Week 20: Nonfiction & Media Literacy

Objective: Students can explain the key idea behind bias & perspective in media.

Materials: Journals, whiteboard, mentor text excerpt

Warm-up: Quick-write: what do you already know about bias & perspective in media?

Main Activity: Direct mini-lesson introducing bias & perspective in media using a short mentor text, with think-aloud modeling.

Practice: Guided practice identifying bias & perspective in media in a shared class text.

Assessment: Exit ticket: one example of bias & perspective in media from today's text.

Objective: Students can identify examples of bias & perspective in media independently.

Materials: Independent reading text, annotation guide

Warm-up: Pair-share: review yesterday's exit tickets.

Main Activity: Small-group close reading focused on bias & perspective in media, with annotation practice.

Practice: Independent annotation of a new passage for bias & perspective in media.

Assessment: Teacher check of annotations for accuracy.

Objective: Students can apply bias & perspective in media to their own writing or analysis.

Materials: Writer's notebook, graphic organizer

Warm-up: Mini-review game on key vocabulary.

Main Activity: Students draft their own short piece or analysis applying bias & perspective in media.

Practice: Peer feedback exchange using a structured checklist.

Assessment: Self-assessment checklist submitted.

Objective: Students can revise work to strengthen use of bias & perspective in media.

Materials: Drafts from Wednesday, revision checklist

Warm-up: Discuss one strong peer example from yesterday.

Main Activity: Guided revision workshop focused on strengthening bias & perspective in media.

Practice: Independent revision time with teacher conferencing.

Assessment: Turn in revised draft for teacher feedback.

Objective: Students can demonstrate understanding of bias & perspective in media on a short assessment.

Materials: Assessment handout or digital quiz

Warm-up: Review key vocabulary and concepts as a class.

Main Activity: Short formative assessment covering the week's focus on bias & perspective in media.

Practice: Class discussion reviewing assessment answers.

Assessment: Completed assessment collected and reviewed.

Objective: Students can describe the concept of multi-step equations.

Materials: Whiteboard, manipulatives, worked examples

Warm-up: Warm-up: review a related prior-skill problem.

Main Activity: Direct instruction introducing multi-step equations with worked examples and visual models.

Practice: Guided practice with 3-5 problems on multi-step equations.

Assessment: Exit ticket: one practice problem on multi-step equations.

Objective: Students can solve straightforward problems involving multi-step equations.

Materials: Practice worksheet, calculators as needed

Warm-up: Quick review of yesterday's exit ticket errors.

Main Activity: Guided practice with increasingly complex problems on multi-step equations.

Practice: Independent practice set, checked in pairs.

Assessment: Teacher circulates and checks for understanding.

Objective: Students can apply multi-step equations to real-world word problems.

Materials: Word problem set, graph paper if needed

Warm-up: Discuss a real-world scenario connected to multi-step equations.

Main Activity: Small-group work solving multi-step word problems using multi-step equations.

Practice: Groups present one solution strategy to the class.

Assessment: Short reflection on strategy used.

Objective: Students can solve a mixed set of problems on multi-step equations with increasing independence.

Materials: Mixed practice set, answer key for self-check

Warm-up: Timed warm-up review of key steps.

Main Activity: Independent practice on a mixed problem set covering multi-step equations.

Practice: Peer tutoring for students who need support.

Assessment: Self-check against answer key and flag questions.

Objective: Students can demonstrate mastery of multi-step equations on a short quiz.

Materials: Quiz handout

Warm-up: Review key formulas/steps as a class.

Main Activity: Short formative quiz covering multi-step equations.

Practice: Class review of quiz answers and common mistakes.

Assessment: Completed quiz collected and reviewed.

Objective: Students can describe the key idea behind the periodic table.

Materials: Science notebook, diagram handout

Warm-up: Quick discussion: what do you already know about the periodic table?

Main Activity: Direct instruction and demonstration introducing the periodic table.

Practice: Guided notes and diagram labeling on the periodic table.

Assessment: Exit ticket: one fact learned about the periodic table.

Objective: Students can explain how the periodic table works through observation.

Materials: Lab materials as needed, safety goggles

Warm-up: Review yesterday's key vocabulary.

