8th Grade Weekly & Daily Lesson Plan Teacher: Ms.Valencia & Mr. Scheftic J November 23 – November 24, 2015 Science :Qtr.2 Week 17
Unit Theme: Re-Teach Week
Monday / Tuesday / Wednesday / Thursday / Friday
Materials / Vocabulary, Storm check, partner work, 7-up sentences, engagement strategies (sticks), scaffolding, modeling, frames/visuals
power point, editing strategies. / Vocabulary, Storm check, partner work, 7-up sentences, engagement strategies (sticks), scaffolding, modeling, frames/visuals
power point, editing strategies. Flip chart. / HOLIDAY / HOLIDAY / HOLIDAY
Bell-work / Number each line and paragraph in the worksheet. Identify every text structure and text feature. Look at the screen for bell work question. / Create a sketch for your vocabulary words. Identify each text incidental words on your text. Copy the storm check questions by creating a storm check format. / Identify each text incidental words on your text. Copy the storm check questions by creating a storm check format. / Number each line and paragraph in the worksheet. Identify every text structure and text feature. Look at the screen for bell work question. / Study for vocabulary quiz and finish any Storm check questions unanswered.
Explicit
Vocabulary
1.  allele
2.  heredity
3.  DNA
4.  pedigree / * Use words relevant to current reading and/or content areas – academic or domain specific words.
* Show pictures that represent the word. Use reliable if you have it. In partners, students predict through discussion the possible word that the picture represents. Partners speak in formal language using complete sentences.
* Give students the graphic organizer blank “Storm Vocabulary Acquisition”
*Teacher models the pronunciation of the word. Then, students practice saying (pronouncing) multiple times. Clap out syllables. Air write the word in syllables or phonemes. Teacher listens for correct pronunciation. Teacher gives corrective feedback.
* Teacher displays the dictionary definition. Teacher explains the word. All students read it out loud. In partners, students deduce the friendly definition using the dictionary definition, the explanations, and the picture. Teacher selects a suitable friendly definition.
* Students write the word in the rectangle at the top with the color that correlates to the part of speech. Partners determine the part of speech and origin.
* Teacher demonstrates a physical representation of the word at first. (The first two weeks, teacher provides the physical representation of the word. Students learn it. Later, in groups students discuss in compete sentences a possible physical representation.
* Teacher uses word in context (refers to positive, negative, neutral connotations) and provides examples/non- examples and explanations. Can use sentences right out of text. Post sentences in a highly visible place. The whole class reads the sentences out loud daily. In partners, students create examples/ non- examples in complete sentences.
* Check understanding – Teacher poses a sentence using the target word either correctly or incorrectly. Students use signals thumbs up/down. In partners, students must justify why it is right or wrong about the answer.
20-25 minutes / * Use words relevant to current reading and/or content areas – academic or domain specific words.
* Show pictures that represent the word. Use real as if you have it. In partners, students predict through discussion the possible word that the picture represents. Partners speak in formal language using complete sentences.
* Give students the graphic organizer blank “Storm Vocabulary Acquisition”
*Teacher models the pronunciation of the word. Then, students practice saying (pronouncing) multiple times. Clap out syllables. Air writes the word in syllables or phonemes. Teacher listens for correct pronunciation. Teacher gives corrective feedback.
* Teacher displays the dictionary definition. Teacher explains the word. All students read it out loud. In partners, students deduce the friendly definition using the dictionary definition, the explanations, and the picture. Teacher selects a suitable friendly definition.
* Students write the word in the rectangle at the top with the color that correlates to the part of speech. Partners determine the part of speech and origin.
* Teacher demonstrates a physical representation of the word at first. (The first two weeks, teacher provides the physical representation of the word. Students learn it. Later, in groups students discuss in compete sentences a possible physical representation.
* Teacher uses word in context (refers to positive, negative, neutral connotations) and provides examples/non- examples and explanations. Can use sentences right out of text. Post sentences in a highly visible place. The whole class reads the sentences out loud daily. In partners, students create examples/ non- examples in complete sentences.
* Check understanding – Teacher poses a sentence using the target word either correctly or incorrectly. Students use signals thumbs up/down. In partners, students must justify why it is right or wrong about the answer.
