreaded behavior of "talking back." Are these things you hear from your child when you tell or ask them to do something?

- No!
- You can't make me!
- I don't want to!
- Go away!
- I won't do it!

Hearing things like this from your little one can have you feeling embarrassed, sad, angry, and hopeless... Nobody likes to be shouted at and it can be especially painful and irritating to be yelled at by a child.

Usually, parents and teachers who are dealing with back talk feel out of control and helpless about changing the situation... So here's something you can do as the adult to help your child or student start being more respectful toward you...

It's something totally within your control... It's not a magic pill, but it WILL eventually have the desired effect thatyou want.

Here's the scoop... If you want your child to start being more respectful to you, you have to start being more respectful to your child or student.

I'm not talking about giving in to whatever they want and saying yes to everything that they ask for. That's not respecting them... that's just rolling over and playing dead! What I mean by respecting your child more is for one thing, not talking back to THEM.

So when your child asks if they can go play outside and you snap back, "Not now - dinner's almost ready," that's a form of talking back TO THEM and it's teaching your child how to speak. It's not your fault that you're talking that way to them...

You're trying to juggle a million things and get dinner ready and make sure that the rice doesn't burn and then your kidc omes in and wants to go play and you just kind of snap at him without thinking about it.

I totally get how it happens... But when you're dealing with a child who is frequently talking back, as the adult, it's so important that you bring your attention to your own style of talking to your child.

It's amazing how quickly kids will pick up language and words from those around them... especially you as their parent or teacher.

So if you want to combat the talking back in your home or classroom, start being more mindful of how you talk to your child. Notice how you snapping, "Not right now- dinner's almost ready," isn't much different than your child saying, "No,I'm in the middle of my show" when you ask him to put on his shoes and get ready to go to the store with you. Or your student saying, "I don't want to do Circle Time."

Instead of talking back to your child,or student, try to connect with him and respond more politely.
"I know you want to go outside right now. Dinner's almost ready. Let's do something fun after dinner."
"Yeah, playing outside does sound like fun. Let's wait until after dinner and then we can play outside for 10minutes."
"I understand that you don't want to do Circle Time and you'd rather stay where you are. Will you come sit next to me?"

It may take a few seconds more time tothink it through and say it gently... But by talking to your child like this,you're showing him or her that there areother ways for people to talk to each other than with back talk.

Until next time...

P.S. If your child or student is talking back to you and it's really pushing your buttons, instead of taking it out on them by saying something you might regret later, take a deep breath and send me an email telling me aboutwhat's going on.

This way, you can get it off your chest and your child or student doesn't have to receive your anger and frustration.

I really mean it. Send me an email when you're really frustrated with your kids so that you have a healthy place to vent your frustrations and hurt.

Happy Holidays!

2008-12-26T14:17:00.003-08:00

If you can read this, thank a teacher...

Thank You: 2nd Parent Teacher Conferences

2008-12-09T03:19:00.000-08:00

Thank You: Parent Teacher Conferences

Dear Parents,

Thank you for showing up tonight during the Parent Teacher Conferences. Your inputs are invaluable to me. If you wish to discuss this report and to gain additional feedback, please feel free to contact me to arrange a conference. I will be happy to discuss any of your questions and your concerns.

To those who were not able to make it, I'm sorry we missed seeing each other. Perhaps you can let me know another day and time that will suit your schedule. I am sure you are as anxious to meet and discuss your child's progress as I am.

As always, it is a pleasure to share in the education of your child.

Sincerely,
MS. ANGALA
Room 118

Student of the Month: Errol S.

2008-12-07T06:01:00.001-08:00

Student of the Month: ERROL S.

Becoming student of the month is quite an honor. Outstanding student of the month demonstrate leadership, good grades and attendance, solid work performance as well as a positive attitude, which ensures his/her success for the future!

2nd Advisory Math Project: "What I Know About Shapes and Designs"

2008-12-07T05:38:00.000-08:00

Deadline for this project: January 16, 2009

REFERENCE: Connected Mathematics Prentice Hall, Investigation 1: Bees and Polygons, page 76

At the beginning of this unit, you were asked to think about the characteristics of different shapes and how unusual a shape can be and still be a triangle, quadrilateral, pentagon, or hexagon. You were also asked to think about the relationships among these shapes. It is now time to design your final project.

You can present your project in several different forms or combinations of forms. You may decide to present your information as a book, a poster, or a set of posters, a story, a report, a mobile, a movie, a slideshow, or any other appropriate form that you design. Whatever form you choose, remember that what you have to demonstrate and explain in your project are the following things:

- The characteristics of the following shapes: triangles, squares, rectangles, parallelograms, quadrilaterals, pentagons, hexagons, octagons

- The relationships among the shapes listed above.

- Examples of things that you find in your environment that are of these shapes

Use the information that you have collected, plus what you learned from your study of this unit, to prepare your final project. Be certain your project shows

- All the facts that you know about the relations among the sides of the polygons. Consider properties of all polygons and properties of special polygons such as squares, rectangles, and other parallelograms.

- All the facts you know about the relations of angles of polygons. Again, consider properties of all polygons and properties of special polygons.

2nd Advisory Book Report Project

2008-12-07T05:15:00.000-08:00

Dear Students,

.
This is the 2nd book report that you are doing this school year. The dates that these projects will be due this winter is January 16, 2009 (The Gods and Goddesses of Olympus). In the SSR Extension Activities below you will find different options for you to chose from. You will read your book for 30 minutes each night (once the book has been approved by me) for one month. At the end of that month you will complete one of the projects in the SSR Activities and present them to the class on each of the given dates. You can only use each project idea one time. They are very fun and creative ways to present a book. I am looking forward to your presentations.

.
You have the option of selecting which activity to complete; however, the assessment criteria for the activities are already established. You can refer to the SSR Extension Activities (which was given to you during the first week in school) for a detailed list of non-negotiable items, along with the stipulated criteria. As part of this section, you also complete a Reading Log. Here's the Reading Log where you should complete an entry every time you read from your SSR book.

.
Most of you are making a "Drawings Book" for the book you are reading this 2nd Advisory, The Gods and Goddesses of Olympus. This should be a series of at least 5 drawings showing the major parts of the plot and include a written explanation of each drawing. Each explanation should be 2-3 sentences long.

.
Along with this, you must make an oral presentation of your book report in class. Make sure you are reading and that you come prepared for these presentations!!

.
Have fun reading your books!

.
Sincerely,
MS. ANGALA

2nd Advisory Parent Teacher Conferences

2008-12-07T05:11:00.000-08:00

Dear Parents,

Tomorrow is our regulary scheduled 2nd Advisory Parent Teacher Conferences. This is another opportunity for me to meet with parents from time to time to discuss how to help my students do their best in school.

All children learn in different ways. They have their own individual personalities, and their own listening and work habits. To help my students learn new knowledge and skills, I must know as much as I can about each of my student's likes and dislikes. No one knows more about these things than you, the parents. And no one has more influence over your children than you.

.
That's why I need your help to do a first-class job. Working together, we can help your child have a successful school year.

Getting Ready

I will come prepared with samples of your children's work and with ideas to help them do even better in school. I hope that you will get ready for the PTC, too.

.
Talk to your children before the conference. Find out what they think are their best subjects, and what subjects they like the least. Find out why. Also, ask your children if there is anything they would like you to talk about with their teachers. Make sure your children don't worry about the meeting. Help them understand that you and their teacher(s) are meeting together in order to help them. Before you go to the school, write notes to yourself about:

- things about your child's life at home, personality, problems, habits, and hobbies you feel it's important for the teacher to know
- your concerns about the school's programs or policies
- questions about your child's progress
- how you and the school can work together to help your child

Working together we can make a difference. See you tomorrow!

Sincerely,

MS. ANGALA

Room 118

Special Authors Need Special Journals

2008-12-07T05:08:00.000-08:00

Dear Parents and Friends,

I want my students to have as many great learning opportunities as possible, but sometimes I just can't get the funding I need. To address this issue, I turned to DonorsChoose.org.

Here's the scoop. At this nonprofit website, public school teachers (like me!) submit proposals for materials or experiences their students need to learn. These ideas become a reality when concerned individuals (like you!) choose projects to fund. Donors who complete project funding or give more than $100 receive photos and personal thank-you notes from the kids they helped.

It's easy - and very rewarding.The great news is that my project proposal, Special Authors Need Special Journals, is now posted at DonorsChoose.org! Check it out at:
http://www.donorschoose.org/donors/proposal.html?id=213721

Take a look. Also, please consider supporting my students and me by forwarding this message to others who may be interested in improving education.

Best regards,

Maria Angala

************************************

Special Authors Need Special Journals

I am teaching an English Language Arts resource class in an inner city public school. I have 20 students with special needs who are hardworking and are excited to proudly showcase their wonderful works in our class.

My class is using an alternative method of assessment-student portfolio assessment- which is based on student performance, and take the form of investigations, problem solving situations, and assignments that combine reading, writing, and the arts. We do not have enough binders and other supplies for my students to create and keep their works for their portfolios.

My students need portfolio binders, markers, crayons and blank journals to help them make the reading/writing connection, and express their creativity with colorful illustrations.

These materials will encourage keeping a journal, writing daily, expressing thoughts and feelings, and learning the "process" of writing. It's the kind of activity that "real" writers do, and my students CAN do given enough resources and proper encouragement and support.

These portfolios will provide examples of the wonderful works of my students, which will serve not only as an assessment of performance over a period of time but are also authentic. They represent the ongoing work of my students for the year. Your generosity will greatly help my students maximize their potentials.

My students need blank journal books, portfolio binders, and markers and crayons for their student portfolio showcase. Check out our project proposal at: http://www.donorschoose.org/donors/proposal.html?id=213721

3-D Shapes Preparation for the Lesson

2008-11-28T06:29:00.000-08:00

Dear Parents,

I hope you enjoyed your Thanksgiving Day with family and friends.

On Monday, our class will be learning about 3-dimensional shapes. Students will be learning vocabulary to describe the 3-dimensional shapes and their properties. To integrate language arts into the lesson, students will also learn how to describe locations. You may want to engage in the following extension activities with your child over the long weekend:

- Look For Figures. Go on a figure search with your child. Look for items that are 3-dimensional figures such as spheres (a ball), cones (a funnel), cylinders (paper towell rolls), rectangular prisms (a shoe box), and cubes (blocks of notepapers). Encourage other family members to join and see who can find the most figures!