Main Activity: Hands-on mini-investigation or demonstration exploring the periodic table.

Practice: Students record observations and draw conclusions.

Assessment: Teacher checks lab notebooks for accuracy.

Objective: Students can connect the periodic table to real-world examples.

Materials: Reading passage or video clip, discussion guide

Warm-up: Brainstorm real-world examples related to the periodic table.

Main Activity: Small-group research or reading connecting the periodic table to real-world contexts.

Practice: Groups share one real-world connection with the class.

Assessment: Short written reflection.

Objective: Students can answer application questions about the periodic table.

Materials: Practice worksheet or lab report template

Warm-up: Quick review game on key vocabulary.

Main Activity: Independent practice answering application questions on the periodic table.

Practice: Peer discussion to compare answers.

Assessment: Practice sheet collected for feedback.

Objective: Students can demonstrate understanding of the periodic table on a short check-in.

Materials: Quiz handout or lab practical station

Warm-up: Review key concepts and vocabulary as a class.

Main Activity: Short formative check-in (quiz or mini lab practical) on the periodic table.

Practice: Class discussion reviewing answers.

Assessment: Completed check-in collected and reviewed.

Objective: Students can describe the key events/ideas related to comparing religious beliefs & practices.

Materials: Map or timeline handout, textbook excerpt

Warm-up: Quick discussion connecting to prior week's learning.

Main Activity: Direct instruction introducing comparing religious beliefs & practices using maps, timelines, or primary sources.

Practice: Guided notes and class discussion on comparing religious beliefs & practices.

Assessment: Exit ticket: one key fact about comparing religious beliefs & practices.

Objective: Students can analyze a primary or secondary source related to comparing religious beliefs & practices.

Materials: Primary source excerpt, analysis guide

Warm-up: Review yesterday's key vocabulary/events.

Main Activity: Small-group analysis of a primary or secondary source on comparing religious beliefs & practices.

Practice: Groups share key findings with the class.

Assessment: Teacher checks source analysis notes.

Objective: Students can explain multiple perspectives related to comparing religious beliefs & practices.

Materials: Discussion guide, graphic organizer

Warm-up: Warm-up question to activate prior knowledge.

Main Activity: Structured class discussion or debate exploring comparing religious beliefs & practices from multiple perspectives.

Practice: Students record key arguments in a graphic organizer.

Assessment: Short written reflection on the discussion.

Objective: Students can answer analysis questions about comparing religious beliefs & practices.

Materials: Practice worksheet, map or timeline

Warm-up: Quick review game on key vocabulary.

Main Activity: Independent practice answering analysis questions on comparing religious beliefs & practices.

Practice: Peer discussion to compare answers.

Assessment: Practice sheet collected for feedback.

Objective: Students can demonstrate understanding of comparing religious beliefs & practices on a short check-in.

Materials: Quiz handout

Warm-up: Review key events/vocabulary as a class.

Main Activity: Short formative check-in (quiz or discussion assessment) on comparing religious beliefs & practices.

Practice: Class discussion reviewing answers.

Assessment: Completed check-in collected and reviewed.

Objective: Students can recognize and use new vocabulary/structures for asking for directions.

Materials: Vocabulary flashcards, audio clip

Warm-up: Quick review of previously learned vocabulary.

Main Activity: Direct instruction introducing new vocabulary/grammar for asking for directions, with audio modeling.

Practice: Guided repetition and pair practice using new vocabulary.

Assessment: Exit ticket: say or write 2 new words/phrases.

Objective: Students can use new vocabulary/structures for asking for directions in simple sentences.

Materials: Practice worksheet, partner dialogue script

Warm-up: Quick vocabulary review game.

Main Activity: Guided pair practice building simple sentences related to asking for directions.

Practice: Independent practice writing short sentences.

Assessment: Teacher circulates and checks pronunciation/accuracy.

Objective: Students can hold a short spoken exchange related to asking for directions.

Materials: Dialogue prompt cards

Warm-up: Warm-up: greet a partner using target language.

Main Activity: Structured pair/small-group conversation practice on asking for directions.

