Sept. 16-22, 2022 Teacher Guide

 Use attached word web and have students select their “target word” from any article. Target words should be a word they are unfamiliar with.

ESE/ESOL: Select a specific word for students to complete web.

PreK-2: Cut apart all the articles or pages. List sight words students are to search and highlight.

Vocabulary Standard: ELA.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Students list the current hourly rates of both daily and long-term sub positions from the least to the greatest (Ex. $10.00 – $26.60)

ESE/ESOL: Rewrite and round dollar amounts to the nearest quarter or dollar.

Page/Article: Page A-4/ School Board approves pay increase for substitutes 

Standard: MA.NSO.1.3: Plot, order, and compare whole numbers up to 10,000

Review vocabulary:

• Memorial: A statue or structure established to remind people of a person or event.
• Tribute: An act, statement, or gift that is intended to show gratitude, respect, or admiration.

Read the article together with class. Have students write a paragraph how locals paid tribute to the 9/11 attacks.

ESE/ESOL: After reading the article, review and write main points from the article. Students will then use those main points to create a complete sentence in their own words. 

Page/Article: Front Page/ Remembering 9/11

Essential Question: What are ways people memorialized the 9/11 attacks?

Learning Goals: 

• Students will be introduced to basic information about the 9/11 attacks.
• Students will become familiar with the concepts of memorializing and paying tribute.

 Use attached word web and have students select their “target word” from any article. Target words should be a word they are unfamiliar with.

ESE/ESOL: Select a specific word for students to complete web.

PreK-2: Cut apart all the articles or pages. List sight words students are to search and highlight.

Vocabulary Standard: ELA.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Students list the current hourly rates of both daily and long-term sub positions from the least to the greatest (Ex. $10.00 – $26.60)

ESE/ESOL: Rewrite and round dollar amounts to the nearest quarter or dollar.

Page/Article: Page A-4/ School Board approves pay increase for substitutes 

Standard: MA.NSO.1.3: Plot, order, and compare whole numbers up to 10,000

Review vocabulary:

• Memorial: A statue or structure established to remind people of a person or event.
• Tribute: An act, statement, or gift that is intended to show gratitude, respect, or admiration.

Read the article together with class. Have students write a paragraph how locals paid tribute to the 9/11 attacks.

ESE/ESOL: After reading the article, review and write main points from the article. Students will then use those main points to create a complete sentence in their own words. 

Page/Article: Front Page/ Remembering 9/11

Essential Question: What are ways people memorialized the 9/11 attacks?

Learning Goals: 

• Students will be introduced to basic information about the 9/11 attacks.
• Students will become familiar with the concepts of memorializing and paying tribute.

 Use attached word web and have students select their “target word” from any article. Target words should be a word they are unfamiliar with.

ESE/ESOL: Select a specific word for students to complete web.

Vocabulary Standard: ELA.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Students find the median (average), median (middle number), mode (shows up the most), and range (smallest # – greatest #) of both daily and long-term sub position.

ESE/ESOL: Pull small groups to guide through process.

Page/Article: Page A-4/ School Board approves pay increase for substitutes 

Standard: MA.DP.1.2: Given a numerical data set within a real-world context, find and interpret mean, median, mode, and range.

Review vocabulary:

• Memorial: A statue or structure established to remind people of a person or event.
• Tribute: An act, statement, or gift that is intended to show gratitude, respect, or admiration.

Read the article together with class. Have students write a paragraph how locals paid tribute to the 9/11 attacks.

ESE/ESOL: After reading the article, review and write main points from the article. Students will then use those main points to create a complete sentence in their own words. 

Page/Article: Front Page/ Remembering 9/11

Essential Question: How do communities move forward after a tragic event?

Learning Goals: 

• Students will consider how and why a society moves forward after a tragic event.

Use attached word web and have students select their “target word” from any article. Target words should be a word they are unfamiliar with.

ESE/ESOL: Select a specific word for students to complete web.

Vocabulary Standard: ELA.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

There are 103 teacher openings and 85% of those positions are filled with long-term substitutes. Create a range (smallest to largest amount) that the budget might be if all 103 positions had long-term subs. What is the cost range for 85% of those long-term subs? Determine the range using both the current pay rate and the proposed pay rate.

ESE/ESOL: Provide students one or two specific pay rates to simplify. Review how to find 85% of 103 teacher openings. May also need to review how to multiply with decimals.

Page/Article: Page A-4/ School Board approves pay increase for substitutes 

Standard: MA.K12.MTR.7.1: Apply mathematics to real-world contexts; connect mathematical concepts to everyday experiences; use models and methods to understand, represent, and solve problems.

Review vocabulary:

• World Trade Center/Twin Towers: A central facility for businesses and government agencies involved in international trade. A distinctive feature of the New York City skyline, they were the tallest buildings at the time of their completion in 1973.
• Pentagon: The headquarters building of the U.S. Department of Defense.
• U.S. Capitol: The meeting place of the United States Congress and the seat of the legislative branch of the U.S. federal government.

Review vocabulary and have students write a brief essay on why terrorists chose these three locations as their target. 

ESE/ESOL: Review the vocabulary in simplistic terms and rewrite, if necessary. Discuss in a small group and list possible reasons these sites were targeted. Have the information visibly accessible to help students write essay in their own words.

Page/Article: Front Page/ Remembering 9/11

Essential Question: Why were the World Trade Center, Pentagon, and U.S. Capitol targeted on 9/11?

Learning Goals:

• Students will consider the symbolic value of each attack site and why each one was targeted.