|
|
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Support and Success |
||||
Month/Day October |
Class |
Content Standard | Lesson |
Assignment |
| Oct 2 | G-1 | Students were instructed on Modern Language Association (MLA) writing style. Students were given specific instruction on setting tabs.
|
Students wrote a synopsis of the movie Pursuit of Happyness. | |
| Oct 4 | G-1 | Ms. Ingrim worked with students on goal setting activities and inference exercises. | none | |
| Oct 8 | G-1 | Students carried out their daily reading activities. Planners were graded, and numerous students are not utilizing this resources. Student composed a summary illustrating what they believe is the causation for low performance thus far at North (only if it pertains). 5x8 cards were utilized for this exercise. Discussed respect and behavior.
|
||
| Oct 10 | G-1 | Math tutoring was available in class. Students conducted 20 minutes of silent reading. Key terms presented to the students today were: tolerance, racism, ethnicity, and prejudice. Student held discussion on groups such as the KKK and options on how to deal with such groups. Began discussions on investments. Introduced the concept of purchasing ownership in a company.
|
No Assignment | |
| Oct 12 | G-1 | Continued with last lesson. | None | |
| Oct 16 | G-1 | Students will conduct an online career interest inventory at the Career Link After completing the inventory, students will print the results and turn them in to Mr. Fisher. Students were given instruction on how to create PowerPoint graphics utilizing the program FireWorks. Students will create a PowerPoint presentation on three career fields that were generated through the inventory. The presentation will illustrate the job description of each, pay, qualifications etc... |
Conduct Career Inventory and print. Create graphics utilizing FireWorks. Begin creating PowerPoint presentation.
|
|
| Oct 18 | G-1 | What influences me? Talking about the different influences our lives (both positive and negative) and how those influences will work to help or hinder reaching the goals that they set. | None | |
| Oct 23 | G-1 | Students will conduct an online career interest inventory at the Career Link After completing the inventory, students will print the results and turn them in to Mr. Fisher. Students were given instruction on how to create PowerPoint graphics utilizing the program FireWorks. Students will create a PowerPoint presentation on three career fields that were generated through the inventory. The presentation will illustrate the job description of each, pay, qualifications etc... |
Conduct Career Inventory and print. Create graphics utilizing FireWorks. Continue creating PowerPoint presentation. |
|
| Oct 25 | G-1 | Students will have a 20 minute study period. Students will begin giving their presentations that correlate with their top three choices for career fields based on their career inventory. Rubrics to be utilized are posted in the back of the classroom. |
Presentations. | |
| Oct 29 | G-1 | Students discussed the importance of giving one's best individual effort. Importance of reflecting daily on what went right, what went wrong, and what can I do to get better. Newspaper reading exercise. Students were given an opportunity to read the newspaper in class and then discuss a story of interest. The students were graded utilizing the oral presentation rubric. |
Oral presentation on a newspaper article. This lesson will continue into the next class period. | |
| Oct 31 | G-1 | Computer lab to work on presentation projects. | None | |
| Nov 2 | G-1 | Substitute teacher plans. Ms. Ingram worked with the students. |
None | |
| Nov 7 | G-1 | Students began presentations. Students are being measured on Oral Presentation Skills as will as Multimedia Presentation. See rubrics posted in the classroom. | Presentations. | |
| Nov 9 | G-1 | Entire Class Period: utilized this time discussing goals and outcomes. Responsibility, motivation, self-discipline, and accountability. Complete presentations on Tuesday. |
||
| Nov 13 | G-1 | Complete presentations. Next presentation: Dust Bowl |
Presentations. | |
| Nov 15 | G-1 | Entire Class Period: utilized this time discussing goals and outcomes. Responsibility, motivation, self-discipline, and accountability. | None | |
| Nov 19 | G-1 | Reading and Taking Notes from Textbooks. Students will be given instruction on the use of the SQ3R textbook and note taking strategy The learner will apply SQ3R to the textbook reading assignments: A Visit to Ancient Rome, Political Parties, What Europeans Found. This will be a group assignment. Students will be given an introduction to the creation of their personal crest and or coat of arms. Students will begin thinking about the content of their crest/shield, field, and charge. Motto's are encouraged along with supporters. |
Complete 3-3 handout and the rough note handout. | |
| Nov 21 | G-1 | The learner will apply SQ3R to the textbook reading assignments:Political Parties. Complete Finishing a Story in the computer lab (room 308).
