CCSS

Code

e.g.

RL.K.5

OUTCOMES

(Lesson Focus)

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome? Please state the question that will be asked during your formative assessment.

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome? Please list in the order that you will implement.

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

 11/5

RL.7

W. 1a

L.3

 Students will learn of the major causes of change in regions?

What was major causes of change in regions?

1.  Compare and contrast the experience of live version of the text.

2.  Introduce claim and organize the reasons and evidence.

3.  Use knowledge of language when writing.

1.   How can human actions modify the physical environments of the United States?

2.  Describe why physical and human characteristics of places in the United States, Canada, and Latin America are diverse.

3.  Explain how culture and experiences influence people’s perceptions of places and regions in the United States.

Tues

 11/6

 Students will have Gym class

Wed

 11/7

RI.1

W.2c

RL. 9

Students will learn of the environmental issues such as acid rain in the northeastern United States 

What was reasons for acid rain especially in the northeastern United States?

1.  Cite textual evidence to support analysis of what the text says explicitly.

2.  Use appropriate transition to clarify the relationships among ideas and concepts.

3.  Compare and contrast texts in different forms (history) 

1.  Why does most acid rain fall in the northeastern United States?

2. In your opinion what  can we do to help solve the acid rain problem.

3.  How did the Clear Air Act reduces acid rain?

Thurs

 11/8

RL.11

RI. 4

W. 3d

Students will understand about the air quality in Mexico.

 State the reasons Mexico air quality being so poor.

1.  Evaluate, interpret, and make connections in text and events.

2.  Determine the meaning of words and phrases that are used in the text.

3.  Use precise words and phrases relevant to convey experiences and events.

1.  Why aren't air quality reports included in your current weather reports?

2.  Are current air quality reports available anywhere else?

3.  Do you believe that the Clear Air Act that reduces the acid rain in the US can do the same in Mexico?

Fri

 11/9

W.11a

RF.4

RI.6

 Students will be able to see that there are different types of government system.

How is the Mexican government different from the United States? 

1.  Recognize cultural features in literary text.

2.  Read with sufficient accuracy and fluency to support comprehension.

3.  Analyze multiple accounts of the same events.

1.   What type of government does Canada and the US share?

2.  Why are governments important.

3.  How can we show stewardship towards the resources?

Bloom’s Taxonomy

 (HOTS Questions)

-Knowledge

-Comprehension

-Application

-Analysis

-Synthesis

-Evaluation

School Grade Weighting Scale:

Tests (40%):

Quizzes (20%):

Classwork/ Participation (15%):

Homework (5%):

Projects/ Portfolios (20%):

Vocabulary words for week:

1.   Guadalajara                             

2.   Mexico City                           

3.  Central America                               

4.  Andes Mountain                           

 5.  Portugal

6. Brazil

7.  mestizos

8.  tropical 

9.  favela   

10.  hurricane                       

Use of Technology:

   ____ Smartboard

   ____ Student Response System