Lesson Plans for the Week of April 13th

Below are lesson planss submitted by teachers for this week in alphabetical order:


Franklin

Periods 1-3  (8 th Grade)
Students will complete Moby Max lessons on similarity and congruence.
Check Class Tag weekly for messages.  You can send me messages through Class Tag or through my
email, trinafranklin@franklin.k12.al.us.  
Your assignments will be found on Moby Max.  You should have your login information in the front of
your Interactive Student Notebook (ISN).  I have all passwords at home and can send it to you if needed.
I will post new weekly assignments each Friday afternoon.
AL Course of Study Standards:  8 and 17

Period 5  (9 th Grade Algebra 1)
Students will complete Khan Academy lessons on Graphing Slope-Intercept form.
Check Class Tag weekly for messages.  You can send me messages through Class Tag or through my
email, trinafranklin@franklin.k12.al.us.  
Your assignments will be found on Khan Academy.  I sent all details to parents on Class Tag. The email
address for 5 th period is https://www.khanacademy.org/join/8YHVSNBJ.  I will post new weekly
assignments each Friday afternoon.
AL Course of Study Standards:  29 and 30
Period 6  (9 th Grade Algebra 1)
Students will complete Khan Academy lessons on Multiplying Polynomials and Factoring 
I have listed all polynomial and factoring lessons on Khan Academy.  You do not have to do all these
lessons in one week. I have extended the due date.  I am looking to make sure you spent one hour per
week on the lessons. Do about 15 minutes per day and then you can continue where you left off the
next week.

Check Class Tag weekly for messages.  You can send me messages through Class Tag or through my
email, trinafranklin@franklin.k12.al.us.  
Your assignments will be found on Khan Academy.  I sent all details to parents on Class Tag. The email
address for 6 th period is https://www.khanacademy.org/join/R2YC3WJD.  I will post new weekly
assignments each Friday afternoon.
AL Course of Study Standards:  10

Period 7  (9 th Grade Algebra 1A)
Students will complete Khan Academy lessons on Solving Inequalities.
Check Class Tag weekly for messages.  You can send me messages through Class Tag or through my
email, trinafranklin@franklin.k12.al.us.  
Your assignments will be found on Khan Academy.  I sent all details to parents on Class Tag. The email
address for 7 th period is https://www.khanacademy.org/join/W2W3PU66.  I will post new weekly
assignments each Friday afternoon.
AL Course of Study Standards:  12, 16, and 17


Gunderman

 For both of my classes (and good for anyone else)  I was going to include a little information about viruses and bacteria.   This first video is about viruses.  They are not considered alive and are mainly DNA or RNA.
 (Have you heard the debate whether the COVID19 was created?  Remember genetic engineering?). 
 
 
 This next link discusses, briefly, the difference between viral and bacterial infections and how they are treated.   Notice there isn’t any cure for the COVID19 because there isn’t a cure for a viral https://m.youtube.com/watch?v=p99keWXbcYs
  
Watch these and think about how you can take care of yourself and control the spread of infection.

Horton
7th Grade Reading

Students will log into google classroom and use the provided images from our classroom textbook to read a nonfiction selection and attempt comprehension questions.

Standard(s): 19, 39

7th Grade English

Students will log into google classroom and complete the uploaded English lesson provided.

Standard(s): 36


Inmon

Class: 10th physical science
Lesson Plan/Activity (Can be no more than 15 minutes/day or 1 hour/week):
4/13/2020 Watch a video that explains writing ionic formulas for cpds. that contain transition
elements. Complete practice wksht.
4/14/2020 Watch a video that explains naming ionic cpds. that contain transition elements.
Complete wksht.
4/15/2020 Watch a video about distinguishing between ionic and molecular cpds. Complete
wksht identifying cpds as ionic or molecular
4/16/2020 Watch a video about naming molecular cpds. Complete wksht.
4/17/2020 Watch a video about writing the formulas for molecular cpds. Complete wksht.
Students will answer their questions in the comments section of Google Classroom.
Method of Instruction (YouTube, teacher made videos, pHet simulations, Google Classroom,
etc.)
I will share the material and links with students via Google Classroom
Standard(s) Covered from the Alabama Course of Study: 1 ) Use the periodic table as a model to
predict the relative properties and trends (e.g., reactivity of metals; types of bonds formed, including ionic,
covalent, and polar covalent; numbers of bonds formed; reactions with oxygen) of main group elements
based on the patterns of valence electrons in atoms.


