Title of lesson
Purpose (why of the lesson, where and how does it fit into the course/curriculum)
Learning outcome(s) (what will students be able to do/know by the end of the lesson)
Check for understanding (what questions will you ask and when to determine students understand)
Pearl Harbor
Time: 90 minutes
Materials: DVD, tape, poster, pictures
Objectives:
1. The student will summarize reasons for U.S. entrance into WWII.
2. The student will evaluate the pros and cons of these reasons.
Setting the stage:
Show pictures of the Pearl Harbor bombing.
Discuss:
Background from homework readings
Construct:
A timeline of WWII events.
Groups:
Posting legitimate reasons for a country to go to war. Refer to textbook and previous
class notes.
Show:
Anti-Japan and anti-Germany posters and newsclips (video)
Journal:
What role did emotions play in the U.S. entrance into WWII? Defend or critique the
reasons for going to war.
Biology 5A
Spring 2013
Lesson Plan
April 3, 2013
Topic: Biological Macromolecules (proteins, lipids, nucleic acids, carbohydrates)
Student previous knowledge: Professor discussed proteins and lipids with the
students, but will discuss nucleic acids and carbohydrates in the future
My goal: Do not teach new material. Discuss proteins and lipids with the students.
First 15 min students receive quiz and must complete. During this time, I will
ensure all students are present.
1520 min Collect quizzes. Ask students about concerns regarding quiz or topics
covered in lecture.
2540 Discuss protein structure, including these key phrases: NCC, zwitterion,
peptide, peptide bond, amino acid. Show YouTube video on proteins.
4055 Discuss lipids, lipid structure, and function
5500 Open discussion for questions
Teacher planning
Classroom time required
90 minutes
Materials needed
Students will need graphing calculators.
Activities
1. Distribute the Balancing Equations Using Matrices handout to students. Go over the
handout as a class.
2. Tell students that eventually in their chemistry studies, they will have ample opportunity
to balance equations. Balancing equations means writing chemical equations such that the
amount of stuff they start with in the reaction equals the amount of stuff they end up with
as a product. In other words, if they start baking bread with ten pounds of flour, they
should end up with tend pounds of bread, unless some is lost on the floor or if some of it
goes up in smoke! Remember this is the law of conservation of mass.
3. Demonstrate the following example. Tell students they can form water by combing
hydrogen gas (H2) and oxygen (O2) in the presence of electricity. The reaction looks like
this:
H2 + O2 > H2O
If they do some of the mass calculations they will find this:
2 grams of hydrogen + 32 grams of oxygen = 18 grams of water
4. Explain to students that this mass calculation shows that they started with 34 grams of
stuff and ended up with 18 grams of stuff. Remind students they just lost 16 grams of
stuff, and the law of conservation of mass says that doesnt happen! Ask students where
they think the 16 grams went.
5. Tell students they just havent balanced the equation. They might have also noticed that
there are two oxygens on the left and only one on the right. Theyll need to get things in
the correct proportions for this reaction to be balanced. The balanced reaction looks like
this:
2 H2 + O2 > 2 H2O
Explain that the equation shows that two hydrogen molecules are necessary to combine
with one oxygen molecule to form two new water molecules.
6. Next, demonstrate the math for students.
(2 2 grams of hydrogen) + 32 grams of oxygen = (2 x 18 grams of water)
Reinforce the fact that now there are 36 grams of stuff on the left and 36 grams on the
right. There are also now 4 hydrogens on the left, 4 hydrogens on the right, 2 oxygens on
the left, and 2 on the right.
Assessment
Check student responses on the worksheet.
Critical vocabulary
matrix
a rectangular array of mathematical elements that can be combined to form sums and
products with similar arrays having an appropriate number of rows and columns
system of equations
simultaneous equations containing multiple variables
chemical reaction
a process that leads to the transformation of one set of chemical substances to another
balance
equality with respect to the net number of reduced symbolic quantities on each side of an
equation
law of conservation of mass
a fundamental principle of classical physics that matter cannot be created or destroyed in
an isolated system
Comments
Density
Students will determine the density of two unknown liquids by collecting mass and volume data.