Practice: Students perform a short dialogue for a small group.

Assessment: Peer feedback on pronunciation and vocabulary use.

Objective: Students can use asking for directions vocabulary/structures in a short written or spoken task.

Materials: Task handout, rubric

Warm-up: Quick review of key phrases.

Main Activity: Independent or paired task applying asking for directions in a short scenario.

Practice: Peer review using a simple rubric.

Assessment: Task submitted for teacher feedback.

Objective: Students can demonstrate understanding of asking for directions on a short oral/written check-in.

Materials: Check-in handout or oral rubric

Warm-up: Review key vocabulary and phrases as a class.

Main Activity: Short formative check-in (oral or written) on asking for directions.

Practice: Class review of common errors.

Assessment: Completed check-in collected and reviewed.

Objective: Students can describe the key technique or concept behind digital drawing basics.

Materials: Sketchbook, demonstration materials

Warm-up: Quick sketchbook warm-up related to today's topic.

Main Activity: Teacher demonstration introducing digital drawing basics with example artworks.

Practice: Guided practice trying the technique in a sketchbook.

Assessment: Exit share: show one attempt at digital drawing basics.

Objective: Students can apply digital drawing basics with growing skill.

Materials: Art materials for the unit (paint, clay, etc.)

Warm-up: Review yesterday's technique with a quick refresher.

Main Activity: Guided studio practice refining digital drawing basics.

Practice: Independent practice time with teacher circulating for feedback.

Assessment: Quick peer share of progress.

Objective: Students can create an original piece applying digital drawing basics.

Materials: Art materials for the unit, reference images

Warm-up: Brainstorm ideas for an original piece using digital drawing basics.

Main Activity: Studio work time creating an original piece applying digital drawing basics.

Practice: Mid-work peer check-in for feedback.

Assessment: Progress photo or note added to portfolio log.

Objective: Students can revise and improve their work using digital drawing basics.

Materials: In-progress artwork, critique guide

Warm-up: Gallery walk of in-progress work for inspiration.

Main Activity: Studio work time refining and finishing the piece.

Practice: Structured peer critique using a critique guide.

Assessment: Reflection note on revisions made.

Objective: Students can reflect on and discuss their completed work.

Materials: Completed artwork, reflection sheet

Warm-up: Prepare work for display/critique.

Main Activity: Class critique session discussing use of digital drawing basics.

Practice: Written reflection on what was learned this week.

Assessment: Portfolio piece and reflection submitted.

Objective: Students can explain why steps to resolve conflict matters in daily life.

Materials: Discussion handout, video clip

Warm-up: Quick discussion: why might steps to resolve conflict matter to teens?

Main Activity: Direct discussion/mini-lesson introducing steps to resolve conflict with real-life examples.

Practice: Guided discussion and note-taking on key strategies.

Assessment: Exit ticket: one takeaway about steps to resolve conflict.

Objective: Students can identify strategies related to steps to resolve conflict.

Materials: Scenario cards, worksheet

Warm-up: Review yesterday's key takeaway.

Main Activity: Small-group discussion of scenario cards related to steps to resolve conflict.

Practice: Groups share strategies with the class.

Assessment: Teacher checks group notes.

Objective: Students can practice a skill related to steps to resolve conflict.

Materials: Role-play cards or activity materials

Warm-up: Quick warm-up discussion or icebreaker.

Main Activity: Role-play or hands-on activity practicing steps to resolve conflict.

Practice: Peer feedback after role-play/activity.

Assessment: Short reflection on what was practiced.

Objective: Students can apply steps to resolve conflict to a personal plan or example.

Materials: Planning worksheet

Warm-up: Review key strategies from earlier in the week.

Main Activity: Independent work creating a personal plan or example applying steps to resolve conflict.

Practice: Partner share of personal plans.

Assessment: Plan submitted for teacher feedback.

Objective: Students can reflect on their learning about steps to resolve conflict.

Materials: Reflection handout

Warm-up: Review the week's key ideas as a class.

Main Activity: Reflection activity or short discussion wrap-up on steps to resolve conflict.

Practice: Volunteers share reflections with the class.

Assessment: Completed reflection collected.