- Stacked.
- WITHOUT DOUBT!.
- The Daily Success Strategy.
- The Man in the Paper Mache Hat?
- Anywhere but Here.
- Bears Best Friend.

The Radical Square Root!! Day 18 ExitSlips. Grammar: Caps Review, Intro. Scheduling example: how to use a spreadsheet to plan big writing project, like a long research paper, or a novel. Grammar:essay writing on paper : today, the Reading is via Closed Captions:. Math Warm-up: Area and estimation on Khan Academy.

Practice Multiplying Powers: the Product Rule. Practice Dividing Powers: the Quotient Rule.

## Tiered Lesson Plan Template - Gifted Guru

Wednesday, 10 October, Day 22, Week 6 of the 18 week Fall semester…. Easiest: Power of a power practice using the Power Rule. Thursday, 11 October, Challenging exponents practice using The Power Rule. Monday, 15 October, Lesson Plan. Paragraph Outline. Negative Exponents: Intro. Tuesday, 16 October, lesson plan. Grammar: compound sentences. Converting Exponents to Radicals: Easy activity. Converting Exponents to Radicals: Challenging activity.

Wednesday, 17 October, Lesson Plan. Grammar: commas and clauses. Thursday lesson plan, 18 October, Grammar: commas in intro. How to find the height of a triangle. Perimeter and Area of Triangles.

- This Chosen Fast?
- Harvard Journal of Law & Public Policy, Volume 35, Issue 1 (Pages 1 - 452);
- Sophies Mixed-Up Magic: Under a Spell: Book 2.
- Good CITIZENSHIP lesson plans: equality vs equity diversity debates?
- Fabrication of a gingival mask (dental lab technology articles Book 10).

Week Eight :. Lesson Plan Monday, 22 October, Day Three kinds of triangles. Monday Day 28 ExitSlips. Tuesday, 23 October, Day 29, lesson plan. Grammar: colons. Math: similar triangles. Tuesday, 23 October, Day 29, ExitTicket. Grammar: semicolons and colons. Math: solving similar triangle ratios.

Thursday, 25 October, , Day 31, Lesson Plan. Grammar: Independent clauses. Math: 2nd Intro.

Day 31 Exit Ticket. Monday, 29 October, Day 32 Lesson Plan. Math: Drawing polygons in the coordinate plane. Grammar: coordinating conjunctions. Day 33ExitTix. Lesson plan, Day 34, Wk 9, Wednesday, 31 October, Math: Circles and Pi.

## 5 Tricks to Save a Derailed Lesson Plan

Day 34 Exit Tix. Math: Area of a circle. Day 35 Exit Tix. Day 37, Week 10, Tuesday, 6 November, Grammar:Possessives -the apostrophe. Math: Congruent and similar regions. Day 38, Week 10, Lesson plan Wednesday, 7 November, Grammar: using a simile. Math:Slope as ratio of Y:X.

Day 38 Exit Tix, Wednesday. Day 39 Lesson plan, Week 10, Thursday, 8 November, Grammar:similes and metaphors. Math: Area of circles and parts of circles. Thursday Day 39 Exit Ticket. Week Eleven :. Day 40, Week 11, Tuesday, 13 November, Math: Pythagorean Theorem!!! Day 40 Exit Ticket.

## Anywhere but Here Lesson Plans

Day 41 Wk 11 Wednesday, 14 November Grammar: writing a paragraph. Day 42, Week 11, Thursday, 15 November, Grammar: Context and confusing words. Area and the Pythagorean Theorem. Day 42 Exit Ticket. Week Twelve :. Grammar: Essay Writing -Continue working on your Pros paragraph. Day 43, Monday, ExitTix. Day 44, Week 12, Tuesday, 27 November, Grammar: Quotes and more. Math: Using Exponents. Day 45 lesson plan, Week 12, Wednesday, 28, November, Grammar: Coordinating conjunctions.

Simplify Roots. Day 46, Week 12, Thursday, 29 November, Grammar: subordinating conjunctions. Math: simplifying cubic roots. Week Thirteen :. Common Core Math: Scale and Similarity. Day 48 Week 13, Tuesday, 4 December, Grammar: Dangling modifiers. Math: Percent Increase. Day 48 Exit Ticket. Grammar: parallel structure in sentences. Math: Simple Interest.

Day 49 Exit Ticket. Day 50 Week 13 Thursday, 6 December, Grammar: more practice with parallelism. Math: Translating words into mathematical language. Day 50 Exit Ticket. Week Fourteen :. Grammar: Essay Writing -Continue working on your Cons paragraph. Math: Linear expressions.