Each group of students will be given a different volume of the liquids to measure; they will
combine their data to create a graph. Using the graph students will determine the density of the
two liquids by calculating the slope of the two lines. Students will also use a graphing calculator
to determine the slope of the two lines.
Learning outcomes
Students will:
Teacher planning
Time required
50 minutes
Materials needed
2 liquids
balances
10 ml and 25 ml graduated cylinders
graphing calculators
graph paper
reference tables with densities of liquids
Pre-activities
The teacher should make sure that students can calculate density. They must also be able to
calculate the slope of a line and use a graphing calculator to input data and graph it. Teach or
review how to calculate percent error.
Activities
1. Begin the lesson by demonstrating how to calculate the density of a liquid.
2. Also explain how to accurately measure mass and volume of a liquid.
3. Review how to determine the slope of a line from a graph and on the calculator.
4. Begin the lab with a discussion. Explain to students that the density of a substance can be
determined by obtaining the mass of a specific volume of that substance. This provides a value of
density based on one trial or one set of experimental data. A more accurate density can be
obtained by multiple trials. Then the data can be graphed. The slope of the graph will provide a
more accurate value of density.
Tell students that each lab team will obtain one set of data, both mass and volume, for
one of two liquids. Then the class data will be pooled so that a graph of each liquid can
be prepared. Since the final results depend on each lab team, you must be very careful in
all measurements.
Remind students that the mass of the liquid depends on the amount or volume of the
sample. Therefore the volume is the independent variable in this experiment. The mass is
the dependent variable. The slope of a graph is best determined by selecting points that
are further apart on the graph. Slope (m) equals a change in y divided by a change in x or
m = y/x.
Explain that the calculator provides a quick way to determine the slope of a graph. The
class will determine the slope of the data for Liquid A and B during this lab.
Experimental data is never perfect. Therefore, the lines will not be perfectly straight. The
calculator can be used to determine the best-fit line and allow you to more clearly see the
points that are not on the slope.
Wrap up the discussion by emphasizing that every pure substance has its own unique
value of density. Density is considered to be an intensive property, and can be used to
identify a substance.
5. Ask students to complete the pre-lab questions on the lab sheet. Before beginning the lab, go over
the questions as a class to ensure everyone has the correct responses. Students will be answering
the following questions:
o In what units should density be recorded in this lab?
o For correct graphing, on what axis should the independent variable be placed?
o What specific variable will be graphed on the x-axis in this lab?
o What specific variable will be graphed on the y-axis in this lab?
o How is the slope of a line calculated?
o Which gives more accurate results: one trial or repeated trials of lab measurement?
6. Have students collect and accurately record mass and volume data for the two liquids.
7. Students should write their data on the board or overhead for all to copy.
8. Once all data is collected the students should complete the post-lab questions.
9. The teacher should use the class data to determine the slope of the two lines of data provided by
the students for checking their answers later.
Assessment
Check the answers to the post-lab questions.
Critical vocabulary
density
a measure of how much mass is contained in a given unit volume (density = mass/volume)
slope
the rate at which an ordinate of a point of a line on a coordinate plane changes with respect to a
change in the abscissa; the tangent of the angle of inclination of a line, or the slope of the tangent
line for a curve or surface
line of best fit
a straight line used as a best approximation of a summary of all the points in a scatter-plot
The position and slope of the line are determined by the amount of correlation between
the two, paired variables involved in generating the scatter-plot. This line can be used to
make predictions about the value of one of the paired variables if only the other value in
the pair is known.
mass
a property of matter equal to the measure of an objects resistance to changes in either the speed
or direction of its motion
The mass of an object is not dependent on gravity and therefore is different from but
proportional to its weight.
volume
the magnitude of the three-dimensional space enclosed within or occupied by an object,
geometric solid, etc.
linear regression
the relation between variables when the regression equation is linear, e.g., y = ax + b
list
a series of numbers
stat plot
a feature on the graphing calculator used to plot statistical data stored in lists
percent error
the percent of difference between two values is the ratio of their absolute difference to the
magnitude of the accepted value, expressed as a percent
Comments
Lesson Plan
WK
0
DATE
F
9/24
M
9/27
Analysis
Brandt (19-22): think about questions in
the margin.
