Day 11 Lesson Plan: Week Three: Happy Constitution Week!

 

 

 

 

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Lesson Plan,

6

-

9pm, Thursday, 20

September, 12018 HE rm. 211

, SDCE, North City Campus

Instructor: Ms. S. D. Jones

Happy Constitution Week!

In our

Learning Toolbox

:

this thought

:

Knowing where to find information

Vocabulary

:

Copy

into your notes, and

Mind Map

each word:

emerge

Perspective

statistics

Where to find info.

prolonged

Point of view (author)

Fraction

Constitution

discomforts

Point of view (narrator)

Proportion

Bill of Rights

distress

Swept

Ratio

Public Library

hastened

strike

Multiples of Ten

National Archives

6pm:

Spend two minutes imagining

the Middle Ages in Europe

.

Write

one or two sentences explaining:

I think about X when I hear or see the

Middle Ages

.

6:20

Continue on work from your folder (on Reading/Literature/Science/Social Studies).

7pm

:

Stand up & Stretch

, if you want to

!

Today we will try having all three of our lectures together, using this same passage. From

7:00

to 7:07

, we will do our Reading Comprehension, and then from

7:07 until 7:15

we will have our

Grammar lecture, using this passage, and then from

7:15

until 7:3

0

we will have our math

lecture, also using this same passage.

From 7:30

-

7:40 you could do the online activities for all

three lectures, or take a short break and do them later.

M

athematics

work online and/or in books

from 7:45 until 8:45

.

7

-

7:10

Reading Comp

.: What is

perspective

?

How can you understand

the author’s

perspective

when reading a passage

?

Let’

s read this passage together. Look for some grammatical errors as we read:

When a new historical epoch

emerge

s, it

are

likely to be painful

and prolonged. Our own century appears to be such a time; our

discomforts come partly from

living through change

.

This should

give

us

some understanding of the people of fourteenth

-

and fifteenth

-

century

Europe, who also lived in an age of crisis and change. The distresses of

the time resulted largely from the resistance to change. The changes were

hastened by the

Bl

ack Death.

It started in 1348 and swept through

western Europe. Some areas were

little affected

by it, but where it did

strike it

was the worst event in memory

.

Statistics

is

not available for

this period, but there

is

places where as much as a third

of the population

died.

(Villages lost 40 out of 160, or even up to 100 out of 300

inhabitants!)

The poor city workers, crowded together in unsanitary

conditions, suffered the

most great

number of casualties. The well

-

to

-

do,

living in much

more healthful

surroundings and able to get out of the

crowded cities,

had a much better prospect of survival

.

(text adapted from first

paragraph of

http://vlib.iue.it/carrie/texts/carrie_book

s/gilbert/02.html

...)

The point of view or

perspective

from which a text is written must be inferred, or figured out by

reading between the lines

The perspective of the author of today's passage is from what time period?

Write a sentence or two fr

om the perspective of a

poor person living in

1348 Europe

.

Write another sentence from the perspective of a

well

-

to

-

do

person living in

1348

Europe

.

(Please raise your hand when you are ready for me to look at your

sentences...)

O

pt

ional

Challenging application

of Perspective

:

https://www.khanacademy.org/test

-

prep/sat/new

-

sat

-

tips

-

planning/sat

-

coach

-

tools

-

official

-

reading

-

and

-

writing

-

l

esson

-

plans/a/lesson

-

2

-

authors

-

purpose

-

and

-

perspective

7:10

-

7:20

Grammar

lecture:

Subject

-

verb

agreement, comparatives

review,

Intensifiers

and adverbs of degree

(

helpful,

more

helpful

...)

Grammar:

There are three places where subject

-

verb agreement is not

correct and one incorrect

superlative

.

There are also several intensifiers to find

... (What i

s

intense

?)

Let's find them.

Then, do the practice activity

for Subject

-

Verb agreement if you need more practice

on

Khan Academy here

:

https://www.khanacademy.org/humanities/grammar/syntax

-

conventions

-

of

-

standard

-

english/subj

ect

-

verb

-

agreement

-

and

-

pronoun

-

antecedent

-

agreement/e/subject

-

verb

-

agreement

Do the pract

ice activity on intensifiers and adverbs of degree

here:

https://www.khanacademy.org/humanities/grammar/parts

-

of

-

speech

-

the

-

modifier/comparative

-

s

uperlative

-

intensifiers

-

and

-

adverbs

-

of

-

degree/v/intensifiers

-

and

-

adverbs

-

of

-

degree

-

modifiers

-

the

-

parts

-

of

-

spee

ch

7:20

Math

Which number is larger, 1/4 or 1/3

What factors of 100 do you see in the text?

How many factors of 10 do you see

?

How can you quickly reduce, and then simplify the first set of factors of 10 in our

text

?

(Khan Academy

activity:

https://

www.khanacademy.org/math/cc

-

fifth

-

grade

-

math/multiplication

-

and

-

divisi

on/cc

-

5th

-

division/e/dividing

-

by

-

taking

-

out

-

factors

-

of

-

10

...)

8:40

Exit Questions

:

1. Wr

ite one sentence explaining what an author’s perspective is

.

2.

Did you find the reading helpful

?

3.

Is 10 a factor of 1000

?

4.

Is 1 out of

3

a.

a ratio,

b.

a fraction,

c.

a proportion, or

d.

all of the above?

5. From this past Monday (Constitution Day), what

is a Thesis

Statement, or Central Claim?

8:45

Turn in Exit Slip, Dismissal