Lesson Plans for ESL 7, 8 and 6INCLUSIVE

Remind students that vocabulary will resume next Monday so have the vocabulary notebook.

January 22, 2014Mrs. Nabulsi

For Substitute

BLUE DAY SCHEDULE

• 7:30-9:25 - Planning• 9:30-10:55 – ESL 7• 10:55-11:35- LUNCH• 11:40-13:05- ESL 8• 13:10-14:35- ESL 6

CSI GOALS FOR ALL CLASSES

○The entire WMS community will provide a positive school climate through which all students can mature academically, socially, emotionally, and physically while developing a lifelong love of learning.

Wiesbaden Middle SchoolVision Statement

○The entire WMS community strives to provide a positive school climate through which all students can mature emotionally, socially, academically, and physically, while developing a lifelong love of learning.

Wiesbaden Middle SchoolMission Statement

○ #1 All students will increase reading comprehension scores in analyzing text and reading/writing strategies.

○ #2 All students will increase scores in math computation, word problems, and problem solving.

○  

CSI GOALS

ESL 7 –BLOCK 2 9:30-10:55

SUMMARY: BEGIN TO STUDY THE MEDIEVAL ROMANCE. BEFORE CLASS LAY OUT THE EDIT IT 89-92) USUALLY IN THE HAND-IN BASKET AND ANY HANDOUTS USED THAT DAY IN CLASS. SEE SEATING CHART

STANDARDS AND OBJECTIVES• 7E1c.1: Discuss the purposes and characteristics of different forms of written text, such as the

short story, the novel, the novella, and the essay.• WE WILL BE LOOKING AT THE MEDIEVAL ROMANCE.• Component: Analysis of Grade-Level-Appropriate Literary Text• 7E1c.2: Identify events that advance the plot and determine how each event explains past or

present action or foreshadows future action.• 7E1c.3: Analyze characterization as shown through a character’s thoughts, words, speech

patterns, and actions, the narrator’s description, and the thoughts, words, and actions of other characters..

• 7E1c.4: Identify and analyze themes (such as courage, loyalty, friendship, and loneliness) which appear in many different works.

• 7E1c.5: Contrast points of view in literary text (such as first person, third person third perrson limited and third person omniscient, and subjective and objective)

• and explain how they affect the overall theme of the work.• a. First Person: The narrator tells the story form the “I” perspective.• b. Third Person: The narrator tells the story form an outside perspective.• c. Limited Narration: The narrator does not know all thoughts of all• characters.• d. Omniscient Narration: The narrator knows all thoughts of all characters.• e. Subjective: The point of view involves a personal perspective.• f. Objective: The point of view is form a distanced, informational perspective, as in a news

report.

TAKE ROLL

• 9:30-10:55 –Block 2 - ESL7• Take Roll• Selina Armstrong• Hannah Engelbrecht• Samuel Erenck• Darron Raab• Samantha Tekath

CLASS ACTIVITIES

• Edit-90 – BOOK ON DESK UNDER FOLDERS HAVE ANSWER• Since I did not get back to grade tests, students may

grade their tests if on paper. They can email me their grades. If they took it on the computer, I honestly don’t know how to retrieve it if not on my log-in.

• NOTE: I received your BRAIN POPS. Good job. • I still don’t have all the PREZI, so this assignments needs

to be completed in seminar. Work on Prezi on sentence forms: define, show s-v pattern, give conjunctions when appropriate, and examples of these forms – most have finished this. They are to SHARE it with me at lyla.nabulsi@student.dodea.edu through PREZI.

• Research background on the Medieval period.

Characteristics of the Medieval PeriodHAVE STIDENTS GO TO COMPUTER AND FIND FIVE FACTS ABOUT each of these subjects. Each student should add

two facts to what others have posted on a cooperative presentation on google aaps. Put this information on a cooperative PRESENTATION on Google Aps. Only after putting a total of ten facts can students add graphic. They can add slides if more room is needed. Each student should add one graphic to go with one of their facts for each topic Insert graphics one at a time. If they can find a video, that applies, they may insert iy, but give them a time limit and make sure they do not make personal comments to one another. If they do, send them to the office and they will receive a reduced grade. They can also lose computer privileges. From the total fact on the presentation, each student needs to write a summary on the slide designated about what they learned about each topic. Thus, They need a topic sentence, six detailed sentences, and a concluding sentences write a summary

• What is feudalism? How did it work? What were the social levels? - • What is chivalry? Give its characteristics.• What were the Crusades? How many? Purpose?• Who was King Richard the Lionhearted?• What was the Black Plague? Cause/ Effect• What are the parts of a castle? Define and label. Talk about location of castles for best defense.• Students research each topic and add new facts to each topic.• This assignment might take two periods to complete if they don’t play around.• When finished, it needs to be shared with me for grading. Students need to put their initials after the fact they

contributed. I am not sure google aps will do that automatically. This assignment should take presence over what I left because I realized the students need introductory material for the Medieval Romance. If any student wants to read more about the plague, in the back near the windows are several boos about this topic.

ESL 8 –BLOCK 3 11:40-13:05

Edit-it 80, Continue or begin cooperative presentation on background of Helen Keller.

Eighth Grade Standards

• 8E1b.6: Use information from a variety of consumer and public documents to explain

• a situation or decision and to solve a problem

• 8E1b.8 Make reasonable statements and draw conclusions about a text, supporting them with accurate examples.

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Take Roll

• Nic Diaz• Jamal Peterson• Cheyenne Proctor• Jaelen Townsend• Joemar Zayas – seventh grader

with a different assignment (same as Block 2)

ESL8 Activities Not Completed

• BRAINPOP on they’re, there, and their. Take the test, email to me. UN – bphes PW – 1234qwer (I didn’t receive these, so think they didn’t do them last Thursday). They need to e-mail them to me at google address. I still do not have Jamal’s PREZI. He needs to do this during seminar. Notify Mr. Cook.

Today’s ESL8 Activities• Edit-It 90• Begin or continue the Helen Keller research as

foundation for the book• Since they are doing individual research, they

need to present their part to the others.

ESL6 –BLOCK 4 13:10-14:35

Edit-It; continue with Perseus, if not complete. When complete, they do the same procedure for Theseus though Theseus has two quests.

Take Roll

• Selena Hohenecker• Cat Noble• Lilly Proctor• Paige Sullivan

Class Activities• Edit-It 39 ( I think)• Read on mythweb.com the journey of Theseus to

Athens.- See map.• Chart as Theseus 1– How are the tests here more defined? Why?– What is his fate and how does he prove himself

worthy?• Read about his journey to Athens in Edith

Hamilton.• If time, show video next to printer about Theseus

but stop as he recognized by father.