Write a paragraph responding to Learn
About Brandts Writing Process (22)
GW
Choosing an Event to Write About (4243)
Essay #1
Remembering an Event (Ch. 2)
Introduction (14-16)
BF (17-18)
Purpose and Audience (18)
Brandt (19-22)
Brandts WW (57-62)
W
9/29
Analysis
Write responses to all three Dillard AWS
activities (26-27)
Essay #1
Remembering an Event (Ch. 2)
Dillard (22-25)
GW
Describing the Place (44)
Recalling Key People (44)
W 9/29 CLASSROOM ACTIVITIES
Review Dillard
Autobiographical Significance (20-25 minutes)
Go over AWS to clarify the two different perspectives autobiographers represent in their writing:
Telling (including remembered feelings and thoughts at the time of the event, and present perspective
looking back on the event) and Showing (selection of details to create a dominant impression). Ask
about relation between remembered and current feelings and thoughts.
Ask about how telling and showing work together and where, if anywhere, there is tension between
them or silences and gaps.
Comparison Follow-up: Ask about Brandts use of telling and showing, as well as remembered vs.
current feelings and thoughts.
Vivid Description of People and Places (20-25 minutes)
Go over AWS: ask about relative amount of naming and detailing they found. Connect to dominant
impression that showing creates thru careful word choices
GW Follow-up: Round robin an example of descriptive language they generated for the place and
people. Ask about the dominant impression they are trying to create with the description
Review GW (5-10 minutes)
Continue round robin of ideas for events
1
F
10/1
Analysis
Ellis AWS (31-33)
Essay #1
Remembering an Event (Ch. 2)
Ellis (28-30)
GW
Shaping the Story (44)
photograph and how it reinforces, adds to, and/or undercuts the dominant impression of his father in his
essay.
M
10/4
Analysis
Shah AWS (36-37)
Essay #1
Remembering an Event (Ch. 2)
Shah (34-36)
GW
Creating a Dominant Impression (44-45)
Reflecting on Events Autobiographical
Significance (46)
Testing Your Choice (45)
Defining Your Purpose and Audience
(47)
Considering Your Thesis (47)
M 10/4 CLASSROOM ACTIVITIES
Review Shah
A Well-Told Story (20-25 minutes)
Go over AWS: ask where they find examples of dramatized and summarized dialogue in Shah.
Comparison Follow-up: AWS gives examples of each kind of dialogue in Dillard and Brandt. Could
ask them to find examples of the two kinds of dialogue in Ellis.
Discuss why these writers chose to dramatize some dialogue and summarize other. Evaluate
effectiveness.
Autobiographical Significance (20-25 minutes)
Go over AWS. Note that the first activity refers to the comparisons in the preceding A Vivid
Description of People and Places.
Use to reinforce the idea that Remembered Event essays tend to convey significance implicitly
(through word choice in descriptions and in remembered/present feelings & thoughts) rather than
explicitly through a tagged on moral.
GW Follow-up: Ask what they discovered about how their understanding and/or feelings have
changed Connect this idea to Purpose and Audience and Thesis (47)
2
W
10/6
GW
Refining Your Purpose and Setting Goals
(47-48)
Outlining Your Draft (48-49)
Writing the Opening Sentences (49)
Essay #1
Remembering an Event (Ch. 2)
Working with Sources (50-52)
F
10/8
Essay #1
Remembering an Event (Ch. 2)
A Sentence Strategy (49-50)
Critical Reading Guide (52-53)
M
10/11
Essay #2
Writing Profiles (Ch. 3)
Intro (64-65)
BF (67-68)
Purpose and audience (68-69)
W
10/13
Analysis
Cable (19-22): think about questions in
the margin.
GW
Choosing a Subject to Profile (101-103)
Essay #2
Writing Profiles (Ch. 3)
Cable (69-73)
F
10/15
Analysis
Edge AWS (78-80)
GW
Setting up a tentative schedule (105)
Exploring Your Preconceptions (104)
Collecting Information from Field
Research (106-107 and 716-19). Bring to
class notes and write-ups from your
observations and interviews.
