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| | Savoir vs connaitre | To differentiate between the French verbs of connaitre and savoir which mean "to know". | 1. To use the verb connaitre to talk about the people, places and things you are familiar with.
2. To use the verb savoir to talk about what you know how to do or the information you know.
3. To learn the conjugation of each of these verbs in the present tense. | 1. Teacher presents forms of each of the verbs.
2. Teacher gives examples of each verbs usage with illustrations on flash cards.
3. Teacher and students practice in class with grammar drills.
4. Students compose original sentences demonsrating their understanding of the two verbs.
5. Teacher assigns homework activities to reinforce and practice the concept. | 1. Divide class into 2 groups 2. Assign each group task of searching internet for pictures describing either a SAVOIR action or a CONNAITRE action. 3. After a pre-determined amount of time, each group presents a picture;the opposite group creates se |
| | Third person direct object pronouns | How Spanish converts D.O. nouns to pronouns and places them in a sentence | Students will be able to: identify D.O. nouns in sentences
convert them to pronouns by distin-
guishing the correct gender and
number
place them correctly in a sentence
| 1. define a D.O.
2. put on the board Spanish sentences containing D.O. nouns of various genders and numbers
3. have students identify the D.O. and determine their gender and number
4. present the D.O. pronouns (lo, la, los, las)
5. have students "figure out" that these pronouns correspond to masc sing, fem sing, masc pl, and fem pl
6. explain that these pronouns are placed before the conjugated verb or attached to an infinitive (if one is present)
7. give out worksheets so that students can do extensive practice....help individually as needed
8. correct classwork before end of class so that students can confirm their understanding of the concept
9. continue tomorrow by asking and answwering questions involving the D.O. | 1. all notes can be presented using inking in word. 2. a quiz can be created whereby students answer questions involving D.O. pronouns based on pictures that are projected from a power point presentation. |
| | Transformation | Taking various techniques of design and applying them to sculpture. Students will take an 'everyday' object and transform it's form and properties into an abstract structure or familiar scene. | Students will learn to look outside the box and take a fairly typical object and turn it into a work of art. They will be able to apply the priciples of design (rhythm, balance, emphasis, proportion, and unity) to their structure. Students will learn how to constuct various objects together and create a stable structure. Through this process they will also learn how to express themselves using easily found objects and how to expand their thoughts of everyday experiences | Showing examples of students works from the past. Explain how the construction process can done through examples and live exercises. | find videos of other artists showing the process, show professionals using everyday objects to create thier art works. Have a discussion board set up to talk about different techniques and processes. |
| | The Subjunctive Tense (Spanish) | To introduce and practice the (present) Subjunctive Tense. | 1. To understand the reason for the use of the Subjunctive Tense.
2. To recognize and use the Subjunctive Tense in guided conversation.
3. To use the skills of listening, speaking, reading and writing to identify the Subjunctive tense. | 1. The teacher clarifies the difference between the subjunctive and indicative tenses, explaining its English language component and then relating that to its Spanish language counterpart.
2. The students listen to the use of this new tense in a scripted conversation (Listening). (Comprehensive Input)
3 The teacher explains and then demonstrates the conjugation of the (regular) subjunctive verbs via the use of a mneumonic device (flip-flops).
4. The students will practice the writing and reading of this tense through the use of worksheets (Writing, Reading).
5. The students and teachers review the answers to the Guided Written Activity aloud, together (Speaking).
6. Homework is assigned to reinforce this lesson. (Comprehensive Output). | Visually, this lesson will be simultaneously projected using the laptop in coordination with the projector. |
| | Geometry - Section 9.1, Solid Figures | Students are now introduced to picturing 3 dimensional images. They will learn to categorize prisms, pyramids, cylinders, spheres, and cones.
They will also be introduced to the vocabulary terms: base, face, edge and vertice. | 1. Draw a 3-diminsional cylinder, prism, and pyramid.
2. Recite the definitions of base, face, edge and vertice.
3. When holding a 3 dimensional model, point to and name the four terms above.
| Use projector to show images of 3 dimensional solids. Hold, handle and identify models of cylinders, prisms and pyramids. Point to each of the 4 parts of the solid figure and name them.
Open books to pages 472-474 and re-create the drawings of 3-dimensional prisms and cylinders.
Open Practice Workbooks and assign 3 sample problems to solve. Review answers and take questions. Assign corresponding worksheet for homework. | |
| | Great Gatsby Chapter 3 | Discuss the major elements of Great Gatsby chapter 3. | Summarize plot and major events. Identify major themes. Identify symbolism, especially color symbolism. Add to descriptions of characters previously discussed. | Students will read the chapter at home and fill out a worksheet with basic questions at home. Teacher will use computer to fill in worksheet on the projector as students provide answers from their worksheets and fill in corrections. Class will go through the chapter in the book, looking for supporting evidence. Class will discuss and debate major ideas. | |
| | Introduction to Heroes | Students will begin a unit on heroes in Greek mythology. As an introductuon to the myths, they will learn five characteristics of typical heroes and relate those to heroes in modern society to help understanding. | Relate the five characteristics of Greek heroes to modern superheroes in preparation for seeing these characteristics in Greek stories. | Powerpoint presentation with 5 characteristics and pictures of modern heroes. Students will be asked to identify which characteristics match each hero. They will then begin to read about Jason and the Golden Fleece in class and together we will identify some of the characteristics mentioned early in the story. | |
| | Algebra 1 - Factor polynomials by grouping | The students have already learned how to factor binomials and trinomials. They are now exposed to factoring 4-term polynomials by a process called "grouping".
| 1. Distinguish a four term polynomial from a list of mixed polynomials.
