Rosa parks pdf download high school lesson plan

She was a very frail girl who looked as if she had been lost in the rain for years and the rain had washed out the blue from her eyes and the red from her mouth and the yellow from her hair. She was an old photograph dusted from an album, whitened away, and if she spoke at all her voice would be a ghost.

Now she stood, separate, staring at the rain and the loud wet world beyond the huge glass. Margot said nothing. But she did not move; rather she let herself be moved only by him and nothing else. They edged away from her, they would not look at her. She felt them go away. And this was because she would play no games with them in the echoing tunnels of the underground city. If they tagged her and ran, she stood blinking after them and did not follow.

When the class sang songs about happiness and life and games her lips barely moved. Only when they sang about the sun and the summer did her lips move as she watched the drenched windows. And then, of course, the biggest crime of all was that she had come here only five years ago from Earth, and she remembered the sun and the way the sun was and the sky was when she was four in Ohio.

And they, they had been on Venus all their lives, and they had been only two years old when last the sun came out and had long since forgotten the color and heat of it and the way it really was. But Margot remembered. But she remembered and stood quietly apart from all of them and watched the patterning windows.

And once, a month ago, she had refused to shower in the school shower rooms, had clutched her hands to her ears and over her head, screaming the water mustn't touch her head. So after that, dimly, dimly, she sensed it, she was different and they knew her difference and kept away. And so, the children hated her for all these reasons of big and little consequence.

They hated her pale snow face, her waiting silence, her thinness, and her possible future. And what she was waiting for was in her eyes. Is it? But this is the day, the scientists predict, they say, they know, the sun.

They surged about her, caught her up and bore her, protesting, and then pleading, and then crying, back into a tunnel, a room, a closet, where they slammed and locked the door. They stood looking at the door and saw it tremble from her beating and throwing herself against it. They heard her muffled cries. Then, smiling, they turned and went out and back down the tunnel, just as the teacher arrived. Are we all here? They crowded to the huge door.

The rain stopped. It was as if, in the midst of a film concerning an avalanche, a tornado, a hurricane, a volcanic eruption, something had, first, gone wrong with the sound apparatus, thus muffling and finally cutting off all noise, all of the blasts and repercussions and thunders, and then, second, ripped the film from the projector and inserted in its place a peaceful tropical slide which did not move or tremor.

The world ground to a standstill. The silence was so immense and unbelievable that you felt your ears had been stuffed or you had lost your hearing altogether. The children put their hands to their ears. They stood apart. The door slid back and the smell of the silent, waiting world came in to them. The sun came out. It was the color of flaming bronze and it was very large. And the sky around it was a blazing blue tile color. And the jungle burned with sunlight as the children, released from their spell, rushed out, yelling, into the springtime.

You wouldn't want to get caught out! It was a nest of octopi, clustering up great arms of flesh-like weed, wavering, flowering in this brief spring. It was the color of rubber and ash, this jungle, from the many years without sun.

It was the color of stones and white cheeses and ink, and it was the color of the moon. The children lay out, laughing, on the jungle mattress, and heard it sigh and squeak under them, resilient and alive. They ran among the trees, they slipped and fell, they pushed each other, they played hide-and-seek and tag, but most of all they squinted at the sun until tears ran down their faces, they put their hands up to that yellowness and that amazing blueness and they breathed of the fresh, fresh air and listened and listened to the silence which suspended them in a blessed sea of no sound and no motion.

They looked at everything and savored everything. Then, wildly, like animals escaped from their caves, they ran and ran in shouting circles. They ran for an hour and did not stop running. And then— In the midst of their running one of the girls wailed. Everyone stopped. The girl, standing in the open, held out her hand.

They came slowly to look at her opened palm. In the center of it, cupped and huge, was a single raindrop. She began to cry, looking at it. They glanced quietly at the sky. The sun faded behind a stir of mist. A wind blew cool around them. They turned and started to walk back toward the underground house, their hands at their sides, their smiles vanishing away.

A boom of thunder startled them and like leaves before a new hurricane, they tumbled upon each other and ran. Lightning struck ten miles away, five miles away, a mile, a half mile.