Class: 8th physical science
Lesson Plan/Activity (Can be no more than 15 minutes/day or 1 hour/week):
4/13/2020 Various videos showing different types of rxns. Use youtube video Flintstone
reaction types to teach students to ID rxns.
4/14/ 2020 ID reaction types wksht.
4/15/2020 Video about factors that effect rxn. Rates.
4/16/2020 Video lab
4/17/2020 Video lab
7 ) Design, construct, and test a device (e.g., glow stick, hand warmer, hot or cold pack, thermal wrap)
that either releases or absorbs thermal energy by chemical reactions (e.g., dissolving ammonium chloride
or calcium chloride in water) and modify the device as needed based on criteria (e.g.,
amount/concentration, time, temperature).*

Students will answer their questions in the comments section of Google Classroom.
Method of Instruction (YouTube, teacher made videos, pHet simulations, Google Classroom,
etc.)
I will share the material and links with students via Google Classroom
Standard(s) Covered from the Alabama Course of Study: 6 ) Create a model, diagram, or digital
simulation to describe conservation of mass in a chemical reaction and explain the resulting differences
between products and reactants.


Class: Chemistry
Lesson Plan/Activity (Can be no more than 15 minutes/day or 1 hour/week):
4/13/2020 Mole to mole stoichiometry (video and problems)
4/14/2020 Mole to mass stoichiometry (video and problems)
4/15/2020 Mass to mole stoichiometry (video and problems)
4/16/2020 Mass to mass stoich. (video and problems)
4/17/2020 Limiting reagents (video and problems)
Students will answer their questions in the comments section of Google Classroom.
Method of Instruction (YouTube, teacher made videos, pHet simulations, Google Classroom,
etc.)
I will share the material and links with students via Google Classroom
Standard(s) Covered from the Alabama Course of Study: Use mathematics and computational
thinking to represent the ratio of reactants and products in terms of masses, molecules, and moles.


Class: Physics
Lesson Plan/Activity (Can be no more than 15 minutes/day or 1 hour/week):
4/13-14/2020 Torque video with problems
4/15/2020 Intro to heat energy (video with questions)
4/16-17/2020 Laws of Thermodynamics (video, questions, problems)
Students will answer their questions in the comments section of Google Classroom.
Method of Instruction (YouTube, teacher made videos, pHet simulations, Google Classroom,
etc.)
I will share the material and links with students via Google Classroom
Standard(s) Covered from the Alabama Course of Study: 7 ) Plan and carry out investigations to
provide evidence that the first and second laws of thermodynamics relate work and heat transfers to the
change in internal energy of a system with limits on the ability to do useful work (e.g., heat engine
transforming heat at high temperature into mechanical energy and low-temperature waste heat,
refrigerator absorbing heat from the cold reservoir and giving off heat to the hot reservoir with work being
done).
a. Develop models to illustrate methods of heat transfer by conduction (e.g., an ice cube in water),
convection (e.g., currents that transfer heat from the interior up to the surface), and radiation (e.g., an

 


 

Key

Class: Algebraic Connections (1st Period)

Lesson Plan/Activity: khan instructional video

https://m.youtube.com/watch?v=X6rUJM5k05M

Problems from kuta software

https://cdn.kutasoftware.com/Worksheets/Calc/04%20-%20Absolute%20Extrema.pdf

Method of Instruction: Google Classroom

Standard(s) Covered from the Alabama Course of Study: AL COS 4 Determine maximum and minimum values if a function using linear programming procedures 



Class: Earth and Space Science (2nd and 3rd Periods)

Lesson Plan/Activity: 

videos on fossilization:

https://www.khanacademy.org/science/high-school-biology/hs-evolution/hs-evidence-of-evolution/v/fossils-rocking-the-earth

https://answersingenesis.org/fossils/how-are-fossils-formed/

https://study.com/academy/lesson/fossil-definition-types-characteristics-examples.html

worksheet and discussion on fossilization. 

Method of Instruction: Google Classroom

Standard(s) Covered from the Alabama Course of Study: Al COS 8 Develop a time scale model of Earth's biological and geological history to establish relative and absolute age of major events in Earth's history.

