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Final Curriculum

Week 1:
M: Expectations, summer school overview
T: Binder
W: Cornell Note Overview
TH: SLANT
F: Cornell Note Check/Binder Check, Highs/lows of week quick write
Week 2:
M: Draw a picture that describes who you are: can be symbols, colors, you doing something,
things that are important to you. After drawing, share picture with the class.
T: Get in line as quickly as possible in a certain order without talking. Examples could be shoe
size, birthday, etc. Time how long it takes. Then have students do a quick write about their
experience (what was easy, what was hard, what do you need to do to be a good member of a
team).
W: Costas Levels of Questioning. 7th grade day 36 lesson and attachments.
Th: 7th grade Day 40. One pager.
F: Binder/ Cornell Notes Check
M: Draw a picture that describes who you are: can be symbols, colors, you doing something,
things that are important to you. After drawing, share picture with the class.
T: Get in line as quickly as possible in a certain order without talking. Examples could be shoe
size, birthday, etc. Time how long it takes. Then have students do a quick write about their
experience (what was easy, what was hard, what do you need to do to be a good member of a
team).
Week 3:
M: Fishbowl Speech topics. Make a class list on board what a good speaker looks like.
(Making eye contact, standing up straight, hands out of pockets) Have the class make a list of
what a good audience looks like on the board. (Paying attention to speaker, making eye contact,
not doing other things. Students will choose a speech topic from the attached list projected on
board. Speeches should be 30 seconds long, and students should speak the whole time. After
speaker has gone, ask the audience for 2 things the speaker did well, and 1 thing that they
could work on for future speeches.
The point of this is to introduce students to public speaking.
T: Fishbowl speeches continued. Revisit the lists made on Monday of good speaker and
audience. Students who have not gone should go today. After everyone has gone, have them
choose another topic and go again for another round.

W:Fabricate a scenario in which students would need to work together and solve problems to
succeed, like being stranded on a deserted island or getting lost at sea. Ask them to work
together to concoct a solution that ensures everyone arrives safely. You might ask them to come
up with a list of 10 must-have items that would help them most, or a creative passage to safety.
Encourage them to vote everyone must agree to the final solution.
Skills: Communication, problem-solving

Th: Binder/Planner Check


F: Off for 4th of July

Week 4:
M: Dialogue vs Debate sheet (see attachment). Read over sheet together as a class and
discuss differences between dialogue and debate.
T: If I ruled the school sheet. (see attachment) Project it and have students write answers to
each of the prompts on their own sheet of paper. Have them save this sheet for the Socratic
Seminar on Wednesday.
W: Socratic seminar How would learning in school be different if it was student run?
Specifics:
Socratic Seminar:
We are only introducing a few of the components of Socratic Seminar at this time. Later, well
introduce the text and questions.
Emphasize that we are going to dialogue about our answers to the questions, so they
need to choose their words and tone appropriately.
Have six to eight students form a circle in the middle or front of the classroom with their
If I Ruled the School answers.
One person will start the dialogue by sharing their best idea for what they would do if
they ruled the school.
Help students to dialogue about whether they like that idea or how they would change it.
Remind the students who arent in the circle that they cant speak at this point.
If the conversation begins to die out, rotate six to eight new students into the circle.
You can also add a hot seat, to allow people not in the circle to still participate.

Th: Socratic Seminar debrief (turn and talk) writing prompt. How did the socratic seminar go?
What ideas did the class have about changing school for the better? Are these changes
reasonable? Will they help the learning of all students in the school?
F: Cornell notes/Binder check/ Free Day. If you would like to plan something more fun for
students during spartan time the last day, that is fine. Thanks for all of your hard work.

Grade 6:
Week 1:
M: Expectations, summer school overview
T: Binder
W: Cornell Note Overview
TH: SLANT
F: Cornell Note Check/Binder Check, Highs/lows of week quick write

Week 2:
M: Personal Milestones future planning sheet.
T: Inflatable ball questions. Have students toss a ball to each other in the classroom and have
them choose one question and answer it. After they have answered a question, they toss the
ball to another student. Team building exercise.
W: Analyze a Writing Prompt Activity
Th: Writing prompt.
F:Cornell Note Check/Binder Check. What I am looking forward to about the weekend quick
write.
Week 3:
M:Draw a picture that describes who you are: can be symbols, colors, you doing something,
things that are important to you.
T:
W:
Th:
F: OFF
Week 4:

M:
T:
W:
Th:
F:
Grade 7:
Week 1:
M: Expectations, summer school overview
T: Binder
W: Cornell Note Overview
Th: SLANT
F: Cornell Note Check, Highs/ Lows of week quick write
Week 2:
M: Dialogue vs. Debate quick write,
T: If I ruled the school sheet
W: Socratic seminar How would learning in school be different if it was student run?
Th: Socratic Seminar debrief (turn and talk) writing prompt.
F: Cornell notes/Binder check
Week 3:
M: Draw a picture that describes who you are: can be symbols, colors, you doing something,
things that are important to you.
T:
W:
Th:
F: OFF
Week 4:
M:
T:
W:
Th:
F:

Grade 8:
Week 1:
M: Expectations, summer school overview
T: Binder
W: Cornell Note Overview
Th:
F: Cornell Note Check, Highs/ Lows of week quick write

Week 2:
M: Draw a picture that describes who you are: can be symbols, colors, you doing something,
things that are important to you. After drawing, share picture with the class.
T: Get in line as quickly as possible in a certain order without talking. Examples could be shoe
size, birthday, etc. Time how long it takes.
W: Learning Styles Inventory
Th:What does your learning style say about you?
F: Binder/ Cornell Notes Check
Week 3:
M: 2 truths and a lie team building activity
T:
W:
F: OFF

Week 4:
M: What do colleges expect article: Mark the text and discussion.
T: How can I prepare myself to get into the college I want to quick write.
W: Put yourself in order by birthday without talking to each other team building activity. See how
times have improved since week 2.
Th: Final Binder/ Cornell Note Check
F: Wrap up