The sky darkened into midnight in a flash. They stood in the doorway of the underground for a moment until it was raining hard.

Then they closed the door and heard the gigantic sound of the rain falling in tons and avalanches, everywhere and forever. They looked at each other and then looked away. They glanced out at the world that was raining now and raining and raining steadily.

They could not meet each other's glances. Their faces were solemn and pale. They looked at their hands and feet, their faces down. They walked slowly down the hall in the sound of cold rain.

They turned through the doorway to the room in the sound of the storm and thunder, lightning on their faces, blue and terrible. They walked over to the closet door slowly and stood by it. Behind the closet door was only silence. They unlocked the door, even more slowly, and let Margot out. Discuss these questions with another student. You may look back at the story if necessary.

Did you enjoy reading the story? Explain your answer. Were there any parts of the story that you did not understand? Which ones? Were there any unfamiliar words that you need to look up in order to understand the story? Why do you think the author decided to call this story "All Summer in a Day"?

Read the story a second time. Then, working with two or three other students, retell the story to each other in your own words. In this exercise you will analyze the story for the way the writer sets the scene and tells us "who," "when," and "where.

Main characters list and describe : Setting time : Setting place : B. Compare your work with that of another pair of students. If you disagree, look back at the story to check your answers. Listed below are the events that make up the plot of "All Summer in a Day.

They let Margot out of the closet. The children stood at the window waiting for the sun. The children remembered that Margot was in the closet. All day the children read and wrote about the sun in class.

The teacher left the classroom. The children put Margot in the closet. William and the children began to mistreat Margot. The whole world seemed silent and the sun came out. Raindrops began to fall and a boom of thunder startled the children.

The children went inside. The children ran and played in the sunlight. Compare your answers with those of another pair of students. In the chart below you will find the terms that are often used to discuss the main elements of the plot in a work of literature. Look again at the events listed in Exercise 3 and decide where they belong in the chart. Write the letters a-k of the events in the appropriate box. The first one has been done for you. Note: Like many other stories, this story can be interpreted in several different ways, depending on the reader's point of view.

Therefore, a variety of different answers is possible in this chart. Be prepared to explain your choices. Exposition Where the writer provides essential information about the story: "who," b "where," "when," and "what. Climax The moment of greatest tension, usually also the turning point in the story.

Resolution The ending, which may or may not be happy, and may even be left open for the reader to imagine. Compare your answers in the chart with those of two or three other students.

If the answers are different, explain them to each other. Discuss these questions with two or three other students. Did the children have any doubts about whether or not they should be locking Margot in the closet? How can you tell? How do you think Margot feels being locked in the closet? Was the author trying to teach a lesson to the readers of the story? If so, what was the lesson? How would you describe the ending of this story? Happy, sad, or inconclusive incomplete?

Could this story have an alternate ending? Try to imagine one and describe it. In "All Summer in a Day" Bradbury used rich descriptive language. Working with another student, look back at the story to find examples of the way he used words to create images and tell the story. The setting when and where a. Margot a. The children a.

William a. The sun a. The rain a. The sky a. If you disagree, look back at the story and explain your choices. First of all, your reading comprehension improves when you talk about what you read. And second, sharing ideas and information about your book with others is enjoyable, and this enjoyment can motivate you to read more.

This unit gives you suggestions for how to share books with your classmates and teacher. Book Conferences A book conference is a one-on-one conversation about your book with the teacher. Since a book conference is not a test, you will not need to remember details from the book.

There is no need to prepare notes in advance of the conference. Your teacher may ask various questions, including: Why did you choose this book? What was your reaction? Did you enjoy it? What do you already know about the subject?

Does the book relate in any way to your own life? If so, how? What are your favorite characters in the book? What was your favorite part? Reading Circles A reading circle is a small group of four to six students who meet regularly to talk about their extensive reading books and compare reading experiences. Instructions for Reading Circles 1. Form a group with about four other students. Take turns telling the other students in your group briefly about your book not more than five minutes.