- Take A Good Look. As you're driving a car or taking a walk, have your child look for structures shaped like the figures explained above. Can he or she find a house or an apartment building shaped like a rectangular prism? What are the shapes for a telephone pole, mailbox, and stop sign?

In our class, your child is completeing a Shapes Book project for 2nd Advisory that may be brought home to share with you where he/ she is applying basic and advanced properties of the concepts of geometry. I look forward to any questions you may have.

Sincerely,

MARIA ANGALA
Room 118

LESSON PLAN: Perimeter and Area of Polygons

2008-11-24T03:08:00.000-08:00

MONDAY

11.24.2008

6M6 Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals; measure the interior angles of various polygons.

WARM UP: (BCR)
Write comparison and contrast between two shapes using a Venn Diagram.

T1 GOAL: Identify 3D shapes, and lines of symmetry.
T2 GOAL: Describe shapes according to congruence and similarities.
T3 GOAL: Relate the different geometrical shapes to what you see in your environment.

ESSENTIAL QUESTION:
How does geometry affect our real world?

PRODUCT:
Analysis of the PowerPoint Presentation of “Zoom In Geometry”

WHOLE GROUP INSTRUCTION:
What might images of buildings in Washington DC teach us about symmetry and geometry in our world?

http://www.primarysourcelearning.org/db/tcm/4028_GeometryLOC.ppt#1 primarysourcelearning.org/db/tcm/4028_GeometryLOC.ppt#1

SMALL GROUP INSTRUCTION:
Break the class according to the students’ ability level.

T1: Answer questions in slides 1, 2 and 3.
T2: Answer questions in slides 4, 5, and 6.
T3: Answer questions in slides 7, 8, and 9.

ASSESSMENT:
Online game:
Complete the designs by arranging geometric shapes provided:
http://schooltimegames.com/Mathematics/MP_Glassworks.html

TUESDAY
11.25.2008

6M3 Develop strategies to find the area and perimeter of complex shapes.

WARM UP: (BCR)

Draw two different triangles that can be divided into symmetrical halves.

T1 GOAL: Use two basic shapes to make another basic shape (two triangles to make a square)
T2 GOAL: Measure the perimeter of basic shapes using a ruler.
T3 GOAL: Subdivide complex shapes into basic shapes and calculate perimeter using manipulative.

ESSENTIAL QUESTION:
How do we find the perimeter of basic and complex shapes?

PRODUCT:Completed activity sheet on finding the perimeter of a shape.

WHOLE GROUP INSTRUCTION:
Discuss to the class how to find the perimeter of a polygon:
http://www.muskingum.edu/~rdaquila/m120/m120cn10-2.ppt

SMALL GROUP INSTRUCTION:
Break the class according to the students’ ability level. Answer page 10-11 Investigation 1: Measuring Perimeter and Area, Connected Math.

Measure only the perimeter of the figures:

T1: Designs A, B, C.
T2: Designs A - F
T3: Designs A - J

ASSESSMENT:
Online game:
Select tiles that will fit in the original figure. Not all tiles will be needed: http://schooltimegames.com/Mathematics/MP_BuildingBlocks.html

WEDNESDAY
11.26.2008

6M3 Develop strategies to find the area and perimeter of complex shapes.

WARM UP: (BCR)
Draw three different triangles that can not be divided into symmetrical halves.

T1 GOAL: Use two basic shapes to make another basic shape (two triangles to make a square)
T2 GOAL: Measure the area of basic shapes using a ruler.
T3 GOAL: Subdivide complex shapes into basic shapes and calculate area using manipulative.

ESSENTIAL QUESTION:
How do we find the area of basic and complex shapes?

PRODUCT:Completed activity sheet on finding the area of a shape.

WHOLE GROUP INSTRUCTION:
Discuss to the class how to find the area of a polygon: http://www.muskingum.edu/~rdaquila/m120/m120cn10-2.ppt

SMALL GROUP INSTRUCTION:
Break the class according to the students’ ability level. Answer page 10-11 Investigation 1: Measuring Perimeter and Area, Connected Math.

Measure only the area of the figures:

T1: Designs A, B, C.
T2: Designs A - F
T3: Designs A - J

ASSESSMENT:
Online game:
Drag the 2D tiles to the shape’s outline. Try to fill the space as quickly as possible: http://schooltimegames.com/Mathematics/MP_ShapeInlay.html

THURSDAY (HOLIDAY)

FRIDAY (HOLIDAY)

Good Grades. Bad Behavior.

2008-11-23T04:59:00.000-08:00

Dear Parents,

This Q&A was emailed to me by a friend that I'd like to share with you. You might also find this interesting.

QUESTION:

I am a parent of a very bright 13 year old girl. My problem is her behavior at school. She started kindergarten when she was 4 because she was advanced for her age. She is in the gifted program at school and she receives straight A's even though she is a year younger than all the kids in her class, but every year we have dealt with problems because she is to talkative and she can't sit still. We have tried everything including behavior charts she says she tries to be good and she just can't. She isn't disrespectful. She is just disruptive to the other kids because she is done with her work and they are not. It's a struggle for us toknow what to do to help the teachers and her. She is in 7th grade and we really don't want to go through another rollercoaster year like the last three. I was just wondering if you had any advice.- PH

COMMENTS:

Behavior issues at school usually start with a related behavior issue at home.

This is good news because it means that you can do something about it at home instead of only relying on her teacher to figure something out.

Since she's disrupting others when she's done with her work, here's what I'd look into at home:

- Does my daughter complain about being bored?
- Would she rather do things with other people than by herself?
- Does she interrupt us (mom & dad) when we're in the middle of doing other things?
- If she DOES interrupt us, do we stop what we're doing and give her our attention?

Your daughter has a habit of disrupting other people and being talkative at inappropriate times.

Since she's doing it so regularly at school she has clearly learned this and it has been reinforced - probably at home, even if not intentionally.

So your job at home is to uninstall that behavior and replace it with a new one.

Get a free behavior chart from this site:
http://www.freebehaviorcharts.com/charts/#chart
Put at the top of the chart: "Play quietly by yourself."

Let her know that when you see her playing quietly by herself that she will get to mark her chart and work toward a reward that you both agree she'll get when the chart is full.

By doing this, you'll be reinforcing the"good behavior" of being quiet and not disturbing others.
Then make sure that if she interrupts you or your spouse while you're doing something else, ask her to go play quietly by herself (the behavior from her chart) and then return to what you were doing.

Don't let her interrupting take centerstage and dictate your schedule. She needs to learn to be engaged with herself when others around her are busy.

As her parent, you're totally empowered to help her behave better at school.
So start working with these things at home, okay?

Thank you for helping me help your child maximize his/her potential.

Sincerely,

MS. ANGALA

Room 118

Symmetry, Angles & Measurements

2008-11-16T17:08:00.000-08:00

MONDAY11.17.2008
DCPS Standard(s):6M6 Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals; measure the interior angles of various polygons.
WARM UP (BCR):Which kind of polygons appear:
- in your classrooms
- your school
- places outside your school

Name 6 things and their shapes.
Connected Mathematics Shapes & Designs p2.

OBJECTIVE:Define and draw the symmetries of different shapes.
ESSENTIAL QUESTION:In what ways do different combinations of side and angles give different shapes (symmetries)?
PRODUCT:Drawings of symmetrical shapes in the environment.
Guided Instruction & Independent Practice/Study
WHOLE GROUP DISCUSSION:Discuss and show pictures of geometry in real life situations: http://www.nebo.edu/misc/learning_resources/ppt/6-12/geometry.ppt

In geometry, symmetry has to do with how “balanced” or “even” an object looks. Show examples of these objects in the classroom.
A plane figure has symmetry if you can trace it on a piece of paper move it to a different position and have it match up with the original figure exactly. Show this ppt: http://www.muskingum.edu/~rdaquila/m120/m120cn9-4.ppt#2
SMALL GROUP:
-Break the class into 3 groups.
-Ask students to cut and paste 5 different shapes showing symmetries. Name objects of these shapes.
- Ask the leader/ reporter to share their work with the class.
Closure of Lesson
Online game:
Complete the designs by arranging geometric shapes provided:
http://schooltimegames.com/Mathematics/MP_Glassworks.html

TUESDAY and WEDNESDAY11.18-19.2008
DCPS Standard(s):6M6 Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals; measure the interior angles of various polygons.
WARM UP (BCR):
- TUESDAY: Draw a trapezoid that is made up of 2 triangles.
- WEDNESDAY:
Make 3 shapes that are:
- identical in color
- different in size- facing in different directions.
OBJECTIVE:Explain the 2nd advisory project and start it up by creating a “shapes section” in the students’ notebooks.
ESSENTIAL QUESTION:What do you know about shapes and designs?
PRODUCT:“Shapes section” in the notebook to start the 2nd advisory project.
Connected Mathematics Shapes & Designs p5.
Guided Instruction & Independent Practice/Study
WHOLE GROUP DISCUSSION:As you work in this unit, you will be asked to think about the characteristics of different shapes and how unusual a shape can be and still be a triangle, quadrilateral, pentagon, or hexagon. You will also be asked to think about the relationships among these shapes. It is these characteristics of shapes and the relationships among them that affect the designs you see in your world.

One of the ways you will be asked to demonstrate what sense you are making of the mathematics in this unit is through a final project. At the end of this unit you will use everything you have learned to create a project such as a book, a poster, a report, a mobile, or a slide show.
SMALL GROUP:
- Break the class into three groups.
- They can start preparing for their project now. Create a special “shapes section” in your notebook, where you can collect information about:
- the characteristics of the shapes: triangles, squares, rectangles, parallelograms, quadrilaterals, pentagons, hexagons, octagons
- the relationships among the shapes listed above
- Examples of places where these shapes can be found in your world.
Connected Mathematics Shapes & Designs p7.