Essay #2
Writing Profiles (Ch. 3)
Edge (74-77)
Cable WW (120-4)
M
10/18
Analysis
Orlean AWS (87-89)
Essay #2
Writing Profiles (Ch. 3)
Orlean (81-86)
GW
Continue Collecting Information from
Field Research (106-107 and 716-19).
Bring to class notes and write-ups from
your observations and interviews.
W 10/20 CLASSROOM ACTIVITIES
Review Orlean
A Role for the Writer (5-10 minutes)
Go over AWS: authors role (89)
Comparison Follow-up: Ask students to compare Orleans role in her essay to Cables and Edges.
GW Follow-up: Go over Getting Permission For Your Role (103) and Using Your Role (110)
A Perspective on the Subject (10-15 minutes)
Go over AWS: Orleans introduction of Biff and her conclusions about his retirement per exercise
(89)
Discuss Orleans use of anthropomorphism (87) How does her use of anthropomorphism give us
clues about Orleans perspective on her subject? (Be prepared to discuss as well Orleans use of
titillating language, her insistence on Biffs reproductive function, and the Truesdaless investment in
parenting and dynasty.)
A Clear Organizational Plan (10-15 minutes)
Go over AWS: Discuss Orleans topical organization.
Small groups to compare the topics they found.
Discuss with everyone how different readers may notice different topics. Ask how writers can
foreground the topics they think are most important (the ones they want readers to take away with
them).
W
10/20
Analysis
Coyne AWS (95-96)
Essay #2
Writing Profiles (Ch. 3)
Coyne (90-94)
GW
Continue Collecting Information from
Field Research (106-107 and 716-19).
Bring to class notes and write-ups from
your observations and interviews.
Developing a perspective (108)
W 10/20 CLASSROOM ACTIVITIES
Review Coyne
Detailed Information about the Subject (15-20 minutes)
Go over AWS: What sort of physical details of people or the places does Coyne include? Point out the
mothers interest in physicality and sensory interaction with children, esp. olfactory and tactile.
Introduce anecdotes and discuss exercise that analyzes the interactions between Ellie and Stephanie
(95)
Use discussion of anecdotes to segue into analysis of Coynes Organizational Plan (narrative)
A Clear Organizational Plan (10-15 minutes)
Go over AWS: Discuss Coynes narrative organization.
Comparison Follow-up: Compare the effectiveness for their given topic, purpose, and audience of
Coynes narrative organization and Orleans topical plan. Note places where topics are presented
through Coynes narrative and Orlean uses narrative to present certain topics.
A Perspective on the Subject (15-20 minutes)
Go over AWS: Introduce scenario (para. 11) and rhetorical questions (para. 15). How do these
strategies suggest perspective? How effective are these rhetorical strategies?
GW Follow-up: Turn to Developing a Perspective (108). Differentiate between focusing on place,
activity, and person/group.
Comparison Follow-up: Review Perspective in Cable (69-73), Edge (74-77), and Orlean (81-86)
essays. What are some of the diverse strategies that the authors use to convey perspective? Connect
the basic feature of perspective in profile to significance in remembered event. How are they similar
and different?
Review GW (10-15 minutes)
Use small group or round robin to discuss the perspective theyre developing.
4
F
10/22
Review GW
GW
Defining your Purpose for Your Readers
(108)
Considering your Thesis (108)
Refining Your Purpose and Setting Goals
(109)
Outlining Your Draft (110-111)
Writing the Opening Sentences (111)
Essay #2
Writing Profiles (Ch. 3)
Defining your Purpose for Your Readers (108). Who are Coynes intended readers? How does she try
to make her perspective on this subject interesting to her readers? Who are your intended readers and
how can you make your perspective interesting to them?
Considering your Thesis (108). Discuss how Profile essay theses(like Remembered Event theses)
should focus less on asserting an explicit idea and more on conveying a perspective through a
dominant impression
Outlining Your Draft (110-111). Have each group outline one of the profile readings and report.
And/or organize a workshop where each student explains his/her plan to a small group and gets a
response.
Writing the Opening Sentences (111). Have each group analyze one readings introduction strategies
and report. And/or round table the students opening sentences and evaluate their effectiveness in
capturing readers interest.
