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Day 1

Day 2

Day 3

Day 4

Day 5

 

English

(Grade 9/10) 1.2: Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.

(Grade 9/10): Literary Response and Analysis 3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy.

(Grade 9/10): Writing Application 2.5 -Use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients.

(Grade 9/10) 3.12: Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach)

(Grade 9/10) 3.12: Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach)

 

Math: A-CED 1: Create Equations in one variable and use them to solve problems.

Math: S-ID.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

Common Core Math Practice 3:

Math: S-ID.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

Common Core Math Practice 3: Construct viable arguments and critique the reasoning of others.

Standards

Math

Construct viable arguments and critique the reasoning of others.

Language (ELD)

(Bridging) ; 2. Interacting via written English: Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.

(Bridging): Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e. g., using connecting/transition words and phrases, such as on the contrary, in addition, moreover) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.

(Bridging): Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as on the contrary, in addition, moreover) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.

Bridging): Analyzing language choices Explain how a writer’s or speaker’s choice of a variety of different types of phrasing or words (e.g., hyperbole, varying connotations, the cumulative impact of word choices) produces nuances and different effects on the audience.

Bridging): Analyzing language choices Explain how a writer’s or speaker’s choice of a variety of different types of phrasing or words (e.g., hyperbole, varying connotations, the cumulative impact of word choices) produces nuances and different effects on the audience.

English

SWBAT to interpret/analyze different photos of the Great Depression BY writing a one paragraph reflection on the photos they have viewed.

SWBAT interpret/analyze Of Mice and Men by John Steinbeck as it's read aloud in class (via audiobook). Students will interpret/analyze BY creating a graphic organizer in the form of a semantic map, which will help them identify effects of The Great Depression.

SWBAT understand/portray their understanding of the vocabulary from Of Mice and Men BY creating

SWBAT Identify how the Great Depression creates conflict/hardships in John Steinbeck's Of MIce and Men. Students will do this by filling out a quote log,which requires them to choose an important quote log and explain what it

SWBAT interpret/analyze Of Mice and Men by John Steinbeck as it's read aloud in class via audiobook BY identifying important information/quotes that they want to use in their quote log.

Objectives

a

4 Square Chart in groups of four.

tells the reader about the Great Depression/inequality amongst various social classes. This will help students find evidence that will help them prepare for their essay!

Math

SWBAT create equations in one variable BY representing the cost of food, housing, transportation, childcare and healthcare in an equation and graphically.

SWBAT interpret the slope and y-intercept of the regression line they create for their scatter plot in the context of the data BY writing a summary of their results.

SWBAT understand that unemployment and poverty have disproportionately affected members of diverse racial and

SWBAT understand that unemployment and poverty have disproportionately affected members of diverse racial and ethnic communities BY graphing data points.

SWBAT to find organizations working towards helping those in poverty and will create a poster for their school campus with facts about poverty and encouraging other students to volunteer with these organizations.

ethnic communities BY participating

in

a group game and reading an

 

article about these disparities.

Assessments

English

Students will be assessed individually on the paragraph that they have written (see rubric).

Students will be assessed individually based simply on whether or not their semantic map is completed.

Students will be assessed on their 4 Square Poster as a group. (See rubric).

Students will be assessed individually on their quote log. It will be graded on completion, relevance of the chosen quotes, as well as the level/thoroughness of their analysis.

Students will be assessed individually on their quote log. It will be graded on completion, relevance of the chosen quotes, as well as the level/thoroughness of their analysis.

 

Math

Students will be assessed individually on the equations they have created and the justification for their work (see What is Poverty rubric).

Students will be assessed individually on their ability to interpret the slope and y- intercept

Students will be assessed in their teams on the completion of answering discussion questions for the A Few Facts About Jobs handout (see A Few Facts About Jobs rubric).

Students will be assessed in their teams on the accuracy of their graph. (See Day Four Graphing rubric)

Students will be assessed on their ability to complete a poster with pertinent information regarding poverty and the local organization.

Student

English

After writing their AXES style paragraph, students will pair up in groups of four, and share what they wrote. Students will be given the rubric, and will also peer review one of their classmate's paragraph, according to the rubric.Then, one student form each group will share their findings with the whole class.

After following along with the audiobook version of Of Mice and Men, students will be given time to work on their semantic map/graphic organizer. This is an independent activity.

Students will work in groups of four to complete a vocabulary 4 square poster. Students are given the four following words: bemused, apprehension, monotonous, complacent. The students will rotate responsibilities for the words, seeing as there are four components to each word on the poster: literal definition, definition in your own words (this DIFFERENTIATION allows students to describe the word in a manner that is helpful to them), using the word in a sentence, and illustration. Students will work together to complete this poster.

Students are given the period to work on their quote logs. While students are allowed to discuss/search for quotes together in their Of Mice and Men book, they are NOT allowed to have the exact same analysis of the quote as their peers. Sharing ideas is okay, while sharing words is not.

Students will spend the majority of the period following along as Of Mice and Men is read aloud via Audiobook. Then, with any remaining time, students will work on their quote logs. While students are allowed to discuss/search for quotes together in their Of Mice and Men book, they are NOT allowed to have the exact same analysis of the quote as their peers. Sharing ideas is okay, while sharing words is not.

Activities

Math

Students will calculate the daily, weekly, monthly and yearly minimum wage totals for a given state. One group will complete the Minimum wage for 1929 in California which will create a class comparison to current minimum wage rates. After completing this the class will write silently for 5 minute on the topic, "What is poverty?" After a class discussion on poverty the class will then complete the Cooperative Learning Activity comparing Minimum Wage Income to Expenses with the table provided.

Students will use the United States minimum wage table to create a scatter plot graph representing the minimum wage earnings across 20 different states. Students will be responsible for plotting 5 states based on their hourly income, 5 states based on their daily income, 5 states based on their weekly income, and 5 states based on their monthly income.

Students will participate in a modified version of a musical chairs game. Students will participate in a class discussion with provided prompts (see Powerpoint on Resources) about the "fairness" of the modified game. Next, students will work collaboratively with their team members to complete the handout "Performance Task" A Few Facts about Jobs."

With their teams, students will be given data for unemployment rates by race and ethnicity and graph the data on an appropriate and accurate graph with two different colors. Students will answer the provided questions about the data. Students will repeat this process for poverty rates by race and ethnicity.

Students will use the information regarding poverty that they have investigated over the week to create a poster to inform their fellow classmates. In addition, students will highlight one local organization focused on helping those dealing with poverty. Each table group will be responsible for creating two posters that can highlight the same local organization or 2 local organizations.

Materials

English

Chromebook, photographs of The Great Depression

Of Mice and Men book, and graphic organizer worksheet (this will be handed out via hard copy).

Of Mice and Men Book. Poster for 4 Square, Pencils/Markers

Of Mice and Men book, Chromebook, Google Doc of quote log.

Of Mice and Men book, Chromebook, Google Doc of quote log.

Required

Math

Chromebook, What is Poverty PowerPoint, Cooperative Learning Activity and resources

Chromebook, Minimum Wage Table by State, Desmos

Handout: "Performance Task: A Few Facts About Jobs"

Handout: "Unemployment and Poverty by Race and Ethnicity", graph paper, colored pencils

Chromebooks, Art Supplies for Poster Making