2. Arrange a polynomial according to descending order according to x.
3. Seperate a polynomial into 2 binomials with something in common.
4. Factor each binomial seperately and name the pattern that emerges.
5. Combine the answer into it shortest representation. | Review past relevant lessons by walking around the room and creating sentences with the last word missing. Let students call out the missing answer.
Open tablet where several examples are (I need to finish this) | |
| | AP Calculus Trapezoidal and Simpson's Rule | Students will learn what is the best approximation for the area under a curve using either RAM, Trapezoidal Rule, or Simpson's Rule |
- Find the integral of a function using the calculator
- Program the Trapezoidal and Simpson's Rules into the calculator
- Use the 3 programs to approximate the area
- Find the error in the 3 programs
| | Calculator and Powerpoint notes from the book |
| | Honors Geometry Circles | To begin with a warm-up on the overhead, review of homework, and then do a lesson on tangents, secants, and special angles |
- To review what a tangent is to a circle
- To describe what a secant is
- To explain 3 theorems on tangents and secants and the angles they form
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- Draw circles on the board and do examples with them
| Use One Note to draw circles, tangents, and secants more exact |
| | Romeo and Juliet | Students watch Act 3.1 of Romeo and Juliet. We read Act 3.1 of Romeo and Juliet. Students paraphrase lines and respond to written questions. After going over the answers to the questions. We compare and contrast the film version with the written version. | 1. Students will paraphrase Shakespeare's language into thier words.
2. Students will infer what a character is thinking and identify dominant characteristics of each character.
3. Students will summarize the main points of the scene.
4. Students will be able to identify the advantages and disadvantages of a film version of a text. | Same as lesson description. | |
| | Sociological Perspectives pertaining to Racial & Ethnic relations | Students will research the Conflict, Functionalist, and Symbolic Interactionist Perspectives in how they apply to race relations. | Students will be able to articulate the three sociological perspectives in their relationship to racial and ethnic relations. | Power Point presentation by the teacher while students take notes and discuss the material. | Split students into groups based upon perspective and give a power point presentation. Each student will contribute 2 slides to the group presentation. |
| | Vocabulary | Students will work on using thier vocabulary words in the context of a sentence. | 1. Students can fill in sentence completions with their vocabulary words.
2. Students can identify the definitions of thier vocabulary words in different contexts.
3. Students will be able to apply the words to thier writing. | I went to the vocabulary workshop website and pulled up the hangman game for unit 9. Students were given a sentence with a blank and they had to guess the vocabulary word that went in the sentence. If they got the word wrong five times the fisherman in the boat sunk (this was the graphic on the website). Afterwards, students picked 2 characters, 2 places, and 2 tasks from a box. In groups of three, they had to use the chosen people, characters, and tasks and ten vocabulary words in a story. Those who wanted to shared thier stories. | |
| | Direct Object pronouns | To refer to previously mentioned people and things using direct object pronouns in French. | Students will be able to change a direct object noun to its corresponding direct object pronoun.
Students will place the pronoun correctly in a French sentence.
| 1. definition of a pronoun
2. using line-drawing illustrations,demonstrate how a direct object noun can be changed to a direct object pronoun and where it is placed in a sentence.
3. EX: Making a sandwich, cutting it, bagging it, carrying it to school, tasting it, eating it, liking it.
4. EX: Throwing a ball, catching it, throwing it, hitting it, losing it, looking for it, finding it.
5. Give an illustration for the students to prepare on their own.
6. Ask students to create an original scenario using a direct object noun and its corresponding pronoun.
7. Exchange scenarios for students to work on individually. | |
| | Ser vs. Estar | Learn and practice Ser and Estar grammar structures | 1. The students will know the uses of (each) Ser and Estar.
2. They will be able to conjugate both Ser and Estar
3. They will be able to differentiate the use of Ser and the use of Estar. | 1.The students are presented with two "to be" verbs - Ser and Estar.
2. A review of the conjugation of each verb is presented and the students take turns randomly conjugating these verbs (oral).
3. The difference between Ser and Estar is discussed and the students are presented with a mneumonic to help them to remember the difference.
4. This information is transferred (written) into the Grammar section of their notebooks.
5. The lesson ends with a worksheet assignment to be completed for homework reinforcement. (output)
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| | Flash Animation Story Telling | Through Adobe Flash students will create a visual story using animation and graphics created in the Adobe program. Students will include gradual motion graphics along with some stop animation. | Students will learn to create a story using just visual elements. They will learn to create motion gradually using motion tweens. Students will also learn to use different graphic tools to create their subjects. Students will put together their motion animations and graphics to create a visual story. | Show students the Adobe Flash Interface, especially the tool bar and timeline. Show examples of stop animation videos and stories told visually. | |
| | Portraits Iconography | students will create a color value painting of a religious icon. | Students will learn to show value through | | |
| | Vocabulary for Marianela | Vocabulary for the short novel Marianela is presented prior to reading each chapter in class or for homework. | Students will be able to understand the novel because they have studied the vocabulary beforehand or because, as they read, they use "intelligent guessing." | Teacher hands out lists of words for students to define in class using their dictionaries or outside of class for homework. Then they read the chapter and discuss it in class with comprehension questions. They may also use the new words in original sentences to demonstrate their mastery of them. | Words are presented using pictures in a power point presentation. At the end, as a project, students created their own story using the words studied. This would be an original story, created as a photo story or a power point or a video. |