Welcome Back Curriculum 2013-2014Plans for the First Week of School

Welcome Back! The procedures that we put into place during these first days set the tone for the entire school year. Setting high expectations about management and student participation gets the school year off to a great start and saves hours of time later because academic time will not be spent correcting students and re-teaching. Make students adhere to your expectations; they need to be accountable.

Each day the students will learn your procedures and part of the school wide expectations including the 7 Habits, PBS, and district policies at the beginning of the class period then you will begin to infuse your content material.The following will be infused into the activities for the first week of school.

District and School Wide Policies

Hurricane Expectations: (THE 4 Be’s)Be SafeBe ResponsibleBe RespectfulBe Productive

7 Habits1) Be Proactive2) Begin with the End in Mind3) Put First Things First4) Think Win-Win5) Seek First to Understand, Then to Be Understood6) Synergize (used any time you do a cooperative learning activity)7) Sharpen the Saw

Cooperative Learning and Reading Strategies

Your content begins this week!Monday Learning Goal: Students will understand classroom routines and procedures. (Establishing Classroom Routines- DQ6:4)* Beginning today through the rest of the week, there will be time to begin infusing your content into classes with the remaining time. Continue to use signals and strategies as you introduce content. Remember with block scheduling chunking your lessons and giving at least two transitions are suggested. Remember this is the first day of school and we want our kids excited about what they will be

learning. Suggestion: creative “hooks” to first topic/unit that you are teaching: anticipation guide, interesting information or facts, brainstorming, cooperative activities.

Be Proactive by greeting students at the door and being present in the hallways to direct them and find their seats. Have seats assigned on the first day. Research shows that one of the greatest stresses on middle school students is worrying about where they are going to sit on the first day of school. Alleviate this stress. Have a seating chart already made – after all, you can always change it. Train students to put BACKPACKS on the floor or in a designated area of classroom – get this started the first day.

1 st period only: Please distribute emergency cards, insurance forms, free and reduced lunch applications, and technology permission slips. Please keep track as the students turn in the forms. The forms are due in office by Friday 8/16.

1) Review your classroom procedures: explaining/modeling bell-ringer/and or other entry procedures of your classroom, including handling materials, classroom features, syllabus overview, supplies, and dismissal procedures: Go over how students will leave the classroom. You are in charge of dismissal, not the bell, so practice with students what this should look like.

2) Review School Wide Signals -QUIET SIGNALThe entire school will be using the “high five” signal. Raise one hand in the air and give students a verbal signal as well, by saying “high five.” Make sure the entire class is silent before you begin anything. It should only take students 5-10 seconds to get quiet. This is the most important procedure that you teach today. DO NOT move on to the next activity until all of your students have mastered getting focused and quiet on cue within 5-10 seconds. Make it fun – tell classes they are competing against the other classes to see who can get quiet the fastest, you can also have them compete against themselves during your practice.

-Index finger up (hand raised) = Student wants to ask a question or make a comment to the whole class.Note that this is not suggested as the method for students to answer questions. During large group discussions, ask the question to the entire class, give “think time” and then call on students, randomly. In this way, all students will be “on the spot” to answer the question. This is a way to manage the socially dominant students of your classroom, and not leave out those students who “hide.”

- Two fingers up in “V” = Student needs to leave the room (Have a silent procedure for this using a student pass)- suggestion 3 per nine weeks

- Three fingers up = Student needs your individual attention at his or her desk.

3) Getting Acquainted: Class building (5-10 minutes)Should be NON-Content, Fun, Students MoveProvide an opportunity for students to get to know each other by using a cooperative strategy. Choose a method of cooperative learning. There are step by step instructions for using the strategies at the end of the Suspended Curriculum hand-out. Cooperative learning strategies (step-by-step instructions are at end

of packet) “Find Someone Who”

“Mixed Pair Share” “Round Table” “One Stray” “Inside-Outside Circle” “Quiz-Quiz-Trade”

4) Begin to introduce content to your students, get them excited about the first day and what they will be learning in your class this year!

5) Review expectations and procedures, taught so far. Tell students there will be a SSMS quiz on Friday.

**** 6th grade teachers will walk their students to the cafeteria for lunch.

Monday Periods: 3, 5, 71) Give assigned seats to students.2) Instruct them to put BACKPACKS on the floor or in a designated area

of classroom.3) Review your classroom procedures: explaining/modeling

bell-ringer/and or other entry procedures of your classroom, including handling materials, classroom features, syllabus overview, supplies, and dismissal procedures.

4) Complete the review of signals. 5) Complete a class building activity. 6) Introduction of content.7) * 6th grade teachers will walk their students to the cafeteria for

lunch.

Tuesday Periods 2, 4, 6, Literacy/ Leadership HomeroomLearning Goal: Students will understand classroom routines and procedures. (Establishing Classroom Routines- DQ6:4)* Beginning today through the rest of the week, there will be time to begin infusing your content into classes with the remaining time. Continue to use signals and strategies as you introduce content.

Remember with block scheduling chunking your lesson and giving at least two transitions are suggested.