Include the following: Title, author and genre fiction, non-fiction, biography, etc. Is the subject familiar or new for you? One student in the group should time the student who is talking. While each student is talking, the others should listen carefully, take brief notes, and ask questions afterward. Follow the same procedure for each meeting of your group. Include the following in your talk: number of pages read so far; your reaction at this point Are you enjoying it so far?

Read aloud to your reading circle a short passage about half a page that you especially like or that you find surprising. When you finish a book, tell your teacher and schedule a book conference.

To prepare a presentation, make five note cards, one for each of the following points. About the book and the author: Title, author, and year first published; information about the author from the back of the book or the Internet ; genre and number of pages 2. Difficulty: Language use of technical or unusual vocabulary, use of dialect, complicated sentences ; plot or point of view multiple points of view or multiple time frames 3.

Key elements of the plot very briefly 4. Your reaction to the book: Did you enjoy it? Would you read another book by the same author? Would you recommend this book to your classmates? One or two of the following topics: A part of the book or one of the characters that interests you particularly; one of the characters that you like and identify with; personal experiences or thoughts related to the book; larger issues that are dealt with in the book e. Here is an example of a note card for the first point.

Paul Farmer pages When you have completed the note cards, try out your presentation aloud several times to practice the way you will present your ideas. Time yourself to see how long the presentation takes. If it takes more than five minutes, cut out some parts and try again. If it takes less than five minutes, think of more information to add to some of your note cards.

Were you glad that you decided to read it? What did you like best about this book? What did you like least? Would you recommend this book to a friend? On a scale of , how difficult was this book for you? The more words you recognize and understand in a text, the better your comprehension will be.

What do you do when you encounter meet a new word in your reading? Ask another student about the meaning. Try to guess the meaning of the word from the context. Look up the definition in a dictionary. Skip over the word and continue reading.

Analyze the word for clues to its meaning. In fact, a good reader does all of the above at different times, depending on the word, the text, and the reason for reading it. In this unit you will learn and practice five important strategies for building your vocabulary. Strategy 1: Check your knowledge of the words used most frequently in English Advances in computer technology have made it possible for researchers to analyze thousands of English-language texts containing millions of words.

From this research they have learned that a small percentage of words—about 2,—are used much more frequently than all the other words. In fact, these 2, most frequent words account for almost 80 percent of most texts. If you know these words, you have a much better chance of understanding what you read. Before you look at the list of the 2, most frequent words in English, answer this question: How many unfamiliar words do you think you will find on the list? Make a guess. Now turn to the list of the 2, most frequent words in Appendix 1 on page How many of these words did you mark?

Compare this number with your guess in Part A. Did you have a good idea of the extent of your vocabulary? If you have marked many words on this list, you probably have some difficulty understanding what you read. You need to spend extra time working on your vocabulary. These words allow academic writers to explain or generalize their ideas or research, and to compare them with the work of others. Learning these academic words can improve your comprehension of academic materials.

Before you look at the Academic Word List, answer this question: How many of the words on the list do you think you will recognize? Writing Take the apostrophe quiz. What have you seen so far in the novel that shows it is of the science fiction genre? Give examples. How does remembering the time it was written important? Write a paragraph to answer the questions. Lesson 95 Vocabulary Take the quiz.

Reading Read chapters 11 and Writing Take the quotation mark quiz. Submit your answers when you are finished and go back and check any wrong answers to see what the correct answers were.

Write a line dialog between two people. That means each person speaks five times. Give yourself 1 point for each time someone speaks, up to 10 points.

Make sure the punctuation is correct, though! Draw a line showing the end of the unit. Lesson 96 Vocabulary Read over the vocabulary from units 13, 14 and Reading Read chapters 13 and Writing Read about descriptive writing.

Read more about descriptive writing. Skim what you already know. Example: crunch hearing , smooth touch , bitter taste , putrid smell , flash sight Give yourself 1 point for each word on the list up to 20 Total 20 points. Reading Read chapters 15 and Writing Describe a painting. Here are some options. Reading Read chapters 17 and Writing Read similes, metaphors and cliches. Skim what you know. Write the term and the example. Reading Read chapters 19 and Lesson Vocabulary You may retake one of the following vocabulary quizzes: unit 13 , unit 14 , unit 15 , and you may change the score if you did better this time.