Closure of Lesson
TUESDAY
Online game: Select tiles that will fit in the original figure. Not all tiles will be needed: http://schooltimegames.com/Mathematics/MP_BuildingBlocks.html
WEDNESDAY:
Online game: Drag the 2D tiles to the shape’s outline. Try to fill the space as quickly as possible: http://schooltimegames.com/Mathematics/MP_ShapeInlay.html

THURSDAY11.20.2008
DCPS Standard(s):6M6 Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals; measure the interior angles of various polygons.
WARM UP (BCR):Compare and contrast a pentagon and a star. How are they the same? How are they different? Use a Venn Diagram.
Connected Mathematics Shapes & Designs p22.
OBJECTIVE:Explain and model how to use a protractor and an angle ruler.
ESSENTIAL QUESTION:How do we measure the angles of a triangle?
PRODUCT:Completed sequencing chart on how to use a protractor to measure an angle.
Connected Mathematics Shapes & Designs p31.
Guided Instruction & Independent Practice/Study
WHOLE GROUP DISCUSSION:Show this PowerPoint presentation on how to measure, calculate, and draw an angle: http://jc-schools.net/PPT/Protractor-usage.ppt
SMALL GROUP:Break the class into 3 groups. Recall the steps on how to measure, calculate, and draw an angle shown on the ppt. Ask students to complete a sequencing chart.
Closure of Lesson Online game:
Practice estimating angles with this fun geometry game: http://www.mathplayground.com/alienangles.html

FRIDAY11.21.2008
DCPS Standard(s):6M6 Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals; measure the interior angles of various polygons.
WARM UP (BCR):Draw an angle, name the parts. Draw a right triangle, name the parts.
OBJECTIVE:Draw angles and triangles using a protractor or an angle ruler.
ESSENTIAL QUESTION:How do you describe the size of an angle?
PRODUCT:Drawing of angles and triangles of different measurements.
Guided Instruction & Independent Practice/Study
WHOLE GROUP DISCUSSION:Discuss Angles and their Measurements, show this ppt presentation: http://webtech.cherokee.k12.ga.us/sequoyah-hs/math/1.4%20Angles%20&%20their%20measures.ppt
SMALL GROUP:Break the class into 3 groups. On a poster paper, ask them to make sketches of angles with approximately the given measure on page 26 Investigation 3: Polygons and Angles Connected Mathematics. For each sketch, include an arrow indicating the angle turn.
Closure of Lesson FRIDAY QUIZ

WORD LIST:
BACHELORS (Easy) = Geometry, polygons, triangles, angles, square
MASTERS (Average) = quadrilaterals, rhombus, pentagon, decagon, octagon
PhD (challenge) = heptagon, hexagon, scalene, obtuse, acute,

HOMEWORK: You can now do your homework online here, click on "Progress Zone" (yellow button on the right), log in code: AH6000. Please do not forget to type in your first name and last initial so I know that you did your homework for this week. Completion of all 5 prompts means plus 5 points to your Capital Gains points. If you do not have a computer at home, please visit your nearest Public Library. You may write your answers in your Jefferson Agenda Book also. No more excuses for missed homework!

The Girl Who Married the Moon by Joseph Bruchac (Week 2)

2008-11-16T14:24:00.000-08:00

MONDAY and TUESDAY (11.17-18.2008)

DCPS Standard: 6IT-E3
Identify and use organizational structures in text, including chronological order, comparison & contrast, cause & effect, logical order, and classification schemes.

WARM-UP (BCR):List down the things that you do from the time you eat your dinner until you sleep.

Goal(s):Make a timeline of events in the story The Girl Who Married the Moon.

ESSENTIAL QUESTION:How can you show the events in the story chronologically using illustrations or story timeline?

PRODUCT:Completed Story Map Graphic Organizer from this story http://www.eduplace.com/graphicorganizer/pdf/storymap1_eng.pdf

WHOLE GROUP INSTRUCTION:

Lead the students on a picture walk, using these prompts:
Page 171: Who is the man in the illustration? Who is the woman? Where are they? What is the man holding in his left hand?
Page 172-173: Where are the girls sitting? What are they looking at? What is behind their backs?
Page 174: Who is this man? Why is his face hidden? What do you think his clothing is made of?

Page 177: Why does the girl the Moon is carrying have her eyes closed? Why is the other girl falling? What has happened to her hair?
Pages 178-179: Who are these people? What are they doing? Why do they have only one eye?
Page 181: What are both the moon and his wife holding in this picture? What is on the wall above them?

SMALL GROUP INSTRUCTION:

Ask the students to work with a partner. Now that they completed the story, they can already sequence the events that happened.

Show this activity on the Promethean Board and sequence it with the students:
http://www.crickweb.co.uk/assets/resources/flash.php?&file=storyseq

Put the events from the story "The Girl Who Married the Moon" in the correct sequence.
http://www.quia.com/pp/54862.html?AP_rand=190834205
(use Promethean Board to show this graphic organizer: http://www.eduplace.com/graphicorganizer/pdf/sequence.pdf

Closure of Lesson

MONDAY:
Online Sequencing Story Game:http://pbskids.org/arthur/games/storyscramble/scramble.html

TUESDAY:
As a closing activity, have students write short journal entries about how this activity helped them to better understand the story of the Girl Who Married The Moon.

WEDNESDAY (11.19.2008)

DCPS Standard: 6LT-T3 Apply knowledge that theme, whether stated or implied, refers to the basic meaning of a literary text.
WARM-UP (BCR):Do you have a job that you share with someone else in the family? If so, what is the job? Do you think it is important for family members to work together? Why or why not?
Goal(s):Summarize the plot in the story.
ESSENTIAL QUESTION:What do you think happened to the impatient cousin? Do you think her life will be different now that her cousin has married the moon?
PRODUCT:Completed Plot Graphic Organizer http://www.readwritethink.org/lesson_images/lesson800/IdentifyPlot.pdf
WHOLE GROUP INSTRUCTION:Show this Elements of a Plot PPT on the Promethean Board http://alex.state.al.us/uploads/6991/Elements%20of%20a%20Plot%20Diagram].ppt
SMALL GROUP INSTRUCTION: Ask the students to work with a partner. From the story, ask the students to complete the graphic organizer:http://www.readwritethink.org/lesson_images/lesson800/IdentifyPlot.pdf
Closure of Lesson: Q & A: What is your favorite part in the story? Why?

THURSDAY (11.20.2008)

DCPS Standard: 6IT-E3
Identify and use organizational structures in text, including chronological order, comparison & contrast, cause & effect, logical order, and classification schemes.
WARM-UP (BCR): From your science class, recall the phases of the moon. Describe them in a clear night sky. Do you think the characters in the story have seen the same thing at night?
Goal(s): Predict what will happen given another ending to the story.
ESSENTIAL QUESTION: What can happen if the Moon refused to share the job of carrying the light across the sky with his wife?
PRODUCT: Completed Graphic Organizer of the story http://www.eduplace.com/graphicorganizer/pdf/storymap1_eng.pdf
WHOLE GROUP INSTRUCTION: Show this Elements of a Story PPT on the Promethean Board http://www.nebo.edu/misc/learning_resources/ppt/6-12/story_elements.ppt

Show the summary of the story on the Promethean Board: Master ELL 2-5, and the pictures. Ask a couple of students to retell the story mentioning all the elements discussed, use the pictures to help them.

SMALL GROUP INSTRUCTION: Ask the students to work with a partner. Now that they have finished reading, they can already analyze the story. Ask them to complete this graphic organizer http://www.eduplace.com/graphicorganizer/pdf/storymap1_eng.pdf
Closure of Lesson: Who is your favorite character in the story? Why?

FRIDAY (11.21.2008)

DCPS Standard: Identify and use organizational structures in text, including chronological order, comparison & contrast, cause & effect, logical order, and classification schemes.
WARM-UP (BCR):Have students each draw four horizontal lines on a sheet of paper to create five sections. Have them label the sections morning, noon, afternoon, evening, and night. In each section, have them write about what they do during that part of the day. Then invite them to share what they wrote.
Goal(s):Use a Venn Diagram to compare and contrast information in a text.
ESSENTIAL QUESTION: How can you make a distinction between day and night based from the story? Tell about what happens and what you do during each time of the day.
PRODUCT: Comparison and Contrast Graphic Organizer on the different times of the day.
WHOLE GROUP INSTRUCTION: Show this Compare and Contrast PPT on the Promethean Board http://people.clarkson.edu/~liebleln/comm214/images.ppt
SMALL GROUP INSTRUCTION: Ask the students to work with a partner. Now that they have finished reading, they can already analyze the story. Ask them to compare and contrast night and day using this graphic organizer http://www.eduplace.com/graphicorganizer/pdf/venn.pdf
Closure of Lesson: Jeopardy Game using the Promethean Board http://misseckert.net/files/jeopardy_round_two.ppt
FRIDAY QUIZ

WORD LIST: Spelling Rule: Homophones

BACHELORS (Easy) = sole, soul; pore, pour; loan, lone; poll, pole; main, mane
MASTERS (Average) = cereal, serial; stationary, stationery; canvas, canvass; patience, patients; prey, pray
PhD (Challenge) = aisle, isle; dissent, descent; barren, baron; assent, ascent; kernel, colonel

HOMEWORK: You can now do your homework online here, click on "Progress Zone" (yellow button on the right), log in code: WE9967. Please do not forget to type in your first name and last initial so I know that you did your homework for this week. Completion of all 5 prompts means plus 5 points to your Capital Gains points. If you do not have a computer at home, please visit your nearest Public Library. You may write your answers in your Jefferson Agenda Book also. No more excuses for missed homework!

Homework is now Online!

2008-11-11T12:25:00.000-08:00

Dear Parents,

We have made tremendous improvements since the beginning of the school year. Ms. Angala's students are working very hard to overcome their challenges in academic skills. Our goal is for ALL my students to score PROFICIENT, if not advanced, in the DC CAS in spring.

I need your help to achieve this goal. Please work with your child at home everynight. I believe that all children, especially those with learning problems, can profit from thoughtful homework assignments and that they should be given such assignments regularly.

Here are some practical guidelines and concrete ways parents can support their children, so they can meet their responsibilities for homework.

Homework Guidelines for Parents

There are many possible variations in the ways parents can provide positive support for their children in the area of homework. Perhaps the most important things to do are these:
1. Create a positive climate to support homework completion.

