Break it Down!
Language Arts
Day 1: Students will define and locate different types of phrases such as introductory clauses or prepositional phrases. After finding these, students will create sentences including the clauses and phrases.
Day 2: Students will identify and then compare/contrast simple and complex sentences. When finished, students will create their own (with higher students also working in the introductory clauses and prepositional phrases from the day before. Day 3: Students will identify misplaced and dangling modifiers. Next, students correct papers with misplaced and dangling modifiers. Day 4: Students will write their own papers and go through the writing process. Students will need to include introductory clauses for transitions between paragraphs, include simple and complex sentences (highlight their best), and during the peer editing process, students will be sure to correct and issues with modifiers. |
Math
6.G.1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Day 1: Students will need to identify the formulas for finding areas of a triangle. Students will find area of these triangles during the lesson. Day 2: Students will find triangles in other shapes in order to find the areas of those shapes. For example, they may be given a plot of land and told they need to find it's area. The land may be a rectangle with other figures coming from the sides of the triangle so that the students will have to "decompose" the shapes. Day 3: Students will be given a complex scenario where they own a landscaping company and have to lay sod for a client's back yard. The back yard may have a pool, landscaping an odd shape. Other variables may be added where students are finding and utilizing are of triangles for objects such as a playground or pouring a basketball court. Another example |
PE
S2:C3:PO3-Demonstrate and explain at least 2 game tactics involved in game play Day 1: Students will learn one game tactic involved in a game and practice the skills involved with the tactic; explain the tactic (written or oral)
Day 2: Students will learn at least one more tactic involved in a game and practice the skills involved with the tactic; explain the tactic (written or oral) Day 3: Students will demonstrate at least two of the game tactics they learned in a game situation. Game will be stopped at times to have students explain why tactic was used (and/or can reflect afterwards) |