|
||
| Nov 27-Nov 29 | G-1 | Note taking strategies Excercise with Ms. Ingram |
||
| Dec 3 | G-1 | This week will be utilized as a study hall. This will give students an opportunity to get caught up on their work. Demonstrated how quickly and easily it is to put together a nice neat algebra folder. |
Read current events and bring work to class. | |
| Dec 5 | G-1 | Continued from Dec 3 | ||
| Dec 7 | G-1 | Continued from Dec 3 | ||
| Dec 11 | G-1 | Cont. Students will be given an introduction to the creation of their personal crest and or coat of arms. Students will begin thinking about the content of their crest/shield, field, and charge. Motto's are encouraged along with supporters. Students will utilize fireworks to create this project.
|
Moved to lab. | |
| Dec 13 | G-1 | Ms. Ingram worked with the students on goal setting exercises. | none | |
| Final Exam Week | ||||
| Jan 8 | G-1 | Allowed students to get caught-up on work from the classes. Discussed expectations for this semester. | ||
| Jan 10 | G-1
|
Students worked as a class to solve inequalities with a focus on distributive property. Discussed slope and graphing.
|
Read Ch. 5 in the Algebra I textbook and come to class prepared to work problems from this chapter. | |
| Jan 14 | G-1
|
Demonstrated to the students how they can quickly search the Internet to gain access to video math tutorials to assist them in their work. Showed videos on slopes and inequalities, as well as fractions. |
None | |
| Jan 16 | G-1
|
Geometry: Parallel and Perpendicular Lines. Students will write and equation of a line that passes through a given point, parallel to a given line. Write an equation of the line that passes through a given point, perpendicular for a given line. |
Students will participate in class and solve inequalities and graph on a plane. | |
| Jan 18 | G-1 | Continue with the last lesson...see substitute teacher lesson plan. | Classroom participation working with math concepts. | |
| Jan 23 | G-1
|
Worked with students on fractions, and long division. Showed film on inequalities. | classroom participation | |
| Jan 25 | G-1
|
Worksheets on fractions, and order of operations. Substitute teacher today. Student tutors to assist with Algebra I. |
Complete worksheets and turn in to be graded. | |
| Jan 29 | G-1 | Walked the students though finding the the Greatest Common Factor, and equations focusing on Order of Operations. Worked on solving problems utilizing the distributive property. | Entire period was focused on solving equations as a team. Complete the three math worksheets and analogy worksheet and bring to the next class meeting. |
|
| Jan 31 | G-1 | Discussed respect, attitude, and behavior. Solving Systems of Linear Equations and Inequalities. Students worked in groups to build upon these math skills. |
Turn in worksheets from previous class. | |
| Feb 4 | G-1 | Solving systems cont. | ||
| Feb 7 | G-1 | Using the real-world context of two sisters separated at the starting line of the Bay to Breakers foot race, this episode introduces students to linear systems. The sisters run at different paces and begin the race at different times. By looking at graphs of each runner's progress plotted on the same distance versus time graph, we see a single point of intersection. This point represents the time and place where both runners will meet during the race. | Complete problems in class | |
| Feb 11 | G-1 | Students had the entire period to complete any work they may have received from any of their class. | Participation grade. |
|
| Feb 13 | G-1 | Discussed with the students what the remainder of the school year will require of them. Worked on the addition, subtraction, division and multiplication of fractions. |
Class work. | |
| Feb 15 | G-1 | Students will begin working on a financial scenario that will include: budgeting a family's income, expenses, recording deposits, checkbook register, withdrawals, and a series of addition financial management tasking's. Students will work in small collaborative groups but will maintain individual records for this exercise. | Begin financial packet. | |