2. Observe carefully before deciding what the problems are or what help is needed.

3. Work with the child to identify the "weak links" in the "homework chain."

4. Understand the kinds of difficulties the child is having when he is doing homework.

5. Communicate difficulties as specifically and clearly as possible to teachers.

6. Develop a "team" approach to homework difficulties whenever possible, where teacher, child, and parent have defined roles and responsibilities.

7. Develop strategies to address the specific difficulties the child is having.

8. Don't do for the child what he can do for himself.

9. Model good work habits. Read or do desk work while your child is doing homework so that you are "modeling," not just "monitoring."

10. Seek help from teachers or counselors if homework develops into a battleground.

HOMEWORK in Ms. Angala's class:

Ms. Angala's students can now do their homework online here, click on "Progress Zone" (yellow button on the right), and type the log in codes that I will be emailing you or I will give to your child.

Please do not forget to type in your child's first name and last initial so I know that he/she did the homework for the week. Completion of all 5 prompts means plus 5 points to the Capital Gains points; consequently no homework means no points, therefore less money in the check.

If you do not have a computer at home, please visit your nearest Public Library. Students may write the answers in their Jefferson Agenda Book also.

Sincerely,

MS. ANGALA

Room 118

LESSON PLAN: Introduction to Geometry

2008-11-11T11:11:00.000-08:00

Week Of: November 11-14,2008

11.10.2008 MONDAY

HOMEWORK: You can now do your homework online here, click on "Progress Zone" (yellow button on the right), log in code: FD1972.

Please do not forget to type in your first name and last initial so I know that you did your homework for this week. Completion of all 5 prompts means plus 5 points to your Capital Gains points. If you do not have a coputer at home, please visit your nearest Public Library. You may write your answers in your Jefferson Agenda Book also.

No more excuses for missed homework!

STANDARD: 6M6 Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals; measure the interior angles of various polygons.

WARM-UP (BCR) Draw a triangle with a 3-inch base. Draw a triangle with a 3-centimeter base nest to it. Identify triangles and quadrilaterals.

ESSENTIAL QUESTION: What are the different triangles and quadrilaterals?

PRODUCT:
Definition and cut-outs of the different triangles and quadrilaterals. Connected Mathematics, Prentice Hall: Investigation 5 Measuring Triangles pp 46-55g

WHOLE GROUP DISCUSSION:
- Discuss geometry vocabulary to the students: http://jc-schools.net/PPT/GeoVocabulary.ppt#1
- Discuss different triangles to the students:
Triangle Classification
Triangle Types
World of Triangles

SMALL GROUP INSTRUCTION:
After showing the models of the different triangles and quadrilaterals, ask them to form groups of 3 members. Give them construction papers, scissors and markers. Ask them to cut out different triangles and quadrilaterals that they saw and write the description of on each shape.

WRAP UP: Online Geometry Jeopardy:
http://www.elainefitzgerald.com/jeopardygeometry.ppt#2

TUESDAY 11.11.2008
HOLIDAY

11.12.2008 WEDNESDAY

STANDARD: 6M6 Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals; measure the interior angles of various polygons.

WARM-UP (BCR): Create a pattern using octagons, pentagons, hexagons, and the colors red and green. Use at least 15 shapes in your pattern. Use the manipulative to trace your polygons.
Explain your pattern. Sort shapes into polygons vs. non-polygons.

ESSENTIAL QUESTION: Can you make a distinction between polygons and non-polygons?

PRODUCT: Venn Diagram: comparing polygons and non-polygons
Connected Mathematics, Prentice Hall: Investigation 5 Measuring Triangles pp 46-55g

WHOLE GROUP INSTRUCTION:

Discuss and show pictures of geometry in real life situations: http://www.nebo.edu/misc/learning_resources/ppt/6-12/geometry.ppt

Discuss the types of polygons: http://www.cohs.com/teachers/docs/229_6.1%20Polygons.ppt

SMALL GROUP INSTRUCTION:
Break the class into groups of 3. Give each of them a Venn Diagram and ask them to compare and contrast polygons vs. non-polygons based from what they have learned during the discussion.

WRAP UP: Online Geometry Jeopardy:
http://www.elainefitzgerald.com/jeopardygeometry.ppt#2

11.13.2008 THURSDAY

STANDARD: 6M6 Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals; measure the interior angles of various polygons.

WARM-UP (BCR) Octagons are worth 8, pentagons are worth 5, quadrilaterals are worth 4, and triangles are worth 2. Make 2 different designs each equaling 70.

Classify polygons by their characteristics

ESSENTIAL QUESTION: How can you classify the polygons by their characteristics?

PRODUCT:
T-Chart: Classifying polygons according to number of sides and number of angles
Visual representations: drawings or cut-outs
Connected Mathematics, Prentice Hall: Investigation 5 Measuring Triangles pp 46-55g

WHOLE GROUP INSTRUCTION:
Discuss the different kinds of polygons http://classroom.jc-schools.net/ppt/basicpolygons_files/frame.htm
and their characteristics: http://www.muskingum.edu/~rdaquila/m120/m120cn8-2.ppt#3

SMALL GROUP INSTRUCTION:
Ask the students to create a T-Chart summarizing what they have learned from the discussion.
In one of the columns, ask them to make visual representations of the polygons they are classifying using cut-outs or drawings.

WRAP UP: Online Geometry Jeopardy:
http://www.elainefitzgerald.com/jeopardygeometry.ppt#2

11.14.2008 FRIDAY

STANDARD: 6M6 Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals; measure the interior angles of various polygons.

WARM-UP (BCR)
- Draw a triangle that is 4 inches wide at the base and 31/2 inches high. Draw a 1 ½ inch square inside the triangle.

- Construct a triangle by tracing a manipulative (30-60-90, 45-45-90, 60-60-60 triangles) and measure the angles using cut-outs (30’, 45’, 60’ and 90’ angles)

ESSENTIAL QUESTION:
What way can you design 30-60-90, 45-45-90, 60-60-60 triangles with 30’, 45’, 60’ and 90’ angles?

PRODUCT:

- Visual representations (cut-outs or drawings)
Connected Mathematics, Prentice Hall: Investigation 6 Measuring Triangles pp 55h-66g

WHOLE GROUP INSTRUCTION:
Discuss the classification of triangles according to angles and according to sides: http://www2.potsdam.edu/hutton54/tri_files/tri.ppt

SMALL GROUP INSTRUCTION:
After the discussion, group the students into 3 members each. Give them construction papers, scissors, and markers. Ask them to design design 30-60-90, 45-45-90, 60-60-60 triangles with 30’, 45’, 60’ and 90’ angles.

WRAP UP: Online Geometry Jeopardy:
http://www.elainefitzgerald.com/jeopardygeometry.ppt#2

FRIDAY QUIZ

WORD LIST:

BACHELORS (Easy) = Geometry, polygons, triangles, angles, square
MASTERS (Average) = quadrilaterals, rhombus, pentagon, decagon, octagon
PhD (challenge) = heptagon, hexagon, scalene, obtuse, acute,

LESSON PLAN: “The Girl Who Married The Moon” by Joseph Bruchac

2008-11-11T10:48:00.000-08:00

ELA LESSON PLAN Week of: 11.11-14,2008

HOMEWORK: You can now do your homework online here, click on "Progress Zone" (yellow button on the right), log in code: FD1972.

Please do not forget to type in your first name and last initial so I know that you did your homework for this week. Completion of all 5 prompts means plus 5 points to your Capital Gains points. If you do not have a coputer at home, please visit your nearest Public Library. You may write your answers in your Jefferson Agenda Book also.

No more excuses for missed homework!

MONDAY 11.10.2008
STANDARD: 6LT-G2 Identify the characteristics of different forms of prose (short story, novel, novella, essay)

WARM-UP (BCR): List down 5 titles of books that you have read. Classify each book according to its literary form.

OBJECTIVE: Make an outline listing all the prose forms and give the characteristics of each.
ESSENTIAL QUESTION: What are the different literary forms and their characteristics?
PRODUCT: T-chart listing the literary forms and characteristics

Guided Instruction & Independent Practice/Study:

WHOLE GROUP DISCUSSION:
Discuss the different forms of prose and their characteristics:
http://www.learninginhand.com/lessonplans/genre/genre.ppt (use Promethean Board)

SMALL GROUP INSTRUCTION:
Break the class into smaller groups of 3. Ask each group to summarize what they have learned about the literary forms and their characteristics using a T-Chart.
http://www.gaston.k12.nc.us/class/page_files/image_1169607555.ppt#1

WRAP UP Q & A:What kind of literary text is Amelia Earhart? What is the author’s purpose for writing this story? What kind of literary text is The Girl Who Married The Moon? What is the author’s purpose for writing this story?

TUESDAY 11.11.2008
HOLIDAY

WEDNESDAY and THURSDAY 11.12-13.2008

STANDARD: 6LT-C1 Analyze the relevance of the setting (eg, time, place, and situation) to the mood and tone of the text.

WARM-UP (BCR)
Imagine a warm, clear night. Describe what you might see in the sky. Tell how the moon changes during a month.

Identify the setting of the text.

ESSENTIAL QUESTION: Why is the girl wearing these clothes? Where do you think is she from? What do you think life is like for the Alutiiq people?

PRODUCT:

Completed Describing Wheel Graphic Organizer of the setting http://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf
Completed Frayer Model Graphic Organizer with words used in the story. http://www.vancouver.wsu.edu/programs/edu/best/links/FrayerModel.pdf

WHOLE GROUP INSTRUCTION:
-Say: “This week we will be reading a folktale about the moon and the way it appears to change shape in the night sky. To get ready to read, we will talk about things we see in the sky, and what they look like. The moon is one thing we see. How would you describe how it looks --- it’s appearance?”

-Display the poem “The Night Sky” on the Promethean Board and read it aloud. Use gestures to help convey meaning. Have students read the poem including the motions. Ask: What does the poet say a star looks like? What does the poet say a planet looks like?

SMALL GROUP INSTRUCTION: “Word Work”
- Show these words and their pictures to the class:
http://www.smbsd.org/uploaded/reading/files/Sixth_Grade/Girl_Who_married_the_moon_theme_2_Wk_2.pdf (use Promethean Board)
- Break the class into small groups of 3. Ask each group to choose two words according to their level of difficulty and analyze each word in this website using the Frayer Model Graphic Organizer http://www.vancouver.wsu.edu/programs/edu/best/links/FrayerModel.pdf

WRAP UP: E-Word Game:http://eduplace.com/kids/hmr06/ewordgame/index.html?grade=6&theme=2&selection=2

FRIDAY 11.14.2008
STANDARD: 6IT-E1 Identify and analyze the author’s stated purpose, main ideas, supporting details, and supporting evidence.