 

 

Class: Physical Science (4th and 7th Periods)

Lesson Plan/Activity:  

Videos:

https://www.physicsclassroom.com/class/momentum/Lesson-2/Momentum-Conservation-Principle

https://courses.lumenlearning.com/boundless-physics/chapter/introduction-3/

https://m.youtube.com/watch?v=Y-QOfc2XqOk

Worksheet: 

https://www.sfponline.org/uploads/71/Momentum%20Worksheet.pdf

Method of Instruction: Google Classroom

Standard(s) Covered from the Alabama Course of Study: AL COS 9 Use mathematical equations and diagrams to explain that the total momentum of a system of objects is conserved when there is no net external force on the system.


 
Lozada

Class:12th English

Lesson Plan/Activity (Can be no more than 15 minutes/day or 1 hour/week):

 Monday:  Tone is an author’s attitude towards a subject that is revealed through word choice, also called diction. Being able to detect an author’s tone is important to understanding the author’s message as well as detecting potential bias. This is critically important for nonfiction, especially news articles, that are supposed to objectively report factual information.

How do you describe an author’s tone? To describe an author’s tone, think in terms of how you would describe a person’s tone of voice—angry, happy, joyful, bitter, resentful. This is also how you describe an author’s tone because written words express the author’s voice. An

author’s tone may be neutral and objective (meaning that it is free of emotionally-charged words and sticks to the facts), or it can have a wide range of possibilities from angry to excited, mocking to appreciative, harsh to amused. Pay attention to the particular words the writer uses to describe the situation and its subjects. Does the writer call the subject a “hellish criminal” (implying a disapproving tone), or does the writer call the subject a “poor, misguided young man” (implying a sympathetic tone)? These are Tone Clues!


I will post the above information on the class Facebook page.  The students will read a series of articles about Jack The Ripper. After reading the article, the students will go through and make a list of emotionally charged words or phrases (or examples of neutrality).**provide an example**  They will also state what it is an example of.

They will also need to answer the following questions:

  1. Which of the following statements best summarizes this article?
  2. A murdered woman was found with 39 stab wounds on her body.
  3. Investigators have begun an investigation into the death of a murdered

woman in Whitechapel.

  1. Several witnesses have been interviewed regarding the case.
  2. The Coroner has released his findings on the case of a murdered woman

found in Whitechapel.

  1. Which of the following quotations from the article best supports the answer to question#1
  1. “The CORONER said he was in hopes that the body would be identified, but

three women had identified it under three different names.”

  1. “Alfred George Crow, cabdriver, 35, George-yardbuildings, deposed that he

got home at half-past 3 on Tuesday morning.”

  1. “Yesterday afternoon Mr. G. Collier, Deputy Coroner for the South-Eastern

Division of Middlesex, opened an inquiry at the Working Lads’ Institute,

Whitechapel-road, respecting the death of the woman who was found on

Tuesday last, with 39 stabs on her body, at George-yardbuildings,

Whitechapel.”

  1. “Police-constable Thomas Barrett, 226 H, said that the last witness called his

attention to the body of the deceased.”

  1. Which of the following quotations contains an opinion?
  2. “It was one of the most dreadful murders anyone could imagine.”
  3. “The wounds generally might have been inflicted with a knife, but such an

instrument could not have inflicted one of the wounds, which went through

the chestbone.”

  1. “He was frightened, and did not examine her, but at once gave information to

the police.”

  1. “He took no notice, as he was accustomed to seeing people lying about

there.

Method of Instruction (YouTube, Facebook, Google Classroom, etc.)

Facebook, internet article, email or messenger

http://triumphpc.com/jack-the-ripper/history/ (Students will need to click on the link for the appropriate article)

The London Times - August 10, 1888

Standard(s) Covered from the Alabama Course of Study (Must be included)

ALLA.K-12.R.4, ALLA.K-12.R.5, ALLA.K-12.R.6,  ALLA.K-12.R.7,ALLA.K-12.W.7, ALLA.K-12.SL.2, ALLA.K-12.SL.3, 

ALLA.K-12.SL.5,  ALLA.K-12.L.1, ALLA.K-12.L.3, ALLA.K-12.L.4, ALLA.K-12.L.5, ALLA.K-12.L.6, ALLA.RL.12.6 

ALLA.RL.12.7, ALLA.RI.12.17, ALLA.RI.12.16, ALLA.RI.12.15, ALLA.RI.12.13, 


 
Lozada
 
Class:11th English

Lesson Plan/Activity (Can be no more than 15 minutes/day or 1 hour/week):