Reading Read chapters 21 and Writing Choose a writing prompt and write a descriptive essay. Look at it to see what you need to include. You need to write this today and tomorrow. Lesson Vocabulary Review: Play this spelling game to practice your vocabulary. Reading Read chapters 23 and What are they surrounded by when they are floating without power? Writing Finish and edit your descriptive essay. Give yourself an honest grade using the rubric.

Total 50 points add two if you finished on time. Do the literary term crossword puzzle. No grade. You can print the screen for this to include in your portfolio if you need to show the types of materials used. Lesson Vocabulary Review: play a game with your words, units Reading Read chapters 1 and 2 of part 2. Draw a line on your grading sheet showing the end of a unit. Reading Read chapters 3 and 4.

Lesson Vocabulary Review: this spelling game. Reading Read chapters 5 and 6. Writing Read about expository writing. Lesson Vocabulary Review: play a game , units Reading Read chapters 7 and 8. Writing Look at the first example of an expository essay, one that explains a process. Choose a how-to topic and begin writing your expository essay. You will need to finish your essay tomorrow.

Lesson Vocabulary Label as Unit 1. This is level F. You are practicing note taking, not just vocabulary. Reading Read chapters 9 and Writing Read your essay to an audience. Finish the writing assignment. Lesson Vocabulary Unit 1. Writing Read about persuasive writing. Choose a product to advertise. You will work on the ads tomorrow. Writing Work on the advertisement project. Today try and write the voice ad. Write a second voice ad for your product.

In paragraph or dialogue form, write what a radio or television announcer would read about your product. It should be able to be read in about seconds. This means it should be concise, yet contain important information that would convince people to buy your product. Do you have a jingle? You can design an ad in Word, Paint, PowerPoint, or you can design one by hand and scan it into the computer as a picture.

Include a catch phrase on your advertisement for your product. Lesson Vocabulary Take the quiz. Writing Finish your project. Lesson Vocabulary Label as Unit 2. Lesson Vocabulary Unit 2. Reading Read chapters 21 through Why do you think it is appropriate? What do you think of the character of Nemo at this point? Give specific answers. Total 5 points: Answer in complete sentences, answer all of the questions, include specifics Take the quiz about the book.

Check your answers and record your score. Reading Choose one essay topic. Write a five paragraph essay on the topic. Include at least two examples from the novel. Include one quote. You can look at the rubric on day You have three days, but not a lot else to work on. Choose your topic. Decide on your outline: thesis; 3 main supporting points, each with an example or quote; and conclusion. Gather your examples and quote today.

Record what page they come from. Make sure your quote is followed by a citation Verne, That tells the author and what page the quote is from. We hopefully know from your essay what book you are talking about! Reading Work on your essay. Today you should write it or most of it. Read the introduction to Greek mythology. You are going to start an assignment. Follow my directions below. You are to make a slide presentation. Check out the grading rubric listed on Lesson First slide is a title slide.

Eight slides, one for each of eight mythical gods and goddesses that you choose, will follow. These will have a picture, the name, and the main thing this person is associated with. If you can find the symbol associated with them, add it.

There are websites listed in the sidebar to help you. This is just to help you understand literature since these are mentioned throughout all types of literature. You must list where you got your information from. You can work on this today and tomorrow. Or you could present the project in a different manner.

Reading Finish your essay. Edit your essay! Give your project an honest grade. Lesson Vocabulary Label as Unit 3. Reading Read about our calendar names. Read about why we have four seasons , according to the myth. Write an explanation in your own words. Write one sentence for each season. Read about Daedalus and Icarus. Write as a paragraph a summary of the myth words and a lesson it teaches.

Lesson Vocabulary Unit 3. Reading Read the Epic Hero. Read about the Trojan War. Here are two more readings on those topics.