WARM-UP (BCR)What is your favorite book? What made you like this book? Do you think the author made a good job in writing this book? Why?

Identify the author’s stated purpose of expository text.

ESSENTIAL QUESTION:
Who is Joseph Burchac and what is the message that he is trying to tell his readers of the story? Why did you say that?

PRODUCT:
Completed Describing Wheel Graphic Organizer about the author http://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf

WHOLE GROUP INSTRUCTION:
With the Promethean Board, show Joseph Burchac’s page on the Houghton and Mifflin website: http://eduplace.com/kids/hmr06/mtai/bruchac.html?grade=6

Ask a student to read the “About the Author” page.

Discuss and review to the students the author’s purpose in writing a story, show this slide on the Promethean Board: http://www.scribd.com/doc/3110802/Authors-Purpose-Ppt

SMALL GROUP INSTRUCTION:
Ask the students to work in pairs. Give out the Describing Wheel Graphic Organizer Completed Describing Wheel Graphic Organizer about the author http://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf and ask them to describe the author focusing on what motivated him to write the story.

WRAP UP: Author’s Purpose Song:
http://www.teachertube.com/view_video.php?viewkey=287487f1b8feb13d6215&page=1&viewtype=&category=
FRIDAY QUIZ

WORD LIST: Spelling Rule: Homophones

BACHELORS (Easy) = sole, soul; pore, pour; loan, lone; poll, pole; main, mane
MASTERS (Average) = cereal, serial; stationary, stationery; canvas, canvass; patience, patients; prey, pray
PhD (Challenge) = aisle, isle; dissent, descent; barren, baron; assent, ascent; kernel, colonel

Data prove that my students achieve

2008-11-06T03:19:00.000-08:00

After I learned that DC BAS results were already available yesterday, I immediately went to Think Link Learning website and pulled out the test scores data of my classes from last weeks benchmark assessments.
.
I was sooo surprised, my mouth fell, and I felt goosebumps all over. I couldn't believe my eyes! I was used to seeing reds in the bar graphs, seeing below basic from my students' scores, since they are diagnosed with learning disability and are 3-4 years below their grade level peers in academic skills. But these data in front of me were showing greens and yellows (green for proficient and yellow for basic), very very few reds (below basic).
.
I ran to our Math Coach who said that "They can get proficient! We will work with them some more!", and the Literacy Coach said "they nailed it!". I went to my principal who told me "Why are you surprised? Aren't you doing what is right for your students? If you believe that your students can achieve, THEY WILL!"
.
I walked down the hallway, back to my classroom, thinking of how I will extraordinarily reward my students for working hard to overcome their weaknesses in academic skills...any ideas? The Promethean Board which will be installed in my classroom soon (hmmm...I wonder when) is going to be perfect! When I showed the data to my students, one of them told me..."I told you Ms. Angala, I am learning! I am smart!" They got excited and promised me no reds next time!
.
It's not yet over, the actual game will be in spring. I have to keep the positivity and enthusiasm of my students up. And it's time to get more parents more involved!

Dreams Do Come True!

2008-11-01T21:30:00.000-07:00

Two weeks ago, three of Ms. Angala's students who stay for the AfterSchool Programs (yup, they do homework with their tutors, learn chess, and play soccer) met with Chancellor Rhee.

Chancellor Rhee just finished meeting with the PTA when Ms. Angala invited her to the Classroom of the Future where three of our students were patiently waiting for her to show what they are capable of doing with the Promethean Board.

That night, I emailed Chancellor Rhee to thank her:

Hi again Chancellor Rhee,

Thank you for giving us your time to visit the Classroom of the Future at Jefferson this evening. It was actually exciting for my students to meet you personally that just seeing you on TV and the newspapers. I told them that you are helping us make things better for them in DCPS.

I forgot to tell you that this month of October, we are celebrating Special Education Month here at Jefferson. This technology initiative that we are doing for the students with special needs at Jefferson is aligned with our theme: "Together We Shine".Research proves that technology is a great accomodation and modification for our special needs students. As with other students, computers can help our students with special learning needs to find, explore, analyze, exchange, and present information. Technology enhances their creativity and helps them become independent learners. Their confidence increases and their social skills are enhanced alongside the development of their technology skills.

We see that happen whenever we use the Classroom of the Future. And we can't wait to have our own Promethean Activboard in our classroom. We have seen the endless innovative possibilities that the Promethean Board can do to enhance teaching and learning and we are excited to use them.

It is in this light that I am requesting one for my classroom (Room 118) for my special needs students. Rest assured that we will see growth and progress eventually because of this accomodation and assistive technology tool. In the service of our students, I remain --

Sincerely,

MARIA ANGALA
Special Education Teacher
Jefferson Middle School

Guess what? We are actually having one in our classroom this first week of November! Dreams do come true...my students are going to achieve! I promise that this is just the beginning!

Together we can make things happen for our students! Together we shine!

Halloween Brain Workout!!

2008-11-01T21:05:00.000-07:00

We had an extremely FridayFunDay last Halloween! Ms. Domingo's 6th Grade Math Geeks and Ms. Angala's 1st & 2nd Period students had a Math Quiz Show at the Classroom of the Future. We worked as teams, collaborated with each other, using innovative technology from one of Connected Mathematics resources. The students were highly engaged, critically thinking, brainstorming, deliberating, before coming up with the final answer to the math word problems shown on the Promethean Board. Here's our 21st Century Learners, with their 21st Century teachers, in the 21st Century Classroom...

Student of the Month (October)

2008-11-01T20:51:00.000-07:00

SHARMIA H.

OCTOBER Student of the Month

THANK YOU dear parents!

2008-11-01T20:31:00.000-07:00

Dear Parents,

Thank you for your support during our Special Education Month Parent Workshop. Without your help, we would not be able to do special projects like this.

We hope you will work with us again soon.

Parent Workshop

2008-10-28T03:24:00.000-07:00

Dear Parents,

We’re celebrating Special Education Month here at Jefferson from October 1 – October 31, 2008; our theme is: “Together We Shine”.

We, in the Special Education Department, would like to take this opportunity to promote awareness about diversity among students and to let you know how we can learn more about them and how we can support their special needs.

PLEASE PLAN TO ATTEND:

WHAT: Teacher- Parent Free Training & Workshop: “Why Does My Child Do This?” = for parents who wish to learn more about special needs and behaviors and what cause them;

WHERE: Jefferson Middle School, Classroom of the Future

WHEN: October 29, 2008, Wednesday @ 6:00-7:00pm

WHO: Our presenter will be Ms. Carmen Rioux-Bailey Ed.S., a Professor at George Mason University

Converting Fractions, Decimals and Percents lesson plan

2008-10-18T18:15:00.000-07:00

LESSON PLAN for Mathematics
Maria Angala, ELA/ Math Resource Teacher
DATES: For the week of Oct 20-24, 2008

-Monday-
Whole Group Discussion:
PPT: http://www.jc-schools.net/PPT/Percent%20II.ppt

Pair & Share:
Page 42 Bits & Pieces Connected Mathematics

Fractions can also be represented on a hundredths grid. We can write fractional parts of 100 as decimal numbers. Please refer to the chart in answering this:
- 48/100 = convert to decimal, meaning, representation on a hundredths grid, percent.
- 35/100 = convert to decimal, meaning, representation on a hundredths grid, percent.
- 73/100 = convert to decimal, meaning, representation on a hundredths grid, percent.

-Tuesday-

Whole Group Discussion:
Video:
http://www.teachertube.com/view_video.php?viewkey=d4751e0ce728f4a6cf9b

Pair & Share:
Page 80 Bits & Pieces Connected Mathematics
Copy the table, and enter the fraction and decimal equivalents for each percent. Use your table until you have learned these.

-Wednesday-

-- Classroom of the Future
Whole Group Discussion:
Video:
http://www.teachertube.com/view_video.php?viewkey=3fa7bf8d2a188c03bd44

PPT: http://jc-schools.net/PPT/Percent%20III.ppt

Pair & Share:
Page 46 Bits & Pieces Connected Mathematics
Answer #s 1-8. The grids are shaded. Write fraction, decimal and percents to describe the shaded part.

-Thursday-

Whole Group Discussion:

Video: http://revver.com/video/223602/decimals-fractions-and-percents/
PPT: http://jc-schools.net/tutorials/PPT/ChangingPercents.ppt

Pair & Share:
With your partner, write a rap showing the process on how you answer any of these questions:
- How can you change a percent to a fraction?
- How can you change a fraction to a percent?
- How can you change a percent to a decimal?
- How can you change a decimal to a percent?

-Friday-

Whole Group Discussion:
PPT:http://jc-schools.net/tutorials/PPT/PercentNumber.ppt

- Finish recording the Percents raps
- Presentation of the compositions

Assessments:

Math jeopardy:
http://www.quia.com/cb/34887.html
FRIDAY QUIZ

Amelia Earhart lesson plan

2008-10-18T18:08:00.000-07:00

LESSON PLAN for English Language Arts
Maria Angala, ELA/ Math Resource Teacher
DATES: For the week of Oct 20-24, 2008

- Monday -

Video: Ice breaker
http://www.teachertube.com/view_video.php?viewkey=84e231137b096533d9c5

Whole Group Instruction:

Read to class the selection summary.
Have students turn to Anthology pages 142-150. Ask these questions as you lead the students to a picture walk:
Page 142: How do you think is Amelia before her big flight?
Page 143: Why are all these people so interested in Amelia and her flying? What records did she set? What special things did she accomplish?
Page 145: Who is the person in this picture? What is her job? What will she wear on her eyes when she flies her plane?
Page 149: Where are Amelia and Fred in this photograph? What has happened to their plane? What are the other people helping them to do?
Page 150: Where is Amelia in this photograph? What is she doing? What equipment does she give there to help her fly the airplane?
Page 151: What does this license allow Amelia to do?
Page 155: Where is this place? What do you think it was used for?
Pages 156-157: The photo on top of page 156 shows some objects that might have come from Amelia’s plane. What do you think they might be? How are Amelia and Fred feeling in the photograph on page 157?