Monday:  Begin by asking students what they know about identity theft. Can they define that term? Do they know what risky online behaviors might lead to someone’s identity being stolen? Do they know anyone who has fallen victim to this crime? Today’s story centers around a young woman named Axton Betz-Hamilton who learned at age 19 that someone had stolen her identity way back when she was 11 years old. Then, she went on a search to find the thief and eventually made a shocking discovery.

I will put a link to the podcast so that today they can listen to it, and tomorrow they will answer some questions related to the podcast.

Method of Instruction (YouTube, Facebook, Google Classroom, etc.)

Facebook, Podcast

http://thisiscriminal.com/episode-51-money-tree-8-23-2016/

https://soundcloud.com/criminalshow/episode-51-money-tree

https://www.acast.com/criminal/episode-51-money-tree

https://player.fm/series/criminal/episode-51-money-tree

Standard(s) Covered from the Alabama Course of Study (Must be included)

ALLA.SL.11.29.a, 


Lesson Plan/Activity (Can be no more than 15 minutes/day or 1 hour/week):

Tuesday:  The students should have listened to the podcast and be prepared to answer questions about the podcast.  They will email their answers to me.

  1.  Betz-Hamilton’s mother accrued more than $500,000 in stolen debt over 20 years. How much, on average, does this equal per year? Do you think that Betz-Hamilton’s theory that her mother was leading a double-life is likely true or do you think the mother was just spending the money on ordinary, everyday expenses? Explain your answer.
    1. 12. Because there was no death-bed confession or any glimmer of guilt/remorse, Betz-Hamilton believes that her mother was actually a psychopath, a person incapable of feeling guilt or emotionally loving anyone. Do you think this is a fair assessment? Explain your answer.
    2.  This podcast is heard by people around the world and could be potentially embarrassing to Betz-Hamilton’s father and family. Why, do you suppose, she agreed to be interviewed for this piece?
    3.  This case started in 1993, before the widespread use of the internet and before any federal laws existed that designated people as victims of identity theft. How might Betz-Hamilton’s story be different if she were 11 years old today and her mother started these criminal acts? Explain your answer.

    Method of Instruction (YouTube, Facebook, Google Classroom, etc.)

    Facebook, podcast,

    Standard(s) Covered from the Alabama Course of Study (Must be included)

    ALLA.SL.11.29.d, ALLA.SL.11.29.a, ALLA.W.11.28

    Lesson Plan/Activity (Can be no more than 15 minutes/day or 1 hour/week):

    Wednesday, Thursday, and Friday:   Students will choose a podcast to listen to over the next three days.  They will need to choose a podcast that is at least 60 minutes long.  

    1. Go to https://www.thisamericanlife.org/archive
    2. Scroll through the podcasts and choose one that BOTH looks interesting AND

    comments on the issue that appeals to you.

    1. Please take your time to scroll through the podcasts on the site. There are

    a lot of them and it is worth it to take the time to find one that you really

    want to listen to

    1. Make sure that the podcast is at least 60 minutes long (you will have 3 days to listen to it)
    2. Sit back, DO NOT WORK ON OTHER THINGS, and listen to the podcast
    3. Complete the reflection below by the end of the day on Wednesday.
    4. Email me or message me if you have any questions

Reflection (Complete Here)

  1. What is the name of the episode that you chose? Who was the narrator for your

episode?

  1. What is the topic or issue that this podcast talks about?
  2. Summarize the content of the podcast. Include names of those involved in the

story and what the podcast wants to teach to the audience.

  1. (2 paragraph response) Reflect on the content presented in the podcast in light of

your project.

  • What is your initial response/reaction to the podcast. Be honest. How do

you feel after listening to it?

  • How can you connect the story in the podcast to what we have learned in

this class? Where do you see Catholic Social Teaching at work? Where do

you see Catholic Social Teaching being violated?

  • Is there an injustice taking place? How could this situation be changed or

altered in order to bring about justice?

  • In what ways can this podcast informed the work that you are doing with

your project (what can you learn from it and use later)?