M
10/25
GW
Defining your Purpose for Your Readers
(108)
Considering your Thesis (108)
Refining Your Purpose and Setting Goals
(109)
Outlining Your Draft (110-111)
Writing the Opening Sentences (111)
Essay #2
Writing Profiles (Ch. 3)
W
10/27
Essay #2 Profile
Rough Draft Due
Bring a complete draft to class for
workshop
Essay #2
Writing Profiles (Ch. 3)
Using Your Role (119)
Working with Sources (112-113)
SafeAssignment
Print-out revised, final draft
Writing Packet
5
F
10/29
Essay #3
Ch. 4: Explaining a Concept
Introduction (126-129)
BF (129-131)
Purpose and audience (131)
M
11/1
Analysis
Ngo (132-135): think about questions in
the margin.
Essay #3
Ch. 4: Explaining a Concept
Ngo (132-35)
GW
Choosing a Concept to Write About
(162-163)
Gaining an Overview of the Concept
(164)
M 11/1 CLASSROOM ACTIVITIES
Introduce Ch. 4: Explaining a Concept
Perhaps read aloud Ngo essay and discuss marginal questions to introduce the BF (132-35)
Comparison Follow-up: Point out Ngos use of anecdote to open the essay. Connect anecdote to the
narrative strategies in Event and Profile. Talk about the anecdote in terms of Ngos purpose and
audience for his Concept explanation.
Spend some time discussing Ngos use of Cueing strategies: thesis, forecast, topic sentences, logical
transitions. Compare to the Cueing strategies in Event and Profile. Introduce Ch. 13: Cueing the
Reader Exercise 13.2 (602) to discuss Ngos essay and how this essay uses/does not use Forecasting
effectively.
Stress Ngos use of library and Internet research as well as his use of academic citation, again in
contrast to Event and Profile.
Review GW
Round robin concepts and apply criteria
Ask what they discovered doing preliminary research (Gaining an Overview activity)
6
W
11/3
Analysis
Toufexis AWS (140-42)
Essay #3
Explaining a Concept (Ch. 4)
Toufexis (136-40)
GW
Focusing the Concept (165)
Testing Your Choice (165-166)
W 11/3 CLASSROOM ACTIVITIES
Review Toufexis
A Focused Explanation of the Concept (140-141)
Go over AWS: Ask how Toufexis focuses her explanation and engage readers.
Comparison Follow-up: Compare Toufexis opening strategy and tone to Ngos in the context of their
different kinds of audience and purpose.
GW Follow-up: Round robin their concepts, asking what they discovered in the Gaining an Overview
of a Concept and Focusing the Concept activities. Help them sharpen the focus and understand why
focusing a concept is important.
A Readable Plan (141)
Go over AWS: Highlighting where Toufexis takes up each topic she forecasts could be done as a small
group activity.
Comparison Follow-up: Note that Ngo and Toufexis are writing for different audiences (college class
and popular magazine), but they both use explicit cueing. Why does this genre (in contrast to the
others theyve studied so far) seems to need these kinds of cueing.
Appropriate Explanatory Strategies (141-42)
Review writing strategies that are the building blocks of explanatory Concept essays: defining,
classifying, dividing, comparing and contrasting, narrating, illustrating, and reporting known causes
and effects. Point out the Part III chapters.
GW Follow-up: Point out Considering Explanatory Strategies (166-167) theyll be doing for next
class.
Smooth Integration of Sources (142)
Describe Toufexiss sources and how she establishes authority even though she doesnt include
academic forms of citation. Compare with Ngos essay, and explain why the students will be expected
to use academic style.
GW Follow-up: Connect discussion of Toufexiss research and sources to Gaining an Overview
activity on Doing Research and Doing a General Internet Search (164), which they have already done,
and Doing In-Depth Research on Your Focused Concept (166), which they will do for next class.
Collaborative Activity: Testing Your Choice (166)
You might need to model how students can explain briefly how they are thinking of focusing their
concept in the context of their purpose and audience.
You could also ask the listeners to suggest what kinds of visuals might help them with the concept.