Day 51 Exit Tix. Lesson Plan for Tuesday, 11 December, Day Grammar: Misplaced Modifiers. Math: Solving one-step equations. Day 53 Week 14 , Wednesday, 12 December, Grammar: Prepositional Phrases review. Math: Combining like terms. Day 54, Week 14, Thursday, 13 December, Clip 1: "Ain el-Helweh" min. The clip begins at the beginning of the film and ends at when the filmmaker says he has to convince the guards to let him in. This clip includes pictures of a Palestinian refugee "camp" that looks more like a city than a temporary camp.

It also shows how the camp is controlled by the Lebanese army. When you show the clip, you might want to add these facts that appear later in the film, but not in the clips you will be showing: "Ain el-Helweh is one square kilometer in size with more than 70, refugees. Clip 2: "Right of Return" min The clip begins at with the filmmaker introducing viewers to his grandfather's story.

It ends at with the filmmaker explaining, "They set up refugee camps in neighboring countries, hoping they'd soon return home. The account of how he came to be a refugee is the narrative as commonly told in Palestinian communities. It ends at with the filmmaker saying, "I'd become a stranger in what I always believed was my home. Unlike filmmaker Mahdi Fleifel's grandfather, his friend says he does not want to return to his family's land where he never lived. Prior to viewing the clip you can fill in some background information that was provided earlier in the film: "Ain el-Helweh has many rivaling forces but Fatah is the dominant one.

Like the rest of the guys here, Abu Iyad depends on Fatah, who provide him with a small allowance. Clip 4: "I Quit" min. The clip begins at with Abu Iyad telling another man, "They found someone else for the job. What the hell are they talking about? Ask students if anyone has ever misinterpreted something they wrote or they have misinterpreted something someone else wrote e. Invite them to share a few examples. Then pose your own version of this question: "If a simple communication between people who know one another is easy to misinterpret, how hard would it be to write laws that would be clear to everyone in the country or everyone in the world for many generations?

In the aftermath of World War II, nations of the world gathered at the United Nations to establish rules to help prevent future conflicts, and especially to prevent the persecution and deaths of civilians. Article 13 of that Declaration reads:. Both Lebanon and the United States were original signatories, voting in favor of the declaration. Note: In December , the State of Israel was less than one year old.

It did not become a United Nations member until November , nearly a year after the declaration was adopted. Post the text of Article 13 where all students can see it or distribute copies. Either in small groups or as a class, discuss what each of the provisions of the article means and whether they think their country is living up to this part of the declaration. It may help students to think deeply to ask them to define "everyone" and then think of categories of people to whom the enumerated right does not apply e.

Ask students to summarize their conclusions by writing the end to these sentences: "The intention of Article Assuming that responses are diverse, they can begin to reflect on how the meaning of a text can seem obvious until you start thinking deeply about its implications. Once everyone has an understanding of Article 13, you are ready to help them apply it to a real-world situation. Palestinians currently consider Article 13 a basis for their "right of return" to land on which they lived prior to the creation of the State of Israel in For Palestinians and Israelis, this isn't theoretical; the interpretation of Article 13 has real-life consequences.

Introduce students to the film and let them know they are going to view four short clips. After each clip, they should jot down their thoughts in response to these questions:. Wrap up viewing by inviting students to share observations about how their initial interpretations of Article 13 were affirmed or challenged when they had to apply the article to real people in a real situation.

As part of the discussion, challenge students to think about why Israel would not want to interpret Article For example, how would the influx of several hundred thousand Palestinians affect Israel's capacity to function as a democracy and still retain its identity as a Jewish state? Students might also consider whether return to one's "country" means returning to the exact place where one used to live, or simply requires the current government to allow residence anywhere within that nation's borders. How does return to one's country work if one's country, i.

### Lesson Plan: The "Right of Return": Interpreting International Law

Also challenge students to think about why those who support the Palestinians would not want to interpret Article For example, if the residents of Ain el-Helweh were permitted to assimilate into the population of Lebanon, would it diminish the need or desire to create lives in Israel, especially for generations who have grown up in the camp and never lived Palestine? Either as homework or in class if time permits , assign students to write short persuasive essays arguing either for or against one or both of the following statements:.

According to Article After students complete their essays, invite them to reflect on the implications of laws being subject to interpretation rather than fixed in their meanings. Have students engage in a formal debate based on the positions they took in their essays.