Pair & Share:
Give out the story elements graphic organizer. With their partner, complete it using details from the story.

-Tuesday-

Individual work:
Choose a word from the word wall with your level of difficulty. Analyze the word that you have chosen using the Frayer Model Graphic Organizer. Share with the class when you are finished.

PAIR & Share: “Team Sight Word Race”
Use the words from the word wall: The children are divided into 2 teams. Each team takes a turn attempting to correctly read a word turned up from a pile of sight words. If one team misses, the opposite team then receives a chance to read that word in addition to their regular turn. Score is kept on the number of words each team reads correctly. Have each team member go to the back of the line after each try whether successful or not. This enables all members to gain equal practice and does not eliminate those people who need practice most.

-Wednesday-

PPT: http://www.lexington1.net/technology/instruct/ppts/LAppts/35/fact-opinion.ppt#1

Whole group discussion:
Please turn your books to page 151.

On page 151 of Amelia Earhart, I read: “The disappearance of Amelia Earhart, Fred Noonan, and the Electra is one of the biggest mysteries of the 20th century,” Thinking about this sentence, I decide it is an opinion. Afterall, no one could prove this statement to be true. Some would agree that it is one of the biggest mysteries, but others would disagree. The next sentence reads: “The US government’s official position is that the plane ran out of gas… then it crashed at sea and sank.” As I think about this sentence, I decide it is a fact since it could be checked. If I wanted to, I could find the official records of the crash investigation. Reading through them, I would see whether this was indeed the government’s official position.

Share some statements from the selection. Ask students to decide whether they are facts or opinions. Have students tell how they might check each fact. Have them explain why the opinions could not be proven.

Pair & Share:
Divide the class into 5 teams and play this Quia Game:

#1:http://www.quia.com/pop/12709.html

#2http://www.quia.com/pop/4106.html

.
-Thursday-

PPT: http://www.csd4.k12.mo.us/egits/MAP%20TAP/Marge%20Humphrey/Compare%20and%20Contrast%201st%20Grade.ppt#1

Whole group:
Have students find and read the first sentence in the first paragraph on Anthology page 155: Several years ago, a writer digging through government documents on Amelia found a telegram.

Write “telegram” on the board and decode the word:
Tele (Greek) = far off; distant
gram (Greek)= write; a letter;

List down the students responses from the warm up journal entry:
Ways to communicate:
- telegram
- telephone
- e-mail
- radio
- mail
- fax

Introduce compare and contrast:
http://www.readwritethink.org/materials/compcontrast/

On the board, model compare and contrast. Compare the way of communication before and at present.

Pair & Share:
Give the class the compare and contrast graphic organizer.
Look at the pictures of planes in this selection. Do they look like today’s airplanes? How are they similar? How are they different? Use the graphic organizer to compare and contrast.

-Friday-

Whole Group Discussion:
Display the poem “Flying” and have a student read it aloud. As she reads, ask her to use appropriate hand motions to illustrate actions. Then have another student read the poem with her, including the motions. Once students are familiar with the poem, ask several students to pantomime the actions described as the class recites the poem.

Sequence the events in the poem when flying in an airplane using a graphic organizer.

Sequencing activities:
Trick or Treating http://www.quia.com/pp/3896.html?AP_rand=2121110395
Carving a pumpkin http://www.quia.com/pp/1300.html
Using a gumball machine http://www.quia.com/pp/3902.html
Using an elevator: http://www.quia.com/pp/3900.html
Making Microwave popcorn http://www.quia.com/pp/1304.html
More http://www.quia.com/pages/sequencingfun.html

ASSESSMENT:
Activity: http://www.beaconlearningcenter.com/WebLessons/SequenceOfEvents/default.htm
Friday quiz, Teaching Master ES 2-2, Practice Master ES 2-2

Percents lesson plan

2008-10-13T17:48:00.000-07:00

LESSON PLAN for Mathematics
Maria Angala, ELA/ Math Resource Teacher
DATES: For the week of Oct 13-17, 2008
.
Standard(s) for the week
.
6.NSO-C.8. Select and use appropriate operations to solve problems involving addition, subtraction, multiplication, division, and positive integer exponents with whole numbers and with positive fractions, mixed numbers, decimals, and percentages.
.
Goal(s)/ Expectation(s) for the Week
- Name other ways (ie, money) to compare equivalent fractions and decimals.
- Use visual representations (ie, money) to compare equivalent fractions and decimals.
- Constructing visual representations (pictures, models, etc) to compare equivalent decimals and percents.
- Calculate equivalent fractions, mixed numbers, percentages, or decimals.
.
BIG IDEAS:

- We can use the bar graph to compare equivalent fractions, decimals and fractions.
- Another way to represent fractions and decimals is using percents.

Guided Instruction & Independent Practice/Study

DAY 1
Whole group instruction:
http://jc-schools.net/PPT/Percent%20I.ppt
Show PowerPoint Presentation on comparing money, fractions and percents.
.
Individual work:
Students define percent, and list down the new concepts to remember on percents in their notebooks.
.
DAY 2
Whole group instruction:
http://jc-schools.net/PPT/Percent%20III.ppt
Show PowerPoint presentation on how to change fractions to percents.
.
(Classroom of the Future)
.
Show & Tell:
Student solve problems and present to the class using the Activboard.
More board work on how to change fractions to percents.
.
DAY 3
Whole group instruction:
http://jc-schools.net/PPT/Percent%20II.ppt
Show PowerPoint presentation on how to find percent of a whole number.
.
Cooperative Learning:
-Give the Moolahs that the students earned since the beginning of the school year. Let them count how much Moolahs they already earned at present. Their goal is to get 100 Moolahs by February.
-How much have they earned? How much is that in decimal, percent? How much do they still have to earn to get to the goal? How much is that in decimal, percent?
- Make a class graph of this Moolah system (Behavior Modification System) to show the students how far they have been doing with regards to accomplishing their goal in learning and behavior.
.
DAY 4
Cooperative Learning:
- The “Pants & Shirts Store” is now on sale. We are going to shop with our partner.
- From the cards of pants and shirts on the board, choose the pants card for one student and the shirts card for his/her partner.
- You will calculate the price of the pants and the price of the shirt using the original price and percentage off tags.
- The student records the price on the answer form. Compare price with your partner.
- The student writes the appropriate symbol in the blank to tell which item has the lowest price.
- The student repeats the process until all cards in a set have been used.
.
ASSESSMENTS:
- Q&A
- Answer Word Problems involving percents: http://jc-schools.net/tutorials/PPT/PercentNumber.ppt
- Math jeopardy: http://www.quia.com/cb/34887.html
- Quiz on fractions, decimals, and percents.

Cause and Effect lesson plan

2008-10-13T17:35:00.000-07:00

LESSON PLAN for English Language Arts

Maria Angala, ELA/ Math Resource Teacher

DATES: For the week of Oct 13-17, 2008

Standard(s) for the week

6IT-E3. Identify and use organizational structures in text, including chronological order, comparison & contrast, cause & effect, logical order, and classification schemes.

Goal(s)/ Expectation(s) for the Week

- Define and identify cause and effect and generating examples of cause and effect statements.

- Use the structure and format of a diamante poem through shared and partner writing.

- Compose a poem to apply their knowledge of cause and effect in diamante poem format.

- Write and re-write the diamante poem on cause and effect for publishing.

BIG IDEAS:

- Cause and effect helps us to think logically and draw conclusions based on evidence.
- Cause and effect is an important jumping-off point that allows us to move beyond memorizing answers or facts and consider alternative possibilities and underlying concepts.

Overview

Combine higher order thinking with creativity in this lesson that uses diamante poems to illustrate the phenomenon of cause and effect. Students define and identify cause and effect and generate original examples. After practicing the diamante format in a shared writing experience, students construct their own diamante poems illustrating cause and effect scenarios of their choice. The diamante poem will start with the cause and transition to the effect.

.
Instruction and Activities

Session 1: Understanding Cause and Effect

.
1.Begin the lesson by asking students what they know about cause and effect. Pass out the Cause and Effect Definition Sheets or display them on the overhead projector. Discuss the definitions of cause and effect with students.

2.Brainstorm a list of cause and effect statements with students and record them on chart paper or overhead transparency. Your students may be able to generate examples on their own, or you may want to use some of the examples from the Tiered Cause and Effect Examples.

3.After you have a good number of cause and effect statements recorded (i.e., 10 to 12), ask students to come up to the chart and color code the cause part of each statement and the effect part of each statement. Options for this activity include:

- Have students work in pairs, and then have each pair come up to the board and analyze one of the statements, with one partner identifying the cause and the other partner the effect.
- Have students work in groups of three or four, with each group color-coding one or two of the brainstormed statements, then presenting and explaining their examples to the class.
- Conduct the activity as a whole class and have students come up one at a time to highlight or underline the cause in one color and the effect in another color.

Session 2: Understanding the Diamante Format

.
1.Explain to students that they will be demonstrating their understanding of cause and effect by writing a diamante poem. Show students the Diamante Poem Format. Pass out individual copies of the format if you have made them. You may also want to display it as an overhead transparency.

2.Go over each part of the diamante poem with students, making sure they understand what part of speech belongs in each line of the poem. If necessary, conduct a quick review of the parts of speech students will need to know for this format (nouns, gerunds, and verbs).

3.Working together as a class, pick a topic and generate a diamante poem. If you have a classroom computer with projection capabilities, you may wish to use the online Diamante Poems tool for this activity. Students can also write a diamante poem with a partner for additional practice. You may wish to suggest a few appropriate topics based on your content area studies or on current events.

Session 3: Adapting the Diamante for Cause and Effect

.
1.Begin by reviewing cause and effect. You may want to refer to the Cause and Effect Definition Sheets and the brainstormed list from Session 1.

2.To further review, pass out the Cause and Effect Questioning Frames handout, which provides phrases to use for developing cause and effect statements. Ask students to practice developing cause and effect statements with a partner. Circulate around the room to be sure students are coming up with effective cause and effect statements.