  • Has this podcast changed your mind about anything OR has it reaffirmed

something that you already knew? What? How?

Method of Instruction (YouTube, Facebook, Google Classroom, etc.)

Facebook, podcast

Standard(s) Covered from the Alabama Course of Study (Must be included)

ALLA.K-12.SL.2, ALLA.K-12.SL.3, ALLA.K-12.SL.5,RI.11-12.3, RI.11-12.5, [RI.11-12.3]

SL.11-12.3 


 
Massey
 
Class: English as a Second Language

Lesson Plan/Activity (Can be no more than 15 minutes/day or 1 hour/week): 

** EL students will continue to interact and practice basic interpersonal communication skills. Students will interact with other class members by posting comments related to basic greetings and exchange of basic personal information in complete English sentences to simulate a conversation.

** EL students will view 2 videos: 

Learn English, Introducing Yourself, Meeting Someone for the First Tme

https://www.youtube.com/watch?v=mHuoOXiHvM4

How to Introduce Yourself - American English Pronunciation

https://www.youtube.com/watch?v=oWP9Riq-ZBg

Method of Instruction (YouTube, Facebook, Google Classroom, etc.)

Facebook Page: Mrs. Massey’s ESL Class at THS + 2 YouTube videos

Standard(s) Covered from the Alabama Course of Study (Must be included)

WIDA (1) Standard 1 – Social and Instructional Language

English language learners communicate for social and instructional purposes within the school setting.

 


Miller

If you have any questions contact me at rickymiller@franklin.k12.al.us

Class:
Geometry 1 st , 2 nd , and 3 rd

Lesson Plan/Activity (Can be no more than 15 minutes/day or 1 hour/week):

Get on KUTA Software Worksheets
Geometry: Click on Geometry link to practice or click on Algebra 2 link and view what you will
be seeing for next year and practice what sections that you may feel will assist you. These sections
can help you better understand and prepare you for Algebra 2.
7 th Math: Click on Pre-Algebra link to practice or click on the Algebra link and view what you
will be seeing for next year and practice what sections that you may feel will assist you. These
sections can help you better understand and prepare you for Algebra. The more you practice and
use this information will help you


Parker

Teacher Name: Sherry Parker
Class: Biology 4th, 5th, and 6th periods.
Lesson Plan/Activity (Can be no more than 15 minutes/day or 1 hour/week):
Monday:
Dichotomous key for:
Norns classification https://www.biologycorner.com/worksheets/dichoto.html

Tuesday:
Dichotomous key for:
Smiley faces https://www.biologycorner.com/worksheets/dichotomous_key_smilies.html

Wednesday:
Introduction to Viruses and Prokaryote powerpoint. Slides 1-19

Thursday:
Answer the four questions on slide 17

Friday:
Answer questions on slide 19

Method of Instruction: Facebook, Remind App, Google Classroom.
Standard(s) Covered from the Alabama Course of Study
13 ) Obtain, evaluate, and communicate information to explain how organisms are classified by
physical characteristics, organized into levels of taxonomy, and identified by binomial
nomenclature (e.g., taxonomic classification, dichotomous keys).


Spurgeon

Class: Geography 7th grade

Lesson Plan/Activity (Can be no more than 15 minutes/day or 1 hour/week)

Please watch the videos Send answer through the class remind app

  1.   The different economies https://youtu.be/Cpqq9HXYJPM

      What are the four different economies?

  1.       Globalization

Look at your clothing labels and   see where the different countries your clothing and shoes come from.

  1.       The life Cycle of a t-shirt

Where are these t-shirts made?

https://youtu.be/BiSYoeqb_VY

  1.       The story of Globalization

https://youtu.be/PPZZQ0fmI2Y

What is globalization?

Method of Instruction (YouTube, Facebook, Google Classroom, etc)YouTube

Standard(s) Covered from the Alabama Course of Study

Alabama course of Study  6.3 Illustrate how primary, secondary and tertiary economic activities have specific functions and spatial patterns  Al COS, 2.5 Explaining globalization and its impact on people in all regions of the world


Spurgeon

Class: U.S. History Beginnings to the Industrial Revolution 10 th Grade

Lesson Plan/Activity (Can be no more than 15 minutes/day or 1 hour/week):

  1. Manifest Destiny

https://youtu.be/mqZM5kq-NBg

What is manifest Destiny?

