Teacher(s): McGhee Grade/Subject: 8th/Advanced and Regular Physical Science

Week of: August 8-12, 2016 / Unit : None / Dates: August 10-12, 2016
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted / None
Learning Goal: / ·  Learners will be familiar with the process of developing a Code of Cooperation and Standard Operating Procedures for the classroom.
Essential Question / ·  How can a Code of Cooperation help us achieve our overall success in the classroom?
·  How Standard Operating Procedures can help us be successful?
Assessments / Pre-assessment: None
Formative Assessments:
Summative Assessments: End Product Writing Prompt - How can a Code of Cooperation help us achieve our overall success in the classroom? How Standard Operating Procedures can help us be successful?
Progress Monitoring/ Feedback Loop / Learning Logs, Exit Tickets, Student Reflection
Higher Order Question(s) / ·  None
Key Vocabulary / Code of Cooperation, Standard Operating Procedures, Success, HERD
Monday 8/8 / Unit : / Rigor Level
Daily Agenda
Daily Objective / · 
BELL RINGER
( 5 minutes) / ·  No School – Teacher Workday
I DO: / · 
WE DO: / · 
YOU DO: / · 
Homework / · 
EXIT TICKET:
(5 minutes) / · 
Tuesday: 8/9 / Unit : / Rigor Level:
Daily Agenda
Daily Objective / · 
BELL RINGER
( 5 Minutes) / ·  No School – Teacher Workday
I DO: / · 
WE DO: / · 
YOU DO: / · 
Homework / · 
EXIT TICKET:
(5 minutes) / · 
Wednesday: 8/10 / Unit: COC, SOPs / Rigor Level:
Daily Agenda
Daily Objective / ·  Define Code of Cooperation
·  Develop a Code of Cooperation
·  Develop classroom SOPs
BELL RINGER
( 5 Minutes) / ·  None
I DO: / ·  Show Student Code of Conduct Video, Bus PowerPoint, Hand out student paperwork
WE DO: / ·  Ice Breaker, Define Code of Cooperation and deconstruct “HERD”, Hand out class syllabus and go over
YOU DO: / ·  Participate in ice breaker
Homework / ·  Personality inventory
EXIT TICKET:
(5 minutes) / ·  How can a Code of Cooperation help us achieve our overall success in the classroom?
Thursday: 8/11 / Unit: COC, SOPs / Rigor Level:
Daily Agenda
Daily Agenda / ·  Define Code of Cooperation
·  Develop a Code of Cooperation
·  Develop classroom SOPs
BELL RINGER
(5 Minutes) / ·  Hand in any competed paperwork
·  Personality – Determine if you are a lion, otter, beaver or gold retriever based on your results.
I DO: / ·  What is an SOP? (How to enter the class)
·  Review COC
·  Learning styles inventory instructions.
WE DO: / ·  Create SOPs for science classroom procedures (Technology (BYOD), bathroom, work completion instructions, etc)
YOU DO: / ·  Student will create an SOP for the above in groups
Homework / ·  Learning styles inventory
EXIT TICKET:
(5 minutes) / ·  How Standard Operating Procedures can help us be successful?
Friday: 8/12 / Unit: COC, SOPs / Rigor Level:
Daily Agenda
Daily Objective / ·  Define Code of Cooperation
·  Develop a Code of Cooperation
·  Develop classroom SOPs
BELL RINGER
( 5 Minutes) / ·  Turn in complete learning styles inventory
·  Hand in completed paperwork
I DO: / ·  Presentation of SOPs, Review COC
WE DO: / ·  Each group will present SOP to classroom and model for the class.
You DO: / ·  SOP presentation
Homework / ·  None
EXIT TICKET:
(5 minutes) / ·  See above
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
Problem solving in groups
Projects in groups / Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• group projects
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
·  Read directions for the student
·  Check for understanding
·  Allow to leave class for assistance
·  Extra time for exams
·  Daily agenda / ·  Allow student time to step out to de-escalate
·  Testing in small groups
·  Use of a planner/binder for organization
·  English Language Dictionary / ·  Extended time on assignments =1 day
·  Preferential seating
·  Written direction given
·  Break directions into chunks / ·  Read Aloud to Students
·  Visual manipulatives
·  Cooperative Learning,
·  Vocabulary, Description, Introduction,
.