3.In Session 2 students practiced writing a diamante poem in the standard format. Explain that they will now be changing the format slightly to create cause and effect diamante poems.

4.First, students should generate a cause and effect statement that they want to turn into a diamante poem. Refer students to the list of cause and effect statements generated during Session 1, but ask that they come up with an original statement for their poem. Again, you might suggest that they consider current events or a particular content area for inspiration regarding their poem topic.

5.Ask students to take their cause and effect statement, and after identifying the cause, narrow the cause down to a one-word statement. Ask them to do the same for the effect. (Students will need these two key words when they publish their poem with the online Diamante Poems tool).

6.Display the Examples of Cause and Effect Diamante Poems. (If you chose to write your own examples, you may want to display them instead.) Show students how the poem transitions from the cause to the effect. Note that if four nouns are used in line 4, the first two refer to the cause and the last two refer to the effect. Alternatively, if a short statement is used for line 4, it should link the cause and the effect. From that point on, the rest of the poem focuses on the effect.

7.Choose one or two of the cause and effect statements that students brainstormed in Session 1. As a class, develop the statements into cause and effect diamante poems. You might also choose to have students work in groups to construct cause and effect diamante poems.

8.After students have practiced as a class or in small groups, ask them to take the cause and effect statement that they chose at the beginning of the session and turn it into their own cause and effect diamante poem.

9.When they finish, ask students to complete the Cause and Effect Diamante Writer’s Checklist and, if necessary, revise their poems in preparation for publishing them in the next session. These activities (checklist and revision) can be completed as homework if you prefer.

Session 4: Publishing the Cause and Effect Diamante Poem

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1.Ask students to review their Cause and Effect Diamante Writer’s Checklist from the previous session.

2.Show students how to access the online Diamante Poems tool. The tool does a good job of walking students through the process step by step, but some of the onscreen instructions will need to be modified for the cause and effect poem. Demonstrate with the class-generated poem (from Session 3) using an LCD projector, explaining that the one-word cause should be entered as the Beginning topic for poem and the effect as the Ending topic for poem.

3.Students should type and print their cause and effect diamante poems using the Diamante Poems tool. Be sure they understand that they must print their poem when it is complete (the program does not allow for saving the poems electronically).

4.If time permits, allow students to experiment with revising their poems or creating new ones. Have them share their poems with the class.

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Student Assessment/Reflections

.
Use the Cause and Effect Diamante Writer’s Checklist to assess students’ diamante poems. Each student will have already filled out his or her section of the checklist. Each of the assessed objectives has been assigned a value of 10 to 25 points, but you may choose to change the values according to your priorities for this lesson.

Source: ReadWriteThink

FRACTIONS: multiplication & division

2008-10-05T18:18:00.000-07:00

LESSON PLAN for Mathematics
For the week of Oct 6-10, 2008
DCPS STANDARDS COVERED: 6.NSO-N.2 / 6.NSO-N.5 / 6.NSO-N.7/ 6.NSO-C.8 / 6.NSO-C.10
Maria Angala, ELA/ Math Resource Teacher

FRACTIONS: multiplication & division
Connected Mathematics Bits & Pieces II / Accelerated Math Topic 8

WARM UP: Different math word problem and writing prompts will be given daily.

Lesson Overview:
In this lesson, we will learn to multiply and divide fractions - in the easiest possible way! Problems like these can often appear to be difficult. What we will learn to do, however, is to simplify the problems so that they are actually quite easy to do. So, the first thing you learn to do will be to simplify the fraction problems. Then, doing them will be a piece of cake.
Also, in completing these lessons, you will find that it's easy to learn but hard to remember. Because you have these lessons, however, you will always be able to recall the correct way to solve math problems by returning to these lessons and relearning them will help fix them in your memory. Repetition is quite often necessary in learning and remembering new things.
By learning (and later reviewing) the multiplying and dividing procedures in this lesson, you will be in command of valuable skills that you will use throughout your life.

Objectives:
Students will be able to:
Expand and reduce fractions.
Multiply fractions.
Divide fractions.

DAY 1& 2

MATERIALS:
- video: http://go.webvideoplayer.com/tell/O53lHItgqv6ufowj8QXd
- notes: http://www.mathsisfun.com/fractions_multiplication.html
- worksheet: http://math.about.com/library/multfractions.pdf
- powerpoint: http://jc-schools.net/PPT/Fractions%20XIV.ppt
http://jc-schools.net/PPT/Fractions%20XV.ppt (mixed fractions)
- LCD projector

METHODS & STRATEGIES:

WHOLE CLASS DISCUSSION: Teach the concept of multiplying fractions to the class.

INDIVIDUAL WORK: pass out the worksheet so that students can work on them independently.

DAY 3 & 4

MATERIALS:

- video: http://go.webvideoplayer.com/tell/kGTRcsXm5QpIvj4DatC9
- notes: http://www.mathsisfun.com/fractions_division.html
- worksheet: http://math.about.com/library/divfractions.pdf
- LCD projector

METHODS & STRATEGIES:

WHOLE CLASS DISCUSSION: Teach the concept of dividing fractions to the class.

INDIVIDUAL WORK: pass out the worksheet so that students can work on them independently

DAY 5

MATERIALS:

Fractions Jeopardy game: http://www.elko.k12.nv.us/ecsdtc/ppp/fractions.ppt
Simplifying fractions notes: http://www.mathsisfun.com/simplifying-fractions.html

METHODS & STRATEGIES:

WHOLE CLASS DISCUSSION: Teach the concept of simplifying fractions to the class.
REVIEW: http://www.mathexpression.com/fraction-worksheets.html
QUIZ: Math quiz on fraction.
JEOPARDY GAME: http://www.elko.k12.nv.us/ecsdtc/ppp/fractions.ppt Addition, Subtraction, Multiplication, Division of Fractions

ASSESSMENT/EVALUATION:
- Teacher to observe students during their demonstration of multiplying and dividing fractions; and then being able to use these conversions in estimations, computations and applications and use these skills in everyday life and in the workforce.

- Students will formulate judgments about the ideas under discussion and support these judgments with convincing evidence and discuss within their group. Each group will present their findings. Student groups, who are observing the presenters, will use a “Checklist” and note the number of correct answers and the number of potential applications of multiplication and division of fractions given by each presenting group. After the presentations, the observing groups will compile the information presented, and graph the results to present the validity of ideas as presented by each group.

- Students demonstrate and apply the concepts contained in the foundation and pathway standards through classroom application and displayed knowledge.

WEEKLY HOMEWORK:
Please submit these Connected Mathematics Bits & Pieces II worksheets on Friday with your parent’s signature.
http://www.phschool.com/cmp2/pdfs/snh_gr6_contents_bk4.pdf

Historical Fiction: The True Confessions of Charlotte Doyle

2008-10-05T15:31:00.000-07:00

LESSON PLAN for English Language Arts
Maria Angala, ELA/ Math Resource Teacher

DATES: For the week of Oct 6-10, 2008
DCPS STANDARDS COVERED: 6.LD-V.7 / 6.LD-V.8 / 6.LD-S.9 / 6.LD-V.10 / 6.LD-V.9
TEXTBOOK ALIGNMENT: Houghton Mifflin, “The True Confessions of Charlotte Doyle”
GENRE: Historical Fiction
STRATEGY/ SKILL: Monitor Clarify/ Predicting Outcomes
GRAMMAR SKILLS FOCUS: Common & Proper Nouns, Singular & Plural Nouns

Dynamite Diamante Poetry

WARM UP: Different writing prompts will be given daily.

Overview
Grammar study is important for developing reading, writing, and speaking skills, but many teachers are unsure how best to include it in their curriculum. Providing grammar instruction through engaging literacy activities teaches basic concepts while developing students' vocabularies and spelling proficiency. In this lesson, students review nouns (Common, proper, singular, plural), adjectives, and verbs. They then practice using them as new vocabulary words by composing structured diamante poems as a class and independently using an online interactive tool. The poems can be printed off and displayed or published as a class book or magazine.

Student Objectives
Students will
- Access prior knowledge about nouns (Common & Proper Nouns, Singular & Plural Nouns), adjectives, and verbs
- Demonstrate comprehension of parts of speech through a word-sort activity and by composing a poem that uses them
- Define a diamante poem by looking at examples
- Practice developing vocabulary words as part of a brainstorming activity
- Illustrate their understanding of the diamante format by writing poems both individually and as a class
- Practice spelling by revising their poems
- Share their poems by reading them aloud and publishing them in a class magazine or book

Instructional Plan
Preparation

1. Make sure that students have permission to use the Internet, following your school policy. If you need to, reserve two 45-minute sessions in your school's computer lab. These do not need to be on consecutive days. Bookmark the Diamante Poems interactive writing tool on the computers students will be using. These computers should be connected to a printer so that students can print off their poems.
2. Review the Diamante Poems interactive writing tool to familiarize yourself with it. (If you experience difficulty, make sure that computers have the most recent version of the Flash plug-in, which can be downloaded for free from the ReadWriteThink Site Tools page.)
3. Obtain copies of A Mink, a Fink, a Skating Rink: What Is a Noun?, To Root, To Toot, To Parachute: What Is A Verb?, and Hairy, Scary, Ordinary: What Is An Adjective? by Brian Cleary and Kites Sail High: A Book About Verbs, Many Luscious Lollipops: A Book About Adjectives, and Merry-Go-Round: A Book About Nouns by Ruth Heller. Review each of them and find examples of nouns, adjectives, verbs, and gerunds to share with students during Session 1.
4. Make a transparency of the Diamante Brainstorm or create a similar page on chart paper or a white board. Make copies of this handout for each student in the class.
5. Copy the Word Sort Chart onto chart paper or a board in your classroom.
6. Make one copy of the Sample Diamante Poems handout for each student in the class. This handout includes three examples. You might also visit the Diamantes by Koday's Kids website, which includes a number of examples of student diamante poems or the Animal Inn Poetry website, which has another example. You may want to copy one or two of these poems onto chart paper to use with the class as well.
7. Make one copy of the Diamante Format handout for each student in the class.