Tuesday Periods: 2, 4, 61) Give assigned seats to students.2) Instruct them to put BACKPACKS on the floor or in a designated area of

classroom.3) Review your classroom procedures: explaining/modeling bell-ringer/and

or other entry procedures of your classroom, including handling materials, classroom features, syllabus overview, supplies, and dismissal procedures.

4) Complete the review of signals. 5) Complete a class building activity to review the 4 Hurricane Expectations: It

is very important that the 4 Hurricane Expectations are taught and modeled throughout the year. Although we often think middle school students should already know what it means to be safe, respectful, responsible and productive, they often do not know what these words mean in a school setting.

The 4 Hurricane Expectations should be reviewed using an activity of your choice with examples. Concept Map, skit, poster, webs/brainstorm.

6) 7) Introduction of content.8) * 6th grade teachers will walk their students to the cafeteria for

lunch.

Literacy/Leadership Homeroom blockTeachers will explain the rotation of the block and give them an overview of the expectations of the block. The first half of the block is to work with your students on enrichment, remediation, practice, tutorial, student tracking or an opportunity for make-up work. The other half of the block time is designed for literacy, leadership/magnet, activities and strategies that will rotate each week. Today we will be focused on a leadership quote using reciprocal teaching then creating a class flag with our mission statement.

Reciprocal Teaching: Place this quote on the board.“The pessimist complains about the wind. The optimist expects it to change. The leader adjusts the sails.”-John Maxwell

1. Set up the 4 box organizer for reciprocal teaching: predict, clarify, question, and summarize.

2. Predict what this might tell us about the author. Whole class discussion for this, have students pair share, then write a one sentence statement about the prediction of the author/quote in that box.

3. Monitor Comprehension of students’ ability to see the metaphor. Have students write down the words that need to be clarified in the clarify box, students can work with partners to discover the meaning-remind them to use context clues.

4. Question The concept of this strategy is to have students self question as they are reading. We have them work toward this by first answering questions or writing questions. Examples: Do you agree with the Maxwell? Why or why not? When might changing the sails not be a good thing?

5. Summary- Write a two sentence summary of the meaning of the quote in that box.

The Class Mission FlagThe mission is not content based but more of principals you live by. Each flag should start with the statement “Leadership is….”

Steps for class mission flag activity.

1. Have students get into groups of three or four.2. Students will brainstorm phrases/words that are their idea of

leadership.3. Groups will share information with each other and select the top three

words. Stand and share for each group and the teacher will write them on the board.

4. The class will vote on their top leadership words/phrases.5. Class will complete the flag to hang in your room.

Wednesday Learning Goal: Students will be able to explain the 7 Habits of Highly Effective Teens. (Identifying Critical Information - DQ2:6) * Today you will review the 7 Habits. At the beginning of the period you will show the presentation of the habit and then have the students create their interpretation (a drawing) of the habit on their foldable. 1. FIRST period will be responsible for giving them the copy paper and having them fold the paper in to eight boxes. 2. The students will continue to add their habit drawings each period, periods 1-7. The habit presentations, one for each habit were sent as a link in our school email on Monday. 3. The eighth box is for the students to write a two sentence summary of how they plan to use the 7 Habits this school year. 4. Organizers will be picked up by Leadership students (Mrs. Trenholm’s class) that will be displayed on school hallway bulletin boards.

The remainder of the periods is to work on content information. Continue to use signals and strategies as you introduce content.

Remind Students- Quality over Quantity! Begin reinforcing to students that work needs to be of high quality. Select some examples from your content of quality work. Ask students to examine and discuss what makes these of high quality.

Seven Habits

Period 1) Be ProactivePeriod 2) Begin with the End in MindPeriod 3) Put First Things FirstPeriod 4) Think Win-WinPeriod 5) Seek First to Understand, Then to Be UnderstoodPeriod 6) Synergize (used any time you do a cooperative learning activity)Period7) Sharpen the Saw

Thursday

Learning Goal: Students will understand the policies contained in the Student Code of Conduct. (Organizing Students to Practice and Deepen Knowledge – DQ3:15)

Think Win-Win and Seek First to Understand, Then to Be Understood. Tell students, “As we go through the student code of conduct you are learning what the school and school board wants you to understand about possible consequences when the right choice has not been made. When you make the decision to follow the code of conduct and make the right choices, everyone benefits.”

Periods 1, 3, 5,7 Present the SCPS Code of ConductTeachers will show the power point each period discussing a different section of the SCPS handbook. Teachers will use the strategy embedded in the power point to engage with the information.After Code of Conduct activity, continue with classroom procedures, such as grading procedures, format for class work and homework, introduction to classroom web-site, etcTeachers will use the remainder of the day for content instruction.

FridayLearning Goal: Students will understand leadership using academic vocabulary and writing activities.(Organizing Students to Interact with new Knowledge – DQ2:7)

Period 2- Students will use the BAV template for the first 3 steps of the process: Perseverance Trustworthy Respect

Period 4- Writing Practice1. Have students write a letter to themselves that they will read at the end of the school year.