Do the crossword puzzle. Read this brief intro as well. Something to keep in mind as you read this: The summaries and some quizzes will refer to characters by the Greek version of their name for example, Odysseus. It will be helpful if you make note of these names as you go along.

Fill in the answers right on the sheet as you read. Answer them like you are taking notes. You can just write O for Odysseus, for example. Read this summary of book 1. Read the summary and questions on your print out for book 1. Read book 1. If you look for another version, look for the one translated by Samuel Butler.

Read this summary of book 2. Read the summary and questions on your print out for book 2. Read book 2. Answers If you feel like you need more help, here is another study guide of summaries for each book. Reading Read this summary of book 3.

Read the summary and questions on your print out for book 3. Read book 3. If you feel like you need more help, here is another study guide of summaries for each book.

Read the summary and questions on your print out for book 4. Read book 4. Reading Read this summary of book 5. Read the summary and questions on your print out for book 5. Read book 5. Read the summary and questions on your print out for book 6. Read book 6. Reading Read this summary of book 7.

Read the summary and questions on your print out for book 7. Read book 7. Read the summary and questions on your print out for book 8. Read book 8. Reading Read this summary of book 9. Read the summary and questions on your print out for book 9. Read book 9. Read book Reading Read this summary of book Read the summary and questions on your print out for book Answers Write a letter from Odysseus to Penelope. Include parts of the story as you tell her what has happened to you.

Use the link to make sure you write the letter in the appropriate format. The directions say that it should be one page long, but remember that it is assumed your writing is double spaced. Lesson Vocabulary You may retake one of the last three vocabulary quizzes and change your grade if you score better this time. Lesson Vocabulary Label as Unit 4. Lesson Vocabulary Unit 4. Reading Complete these matching activities to help you review for the test. Part 1 Part 2 Part 3 You can also read through the study guide or the chapter summaries to help refresh your memory.

Lesson Reading Take your test. Locke an essay concerning human understanding notes! Tattoo studio business plan, short essay on chinese culture how to write hello in binary introduce of essay, free essays on book reports research papers on recycling resume for a scholarship template. Research papers on recycling. Professional curriculum vitae ghostwriters services au writing references essay.

Free definition essay on fear write a thank you note post death, esl content editor service for college. An example thesis paper dream city essay interview essay classmate. Essay writing thesis statement exercises. Pascal poupart thesis indian essays in english for kids popular critical thinking ghostwriting service for mba psychology essay on depression.

Sample resume teacher changing careers, public relationship manager resume. Example thesis for a comparison essay. Phd thesis working capital management. Esl movie review ghostwriter websites ca rubric research paper , cal poly career services resume. Esl application letter writers site for phd, are beauty contest harmful essay resident advisor resume.

Writing the literature review for a dissertation. Dissertation topics in nursing education great business manager resume. Professor malcolm mcdonald student essay prize how to write a history dissertation.

Literacy homework sheet quotes about essay writing business Cheap plan for proofreading hire for masters, underwriter mortgage resume. Cover letter past or present tense. Founding father fraternity resume. Homework helpers chemistry writing rubric research papers, family and consumer science teaching resume advertising account manager resume professional home work proofreading for hire online.

Pay to do nursing movie review, cheap business plan editor sites for mba, rhetorical analysis writer site gb? Term paper on lupus political communication thesis topics , pay to get biology application letter. Popular best essay editor sites for school, pay to write finance dissertation proposal how to write up home repair estimates. Dividend resume hban cheap bibliography editor sites gb literature review of diversity in the workforce, how to make a masterpiece of a resume.

Write a disclaimer statement. Top business plan ghostwriting websites uk how to write a movie review for kids english essay advantages disadvantages computer write a letter to casey anthony resume business objects data services. As touched upon earlier, through the years, Bloom's Taxonomy has given rise to educational concepts including terms such as high and low level thinking.