20-25 minutes / * Review picture word cards. As teacher displays the picture, students call out the vocabulary word. Give corrective feedback.
* Teacher demonstrates the physical representation of word. Students call out word.
* Students practice saying the word and the definition multiple times.
*Students sketch their own picture (homework or center).
* Students exchange their sketches with a partner. Students explain to a partner in complete sentences why their own sketch represents the word.
* Check for understanding – Teacher poses a sentence using the target word either correctly or incorrectly. Students use signals thumbs up/down. In partners, students must justify why the sentence is right or wrong.
* Partners discuss the word’s nuances (shades of meaning).
* Partners use the word in a complete sentence.
*See Word Forms section (next). Practice using prefixes and suffixes to change parts of speech and meanings. Use as whole class instruction. Use "I do, We do, and You do.”
* Partners discuss the suffixes for tenses or conjugating. Partners discuss the new meaning of the word once the affix has been added. / * Review pictures. As teacher displays the pictures, students call out the vocabulary words. Students repeat the words.
* Review physical representations – students call out words. Partners practice saying the words and practice saying the definition to each other in complete sentences.
* Word Work Day – Partners discuss one or more of the following list: synonyms, antonyms, homonyms, prefixes, suffixes, related words, or cognate.
* Groups play oral language game “Vocabulary Challenge.” They will say the word, use it in a complete sentence, and then demonstrate the physical representation.
10-15 minutes / * Review picture word cards. As teacher displays the picture, students call out the vocabulary word. Give corrective feedback.
* Partners review physical representations and practice saying the word, stating the definition in a complete sentence and using the word in a complete sentence.
* Partners orally rehearse their sentences; then write a sentence. You designate which type of sentence, i.e., simple, Seven-Up+ Sentence, complex, compound, etc…
* Partners discuss to create and write an analogy. Elephant: ______; Ballerina: ______. Or, create a word array.
Direct Instruction - CSIC Basic/Intense
Text book:
·  Page 98- 101( mitosis ) - Life’s structure and function
·  Page 108-109 ( meiosis) - Life’s structure and function
·  Page 128-129 - Life’s structure and function / AZS: SC08-S4C4-01 –
SC08-S4C4-05
AZCCRS: RSI.8
Objective: SWBAT:
Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.
DOK Question:
Practical
Q1- What is the overall purpose of meiosis?
Analyze
Q2- What is the overall purpose of mitosis?
Research
•  Q3- In what types of organism(s) does mitosis occur?
* Students read text again for different purposes. Use the CSIC, for example, 4 T’s, Main Idea, 4 E’s, etc. Use the CSIC chart as a guide.
*Uses CSIC procedures for discourse
* Use DOK 2 & 3 questions to check for comprehension. Use Storm Check.
*Follow procedures with “Response sheets.”
* Make sure all students experience all the roles throughout the week by changing roles daily. / AZS: SC08-S4C4-01 –
SC08-S4C4-05
AZCCRS: RSI.8
Objective: SWBAT:
Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.
EBSR:
* Students read text again for different purposes. Use the CSIC, for example, 4 T’s, Main Idea, 4 E’s, etc. Use the CSIC chart as a guide.
*Uses CSIC procedures for discourse
* Use DOK 2 & 3 questions to check for comprehension. Use Storm Check.
*Follow procedures with “Response sheets.”
* Make sure all students experience all the roles throughout the week by changing roles daily.
ESSENTIAL QUESTION:
Refer to the text’s on Mitosis and Meiosis, what would happen to a cell division if DNA was corrupted in the cell? Give an example what would occur. Support your answer with evidence. / AZS: SC08-S4C4-01 –
SC08-S4C4-05
AZCCRS: RSI.8
Objective: SWBAT: Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.
DOK Question:
Practical
Q1-The scientist who conducted this study claimed that the result could be used predict color variation in other mouse populations throughout Arizona. Which statement best explains why this claim is questionable?
Analyze
•  Q2- Ali is studying biochemistry in college. Which of the following careers would he be well-prepared for after he graduates from college?
Research
•  Q3- Which hypothesis was most likely being tested in this investigation?