6
F
11/5
Analysis
Friedman AWS (146-47)
GW
Focusing the Concept (165)
Considering Explanatory Strategies (166)
Sentence Definitions 16.2 (641)
Extended Definitions 16.4 (643)
Essay #3
Explaining a Concept (Ch. 4)
Friedman (143-45)
Ch. 16: Defining (639-46)
M
11/8
Analysis
Kluger AWS (156-58)
GW
Testing Your Choice (165)-166)
Defining Your Purpose for Your Readers
(167)
Doing In-Depth Research on Your
Focused Concept (166)
Essay #3
Explaining a Concept (Ch. 4)
Kluger (148-55)
Working with Sources (172)
Ngos WW (181-82)
W
11/10
GW
Refining Your Purpose and Setting Goals
(168)
Outlining Your Draft (169-70)
Writing the Opening Sentences (170)
Essay #3
Explaining a Concept (Ch. 4)
Planning and Drafting (168-72)
A Sentence Strategy (170-71)
F
11/12
Essay #3 Concept
Rough Draft Due
Bring a complete draft to class for
workshop
Essay #3
Explaining a Concept (Ch. 4)
Critical Reading Guide (173-174)
M
11/15
Essay #4
Finding Common Ground (Ch. 5)
Introduction (184-187)
BF (188-190)
Purpose and audience (190-191)
W
11/17
Analysis
Bernard (191-194): think about questions
in the margin.
Essay #4
Finding Common Ground (Ch. 5)
Bernard (191-194)
F
11/19
Analysis
Mae AWS (198-200)
Learn About Maes Writing Process
(198)
Essay #4
Finding Common Ground (Ch. 5)
Mae (195-196)
WW (including the two position
essays by Bagaric and Clarke, and by
Johnson) (232-241)
M
11/22
GW
Analyzing the Essays (216-217): Choose
two of the essays in the assigned debate
and annotate them using the Criteria for
Analyzing the Essays. Then Fill in the
Chart with your Annotations (see 218).
Essay #4
Finding Common Ground (Ch. 5)
Read the argument essays in the
assigned debate in the Appendix
W
11/24
Analysis
Alexander AWS (206-209)
Essay #4
Finding Common Ground (Ch. 5)
Alexander (201-206)
GW
Exploring Points of Agreement and
Disagreement (219)
Researching the Issue (219-220)
Thinking about Your Readers (217)
W 11/24 CLASSROOM ACTIVITIES
Review Alexander
An Informative Introduction to the Issue and the Opposing Positions
Go over AWS: Ask students how Alexanders analysis on paragraphs 8-10 depends on her
introduction of adequate yearly progress.
Comparison Follow-up: Quick review of the opening strategies of the other essays.
A Fair and Impartial Analysis
Go over AWS: This activity can be looked at quickly and still be very helpful because it raises
awareness of the role word choice plays in rhetoric, and particularly in creating ethos.
A Readable Plan
Go over AWS: You could take this opportunity to discuss why explicit cueing is so important in an
essay like this.
Comparison Follow-up: Remind students of the Bernard essay analysis and his use of cueing.
Review GW
Exploring Points of Agreement and Disagreement (219): You could have students share their list with
other students working with the same argument essays. Consider posting one or two student analyses
to explore how they could be used as part (or as the basis) of the rough draft.
Preview HW Assignment
No class Friday, Thanksgiving holiday.
Have students finish planning and outline their Finding Common Ground essay.
9
F
11/26
GW
Defining Your Purpose for Your
Readers (220)
Formulating a Tentative Thesis
Statement (220)
Refining Your Purpose and Setting
Goals (221-222)
Outlining Your Draft (222-224)
Writing the Opening Sentences (224225)
10
M
11/29
Outline Due
Bring a detailed outline to class for
workshop
Essay #4
Finding Common Ground (Ch. 5)
A Sentence Strategy (225)
Working with Sources (225-226)
W
12/1
Essay #4
Finding Common Ground (Ch. 5)
F
12/3
F 12/3 CLASSROOM ACTIVITIES
If they turn in Essay #4 Finding Common Ground today, have them write Reflecting on Your Writing
(242)
If you give them more time to finish drafting Essay #4, you could have another draft workshop.
Assign Final
Make clear when and where it needs to be turned in.