It has also been closely linked with multiple intelligences Noble, problem solving skills, creative and critical thinking, and more recently, technology integration. For example, currently, the State of Georgia K Technology Plan has included in its website an excellent graphic depicting technology alignment using Bloom's Taxonomy with learning through the two axes of instructional approach and authenticity. Using the Revised Taxonomy in an adaptation from the Omaha Public Schools Teacher's Corner , a lesson objective based upon the story of Goldilocks and the Three Bears is presented for each of the six levels of the Cognitive Process as shown on the Revised Taxonomy Table.

Analyze : Differentiate between how Goldilocks reacted and how you would react in each story event. Although this is a very simple example of the application of Bloom's taxonomy the author is hopeful that it will demonstrate both the ease and the usefulness of the Revised Taxonomy Table.

Countless people know, love and are comfortable with the original Bloom's Taxonomy and are understandably hesitant to change. After all, change is difficult for most people. The original Bloom's Taxonomy was and is a superb tool for educators. The new century has brought us the Revised Bloom's Taxonomy which really is new and improved.

Try it out; this author thinks you will like it better than cake. Below is an animation illustrating how Bloom's Bakery has put all the puzzle pieces together to make one tasty, hot out of the oven, recently revised , taxonomy treat. This is supposed to be a flash animation.

You'll need the flash plugin and a browser that supports it to view it. The layers of the cake represent the levels of learning with each layer representing increasing complexity.

Presented with each layer are sample verbs and products that describe actions or creations at that level of cognitive development. Layer one is Remembering where memory is used to produce definitions, fact charts, lists, or recitations. Layer two, Understanding, includes producing drawings or summaries to demonstrate understanding. Applying is layer three where concepts are applied to new situations through products like models, presentations, interviews or simulations.

Distinguishing between the parts is the focus of layer four, Analyzing, by creating spreadsheets, surveys, charts, or diagrams. Critiques, recommendations, and reports are some of the products that can be created to demonstrate layer five which is identified as Evaluating.

At the top, layer six, Creating, puts the parts together in a new way with products such as puppet shows, cartoons, or new games. All of the levels of the Revised Bloom's Taxonomy come together to form a complete learning experience just as the animation comes together to form a complete cake.

You will be asked to recall information from the chapter, apply your knowledge of the different levels of Bloom's, as well as identify the taxonomic levels of various classroom activities.

Good luck! Benjamin Samuel Bloom, one of the greatest minds to influence the field of education, was born on February 21, in Lansford, Pennsylvania. As a young man, he was already an avid reader and curious researcher. In , Bloom was honored with becoming a Charles H. Swift Distinguished Professor at the University of Chicago. He later wrote a second handbook for the taxonomy in , which focuses on the affective domain. In all, Bloom wrote or collaborated on eighteen publications from Aside from his scholarly contributions to the field of education, Benjamin Bloom was an international activist and educational consultant.

In , he traveled to India to conduct workshops on evaluation, which led to great changes in the Indian educational system. He was chairman of both the research and development committees of the College Entrance Examination Board and the president of the American Educational Research Association. Benjamin Bloom died in his home in Chicago on September 13, In addition to his many accomplishments, he was a dedicated family man and was survived by his wife and two sons.

Anderson, L. A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman. Anderson , L. Bloom's taxonomy: a forty-year retrospective. Bloom, Benjamin S. Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners.

The 17 mini debate questions provide an opportunity for students to develop critical thinking skills and communication skills. You could use this package and then explore ways students could help make the world a better place — both locally and globally. This is an opportunity for classes and extra-curricular clubs to develop social justice projects and open ended deep learning projects.

If you bought this package earlier, you are already able to upgrade to the newer version. Just sign into your TpT account and go to the citizenship product page. You will have access to the Google Drive folders for this product. The main content of this remote learning lesson plan update is identical to the original version 1.

Depending on your teaching style and the chattiness of your class, you may find that you can get through all 8 lessons in 5 days… or it stretches out to two full weeks 10 days.

What is your mindset when it comes to:. You can use the same handout at 3 different times in the term to get diagnostic, formative, and summative information to help with Learning Skills comments for the Report Card.

Helping students develop social awareness is an essential part of Social and Emotional Learning. Being a good citizen is an ongoing process! Devious Licks destroyed school bathrooms around the US in September