Instruction and Activities

DAY 1

Session 1

1. WHOLE GROUP DISCUSSION:
Review the parts of speech noun and adjective, asking students for definitions and examples of both that you list on a piece of chart paper. Read students the noun and adjective examples you have selected from Houghton Mifflin, “The True Confessions of Charlotte Doyle”. Ask students to tell you words that were new to them or pages they particularly enjoyed hearing. Include the new words on the chart paper.
2. Ask students to define the word verb and collect examples that you write on a new piece of chart paper.
3. Read students the verb examples you have selected from Houghton Mifflin, “The True Confessions of Charlotte Doyle” and ask them to tell you words that were new to them or pages they particularly enjoyed hearing. Include the new words on the chart paper. Brainstorm other examples of verbs with the students and record them on the chart paper.Point out the base words, which change their function when –ing is added.
4. PAIR & SHARE:
Show students the Word Sort Chart you have created on the board or chart paper and review the different spelling patterns for each column (you may choose to provide one example for each). Tell them they will work in groups of two or three to do a word sort activity using this chart. Distribute six or seven index cards to each group. Students should record a verb form on each card. They may use the examples you have discussed as a class or come up with their own but they must have at least two examples for each spelling pattern.Use of dictionaries, glossaries, or your classroom word wall should be encouraged at this step.
5. When each group of students has at least six examples (two from each spelling pattern), ask them to tape their cards in the correct column on the Word Sort Chart.
6. As a class, decide if there are any words that should be moved into a different column, then discuss the reasons for the move.
Note: You should make the books you used in this session available for students to read during independent reading time and when they are writing their poems in Session 3.

LITERATURE FOCUS: Houghton Mifflin, “The True Confessions of Charlotte Doyle”
Segment 1 (pages 97-102)
Meet the author: http://www.eduplace.com/kids/hmr06/gr6/gr6_th1_sel4.html

Lead students on a picture walk, using these prompts:
Page 97: Who is this girl? Where is she? What can you guess about her personality from looking at her face?
Page 98: Who is talking to Charlotte in this picture? Where are they sitting? Where is the light coming from?
Pages 100-101: What is Charlotte looking at? What do you think she may be thinking? What are the men in the picture thinking? Why are they wearing those clothes?

READING BLOCK: continue reading “The Little Prince”
http://www.angelfire.com/hi/littleprince/frames.html

DAY 2

Session 2

1. WHOLE GROUP DISCUSSION:

Distribute the Sample Diamante Poems handout and any additional samples you have chosen to use. Ask students to discover the pattern of these poems using the following questions:
What do you notice about the shape of the poems?
What are these poems about? How do they start? How do they end?
What do you notice about the number of words in each line?
Do the poems use nouns? Adjectives? Verbs?
Among the things you want to discuss are the following:
The poem is shaped like a diamond, giving it the name diamante poetry.
Diamante poems can be about one thing or they can compare and contrast two opposite things.
The number of words varies by line.
Different parts of speech make up the different lines. Lines 1 and 7 are nouns. Lines 2 and 6 are adjectives. Lines 3 and 5 are gerunds.
Line 4 is a transitional line that moves from the first part of the poem to the second. It can either be four nouns or a thought that has at least five words.
The words in the poem all relate to the first and last lines of the poem, which serve as a title and conclusion. Sometimes the same word is used, sometimes two words that are synonyms, and sometimes two words that are opposites.
2. Ask students what they notice about the words used in the diamante poems you have chosen. Questions for discussion include:
How do they think the writers selected their topics?
What words do they think are especially effective and why?
How do they think that the writers came up with these words?
If they were writing a poem, where could they look to find words that relate to their topic?
3. Distribute the Diamante Format handout and review.
4. COLLABORATIVE WRITING:
Tell the class you will now compose a poem together. Ask students what they think the topic should be (Halloween, Fall/ Autumn topics). You might choose something seasonal, an upcoming event, or something you have read about or studied recently. Make sure that the topic is meaningful to students.
5. Working as a class, use the Diamante Brainstorm overhead or chart you have created to come up with appropriate words that are related to the topic you have chosen. List more words than the poem will require.
6. Model the choice of the most descriptive and appropriate words from the list by encouraging a class discussion about which words should be used and why. Discuss the order in which they should be placed to create a class diamante poem. Ask students what they think the transition should be from the beginning of the poem to the conclusion. Encourage students to experiment with different word choice and order and make note of the change in mood, tempo, and rhythm.
7. Review spelling patterns necessary for correct spelling of gerunds.

LITERATURE FOCUS: Houghton Mifflin, “The True Confessions of Charlotte Doyle”
Segment 2, pages 102-109
Play the E-Word Game: http://www.eduplace.com/kids/hmr06/ewordgame/index.html?grade=6&theme=1&selection=4

Lead the students on a picture walk, using these prompts:
Page 103: What is Charlotte doing? Why are her feet bare? What parts of the ship can we see in the picture?
Page 105: Where would we have to be in order to see the ship from this angle? Why do people on the ship look so small?
Page 106: How would you describe the expression on Charlotte’s face?
Page 108-109: How do the sailor’s feel about Charlotte now? Who is the man in dark clothing on page 108?

READING BLOCK: continue reading “The Little Prince”
http://www.angelfire.com/hi/littleprince/frames.html

DAY 3 & 4

Session 3 & 4

1. INDIVIDUAL WORK:
Students will compose their own diamante poems on a subject of their choosing.
2. First, have students select topics. Tell them that getting started is always they hardest part. Help students brainstorm possible poem ideas such as a favorite holiday, a hobby they enjoy, a science unit you are studying, a family member, or a trip they have taken.
3. Discuss potential sources for interesting words. Possibilities include the books you shared and the charts you created during Session 1, reference books in your classroom, and vocabulary lists.
4. Pass out the Diamante Brainstorm handout and ask students to create word lists for their poem. Remind them of the process you used during Session 2 to search for words for the class diamante poem. Tell them that having more words than they need for their final poem will allow them to choose the words that will best describe their topic.
5. Have students use their word list and the Diamante Poems interactive writing tool to write a diamante poem. Students should print their poems when they are complete. If your students' skills vary widely, having them work in pairs may insure success.
6. Remind students of the three possible spelling patterns used in correctly spelled gerunds. Ask them to check the gerunds they used in their poems to make sure they are spelled correctly. You might have them use print or online dictionaries such as WordCentral.com. If they need to, they can reenter their poems and print final versions.

LITERATURE FOCUS: Houghton Mifflin, “The True Confessions of Charlotte Doyle”
Word Find: http://www.eduplace.com/kids/hmr06/gr6/activities/gr6_th1_sel4_wf.html

Comprehension questions:
- Compare the pictures of the sailors on Anthology pages 101 and 109. How have their feelings changed? Why?
- What do you think will happen to Charlotte now? Why?
- Have you ever had to prove your courage to someone else? Tell about the experience. How did you feel afterward?

READING BLOCK: continue reading “The Little Prince”
http://www.angelfire.com/hi/littleprince/frames.html

DAY 5

Session 5

1. CLASS SHARING:
Ask student volunteers to share their poems with the class. If they are comfortable asking for comments, allow time for class responses.
2. Collect student poems and hang them up in the classroom. Or you may choose to make them into a book or magazine for which you solicit student illustrations. This book can become part of the classroom library so students can take it home to share with families.

LITERATURE FOCUS: Houghton Mifflin, “The True Confessions of Charlotte Doyle”
Review the definitions in the spelling list from: http://www.eduplace.com/kids/hmr06/gr6/gr6_th1_sel4.html

READING BLOCK: continue reading “The Little Prince”
http://www.angelfire.com/hi/littleprince/frames.html

QUIZ: Spelling List, Predicting Outcomes, Common & Proper Nouns, Singular & Plural Nouns

Extensions
- Have students submit their poems for online publication. Writers' Window and The Poetry Zone are two websites that accept and publish poetry submissions by young writers.
- Have students experiment with other forms of poetry using the Acrostic Poem tool or the Shape Poem tool. Additional ReadWriteThink poetry lessons include Shape Poems: Writing Extraordinary Poems About Ordinary Objects, Building Classroom Community Through the Exploration of Acrostic Poetry, and Composing Cinquain Poems with Basic Parts of Speech.

Student Assessment/Reflections
- During class discussions (especially the creation of the class poem), anecdotal notes and observation can be used to monitor understanding of spelling patterns, parts of speech, and vocabulary.
- Use the word-sort activity to assess student comprehension of gerunds.
- Check final versions of the students' poems for application of new learning of parts of speech, diamante structure, and spelling patterns.

INTERDISCIPLINARY CONNECTION:
- technology
- social studies
- science

DAILY HOMEWORK: Homework will be checked with parent’s signature daily. The same spelling list will be used for this week but each day, students will choose two from the list of activities (each day should be different):
· Use the word in an original sentence.
· Find and learn the definition of the word.
· Know how to pronounce the word.
· Which parts of speech is the word used as (e.g. noun, verb)?
· What are other forms of the word such as plurals or tenses.
· What are synonyms of the word?
· What are antonyms of the word?
· What is the origin or etymology of the word?
· What words rhyme with this word?

HISTORICAL FICTION: “The True Confessions of Charlotte Doyle”
WORD LIST: Get the definition from: http://www.eduplace.com/kids/hmr06/gr6/gr6_th1_sel4.html
the /ou/, /oo/, /o/, and /oi/ sounds

Bachelors (EASY)
pause
ounce
thousand
fault
proof

Masters (AVERAGE)
sprout
truce
lounge
applause
rejoice
pounce

PhD (CHALLENGE)
taut
resume
closet
profit
prophet
recount
cowardly
proudly
robin
posture

Council for Exceptional Children Awards Nomination

2008-10-04T21:19:00.000-07:00

NOMINATE SPECIAL EDUCATORS: Recognize outstanding special educators with CEC's Professional Awards: Clarissa Hug National Teacher of the Year, Wallin Lifetime Achievement, Special Education Research, Outstanding Leadership, and Business awards. Deadline: Oct. 14, 2008. Find out more.

NOMINATE STUDENTS: CEC's Yes I Can! Awards honor students with disabilities who excel. Plus, every student nominated receives a Certificate of Achievement. The deadline for nominations is Oct. 14, 2008. Find out more.

Thank You: Parent Teacher Conferences

2008-10-03T15:12:00.000-07:00

Dear Parents,

As always, it is a pleasure to share in the education of your child.

Sincerely,

MS. ANGALA

Room 118