• 
* Students read text again for different purposes. Use the CSIC, for example, 4 T’s, Main Idea, 4 E’s, etc. Use the CSIC chart as a guide.
*Uses CSIC procedures for discourse
*Use DOK 1 & 2 questions to check for comprehension. Use Storm Check CSIC INTENS.
*Follow procedures with “Response sheets”.
* Make sure all students experience all roles throughout the week by changing roles daily. / AZS: SC08-S4C4-01 –
SC08-S4C4-05
AZCCRS: RSI.8
Objective: SWBAT:
Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.
DOK Question:
Practical
Q1- After a baseball is thrown up into the air, it will eventually fall down to Earth. Which graph best demonstrates the relationship between time and distance from Earth as the baseball falls?
Analyze
·  Q2- Lee is planning an experiment to compare the velocity (v=dlt) with different masses and shapes when they are dropped from different heights. Lee must use only equipment from the diagram below to conduct his experiment.
Research
•  Q3- During this experiment, which action would most likely lead to a measurement error?
* Students read text again for different purposes. Use the CSIC, for example, 4 T’s, Main Idea, 4 E’s, etc. Use the CSIC chart as a guide.
*Uses CSIC procedures for discourse
* Use DOK 2 & 3 questions to check for comprehension. Use Storm Check.
*Follow procedures with “Response sheets.”
* Make sure all students experience all the roles throughout the week by changing roles daily. / AZS: SC08-S4C4-01 –
SC08-S4C4-05
AZCCRS: RSI.8
Objective: SWBAT:
Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.
EBSR:
* Students read text again for different purposes. Use the CSIC, for example, 4 T’s, Main Idea, 4 E’s, etc. Use the CSIC chart as a guide.
*Uses CSIC procedures for discourse
* Use DOK 2 & 3 questions to check for comprehension. Use Storm Check.
*Follow procedures with “Response sheets.”
* Make sure all students experience all the roles throughout the week by changing roles daily.
ESSENTIAL QUESTION:
What would happen to cell division if a chemical was put in the cell? Give am example what would occur.
Support your answer with evidence.
Repeated Reading
“Buckle Down AIMS 8th grd.” Paperback book / (Error Analysis)
1.  Beginning: Read the correct passage chorally and in unison 2 times using larger meaningful phrase groups and preserving the author’s syntax. Used a variety of active reading strategies.
2.  New Instruction: Read the passage that contained content errors. Identify the errors and make corrections. Give corrective feedback.
3.  Closure: Ask comprehension questions at a variety of cognitive levels “Bloom” from the “Comprehension Questions” list.
Students written responses are entered on Storm Check. / Assessment
1.  Chorally read the text in unison using active reading strategies.
Teacher administers a 4-5 content-based question quiz. Quiz contained a variety of questions (true/false, multiple choice, fill in the blank and/or short answer). / Beginning: Read the correct version of the passage chorally and in unison two times using larger meaningful phrase groups and preserves the author’s syntax. Listen for correct pronunciation. Provide corrective feedback.
1.  New Instruction: Identify key concept and domain specific words. Discusses possible synonyms for words. Uses the “Storm Check”.
2.  Students identify the text features.
3.  Students identify the correct text structure, mind map or organizer.
4.  Question what the main idea is and what is not. Require evidence. Give corrective feedback.
5. Closure: Teacher asks comprehension questions at a variety of cognitive levels (Bloom) from the “Comprehension Questions” list (consider using CSC).
Students written responses are entered on Storm Check. / (Error Analysis)
4.  Beginning: Read the correct passage chorally and in unison 2 times using larger meaningful phrase groups and preserving the author’s syntax. Used a variety of active reading strategies.
5.  New Instruction: Read the passage that contained content errors. Identify the errors and make corrections. Give corrective feedback.
6.  Closure: Ask comprehension questions at a variety of cognitive levels “Bloom” from the “Comprehension Questions” list.
Students written responses are entered on Storm Check. / Assessment
2.  Chorally read the text in unison using active reading strategies.
Teacher administers a 4-5 content-based question quiz. Quiz contained a variety of questions (true/false, multiple choice, fill in the blank and/or short answer).