  1. The Civil War amendments

https://youtu.be/3PWgcHkHFeM

What is the  15th Amendment?

  1. Impeachment of Andrew Johnson

https://youtu.be/N466WTClpe4

Why did he get impeached?

  1. Jim Crow laws and Plessey versus Ferguson

https://youtu.be/g3n_fGiEu7Y      around 5:01 it becomes a commercial  just stop the video.

  1. https://youtu.be/Ul09jwM9F98

Harriet Tubman

What is the Underground Railroad?

Method of Instruction (YouTube, Facebook, Google Classroom, etc.)

Youtube 

Standard(s) Covered from the Alabama Course of Study (Must be included)

Al COS  15. 1.d, 1. C, 1. e, i  Summarizing post Civil War constitutional  13th ,14 th amendment

Explaining causes for the impeachment of President Andrew Johnson, Plessey versus Ferguson


Tracy

COS Standard 12: Explain causes and consequences of World War I

Lesson Topic:
 United States involvement of the war
 End of the war

Daily Lesson

1. Monday –
I. Watch the following video and answer the question below.
https://www.youtube.com/watch?time_continue=96&v=eR3DxFJzggw&feature=emb_logo
a. The video explains how President Woodrow Wilson gave a speech to Congress explaining that “the world
must be made safe for democracy,” when discussing the United States entering WWI. After the crowd
roared with applause he went back to his office and stated, “My message today was a message of death for
our young men. How strange it seems to applaud that.” What was Wilson meaning when he said this? How
would you react to your country entering a war of this magnitude today?

2. Tuesday –
I. Read the following article and answer the questions below. https://www.worldwar1centennial.org/index.php/edu-
home/edu-topics/579-overview-general-collections/4989-the-u-s-in-wwi-overview.html
a. How did technological advances in weaponry effect the casualties during WWI?
b. The U.S. government took an active role in changing American industry to help
the war effort. Give 1 example of what this might mean.
c. Who did the American forces help push back on the Western Front leading to the end of the war? (Hint:
look under the heading “Winning the War”)

3. Wednesday –
I. Watch the following video on the Fourteen Points and answer the questions below.
https://youtu.be/lbdhxLVlrhI
a. Who assisted President Wilson in creating the Fourteen points?
b. According to the video, what is “Self-determination?”
c. What was Wilson’s 14 th Point? Why is it significant?
II. Read over the article and answer the questions below.
https://www.khanacademy.org/humanities/us-history/rise-to-world-power/us-in-wwi/a/the-treaty-of-versailles
a. What was the “War-guilt clause” in the Treaty of Versailles?
b. What are reparations (Do a quick google search for a definition)? How much was Germany expected to pay
back to the Allied powers?
c. In your opinion, do you think the terms of the Treaty of Versailles may have led to World War II? Why or
why not? (Hint: look under the heading “Consequences of the Treaty of Versailles”)


Walker

Class: Reading 8/English 8

Lesson Plan/Activity (Can be no more than 15 minutes/day or 1 hour/week):

4/13/2020--Students will create a Free Student Account to join a Study.com classroom through their Google Classroom assignment.

4/14/2020--Students will watch the Verbs in Indicative, Imperative, Interrogative, Conditional & Subjunctive Moods from Study.com through their Student Account login via Google Classroom assignment.

Students will identify the mood of five sentences in a Study.com video activity tab via Google Classroom. Part of the video will be shared on the class Facebook page; however, students must go through Google Classroom and create a Free Student Account for Study.com to view the entire video.

4/15/2020--Students will watch the Verb Moods PowerPoint Presentation in Google Classroom and identify the verb mood in five sentences. https://drive.google.com/file/d/1F96QZRc6DgD89ZZ3-T_0-eRGz0AOUVEm/view?usp=sharing

4/16-17/2020--Students will write two original complete sentences with each of the five verb moods about their time out of school since March 16, 2020. 

Method of Instruction (YouTube, Facebook, Google Classroom, etc.)

I will share material and links with students for this week mainly via Google Classroom. Some material will be available via my classroom Facebook page, Instagram, and the class YouTube channel. 

Standard(s) Covered from the Alabama Course of Study (Must be included)

CCRS 36 37 38