They should talk about the things that they want to accomplish and their goals for this school year. If you could talk to yourself in the future what questions would you ask? How are you going to make this school year awesome? How will you grow as a leader?

2. Have students pair share and turn into their teacher.3. Teacher should keep the letters to review at the end of the year.

Period 6- Quiz Review1. Students will create a quiz question with the answer about SSMS information (4 Be’s, 7

Habits, magnet information/leadership, school policies, and code of conduct).2. Have students use Mix-Pair-Freeze to review/quiz each other.

Homeroom Literacy/LeadershipStudents will take the literacy quiz then use the list of quotes provided for them to decorate the door of the classroom for a Leadership Door contest. Winner will be announced, prizes awarded!

Reading Strategies

KWL Sample

7 Habits of Highly Effective Teens

K- What I already KNOW

W- What I WANT to know

L- What I LEARNED Assessment: Rally Coach w/ Partner on Friday

1.Be Proactive

2.Begin with the End in Mind

3.Put First Things First

4.Think Win-Win

5. Seek First to Understand, then to be Understood

6.Synergize

7.Sharpen the Saw

SQ3R Reading Strategy (Use this chart to help understand text in all subject areas.)

Survey Record titles and subtitles from text. (main ideas) Record 2 important details from each title, subtitle.

Question Write who, what, where, when, & why questions for the main ideas. For instance: Where is Asia located on a map? Who is the leader? What is the main export? Why are we concerned with trade?

Read Read the full text to get the “gist” of entire concept. Recite Recite to a partner or group the main ideas & important details of

text.Review Review the text by summarizing the information. Include all main

ideas and important details in paragraph form.

Reciprocal Teaching: This is a reading strategy that can be used with engaging text that students are going to read and analyze the meaning of the text to increase comprehension.

Fab Four Bookmark

Predict

Use Clues from the text or illustrations to predict what will happen next.

I think…because……..I’ll bet…because……..I suppose….because…..I think I will learn…because……

QuestionAsk questions as you read. Some are answered in the book, and others are inferred.

I wonder…..Who? What? When? Where? Why? How?Why do you think?

Recap of Reciprocal Teaching

During the initial phase of instruction the teacher assumes primary responsibility for leading the dialogues and implementing the strategies.

Through modeling the teacher demonstrates how to use the strategies while reading text.

During guided practice the teacher supports students by adjusting the demands of the task based on each student's level of proficiency.

Eventually the students learn to conduct the dialogues with little or no teacher assistance.

The teacher assumes the role of a coach/facilitator by providing students with evaluative information regarding their

ClarifyHow can you figure out tricky or hard words and ideas?

I didn’t get the [word, part, idea] so I: Reread Read on Sound words out Ask if it makes sense Talk to a friend

SummarizeUsing your own words, tell the main ideas from the text in order.

This text is about… Next,…..This part is about… Then,…First,……. Finally,…

2 Column Notes( Use this strategy to take notes while reading new information.)

Main ideas (titles and subtitles )

2 (or 3 ) Supporting Details Write facts about main idea, descriptions of vocabulary, events, times, places, (who,what,why,when,where)

For instance- (Main idea)The principal of SSMS is Dr. Mia Coleman-Baker.

Supporting Details Dr. Coleman-Baker became principal in 2012. Dr. Coleman-Baker was an Assistant Principal for 7 years. Dr. Coleman-Baker was a Guidance Counselor for 5 yearsDr. Coleman-Baker taught Science for 6 years.

Main idea Supporting Details Main idea Supporting Details Main idea Supporting Details Main idea Supporting Details

Summarize main ideas and supporting details in paragraph form.

3-2-1 Summarizing Strategy Have students read any non-fiction text. As an informal assessment, ask students to answer 3-2-1 questions on a slip of paper. They can share with a partner and/or turn in when they are leaving the room.

3 key ideas I found out from reading2 things that were especially interesting or especially hard to understand1 question I still have

Think AloudsRead a few pages of a fiction or non-fiction text. You can use the Student Code of Conduct , for example.

- Teacher reads text orally, stops and then “thinks aloud” to model how learners should make connections that develop better comprehension.

- For instance: Teacher reads aloud: “ SCPS has the right to inspect a locker on school premises if there is any suspicion of illegal items.”

- Teacher thinks aloud: “Well, we don’t have lockers in SSMS except for the PE locker rooms. I wonder if that counts. Can the administrator search my locker in PE? I hope my shoes don’t smell!”

Sample questions for get to know you activities:

What are your favorite: sports to play, sports to watch, hobbies, holidays, trees, animals, restaurants, food, drink,

dessert, friend, person, actor, singer, color, place to be, book, author, song, band, movie, season, etc?

OR here are some higher level questions:

What makes you angry and why?

What is your favorite thing to do and why?

Who is your hero and how are you alike and different?

Complete the following: One thing not many people know about me is...

Describe your best friend.

If you could have anything for your birthday, what would it be and why?

When are you happiest and why?

What do you enjoy doing more than anything else?

What do you dislike more than anything?