| Feb 19 | G-1 | Students continued working on budget packet. | Budget | |
| Feb 21 | G-1 | Students continued with budget packet. | Budget. | |
| Feb 25 | G-1 | Students continued working on the family financial packet. See Feb 15 for an overview of the lesson's contents. | Budget | |
| Feb 27 | G-1 | Students continued working on the family financial packet. See Feb 15 for an overview of the lesson's contents. | Budget | |
| Feb 29 | G-1 | Students continued working on the family financial packet. See Feb 15 for an overview of the lesson's contents. | Budget | |
| Mar 4 | G-1 | Guest speaker from the International Business College, Ms. Spicer. She presented information about their college. In addition gave an outstanding presentation on listening skills. Some of the exercises included verbal instructions and the utilization of maps. | Complete rough note worksheet during class activities. | |
| Mar 6 | G-1 | NEFE High School Financial Planning Program. Students will be issued a workbook that is a guide to life skills necessary to be successful in the 21st Century. Today the students will spent approximately 30 minutes of class time working on their Family Financial Packet. The remainder of the class time was spent working on Unit 1, Financial Planning, Your Roadmap. Step One: Set Goals; Step Two: Analyze Information; Step Three: Create a Plan; Step Four: Implement the plan; Step Five: Monitor and Modify the plan. At the end of this unit, students will be able to answer: What are the five steps in the financial planning process? What is the difference between needs and wants? How does one set SMART goals? What does personal financial responsibility mean?. |
Complete UNIT 1 in NEFE publication. | |
| Mar 17 | G-1 | See substitute lesson plan | ||
| Mar 19 | G-1 | Study period. Students may work together on curriculum topics, and/or financial plans and NEFE workbooks. | Workbooks will be graded with no notice. | |
| Mar 21 | G-1 | Study period. Students may work together on curriculum topics, and/or financial plans and NEFE workbooks. | Workbooks will be graded with no notice. | |
| Mar 25 | G-1 | Walked students through a budget account and the proper way to record data into this record. Next class meeting, students will learn how to setup an Excel Spreadsheet with formulas used for addition and subtraction. | Family packet | |
| Mar 28 | G-1 | Continued Mar 25 exercise. | ||
| Apr 1 | G-1 | Began Unit II in the NEFE workbook. Discussed questions as a class and read aloud in class. Student also performed a newspaper exercise: identify 2 articles to read aloud in class and find 3 words that are new to their vocabulary. | In class | |
| Apr 3 | G-1 | Study period today | ||
| Apr 8 | G-1 | Discussed what it takes to overcome shortfalls in the classroom. Expectations of being successful outside of school. | ||
|
|
G-1 | Newspaper exercise and report out. Students gave oral presentations of newspaper content. | Presentations | |
| Apr 14 | G-1 | Unit 2 in the workbook | Read aloud in class and disussed the content of the unit. | |
| Apr 16 | G-1 | Students were scheduled for a lab to work on a multimedia project, however, we gave the lab to another class so they could complete their project that are due on Friday. Study period. | ||
| Apr 18 | G-1 | Taught a lesson on creating PowerPoint backgrounds utilizing fireworks. Students were also given instruction on organizing presentations, spelling, and mapping. | Create a PowerPoint presentation that illustrates the requirements for budgeting. | |
| Apr 22 | G-1 | Lesson on Fireworks and identifying relevant information to be placed in the learners presentations. | Moved to Lab | |
| Apr 24 | G-1 | Complete budgeting presentation project | Lab | |
| Apr 28 | G-1 | Begin presentations...this time was utilized to discuss expectations with oral presentations, and slide content as well as transitions. Moved to lab | Presenations and lab | |
| Apr 30 | G-1 | Presentations | Presentations | |
| May 2 | G-1 | Class was only 20 minutes in length so it was used as a study period. | ||