Monday, October 14, 2019

1.    Opening
A.   Unpacking Learning Targets (2 minutes)

2.    Work Time
A.   Jigsaw Part 1: Reread Paragraphs 2 and 3 of “Refugee and Immigrant Children: A Comparison” and Connect to a Poem from the Novel with Text-Dependent Questions (23 minutes)
B.   Jigsaw Part 2: Group Discussion to Share Answers and Discuss a Synthesis Question (15 minutes)

3.    Closing and Assessment
A.   Adding to the Inside Out and Back Again Anchor Charts (5 minutes)

4.    Homework

  • Reread pages 1–17 and collect the strongest evidence you can find to answer this question: “Who was Ha before she was forced to flee her home?”
  • Complete Unit 2, Lesson 12 Packet.
  • Add to your Inside Out & Back Again Anchor chart (in the Unit 2, Lesson 8 packet) based on the work we did in class today--select the strongest evidence for the novel and the informational article.

Popular posts from this blog

Wednesday, February 12, 2020

Image
Pass up your signed permission slip.  If you forgot it today, bring it tomorrow.   I can use evidence from Little Rock Girl 1957 to support my understanding of the text and build background knowledge of the desegregation of schools in U.S. history. I can understand the different mediums used to present an idea. I can evaluate the advantages and disadvantages of using different mediums to present information on the civil rights movement. 1.      Opening A.    Engaging the Reader: History of Mass Communication (7 minutes) B.    Reviewing Learning Targets (1 minute) 2.      Work Time A.    Evaluating Advantages and Disadvantages of Photography as a Medium (10 minutes) B.    Introducing the End of Unit 2 Assessment Prompt and Analyzing the Impact of the Press in Little Rock Girl 1957 (25 minutes) 3.      Closing and Assessment A.    Debrief Learning Targets (1 minute) B.    Previewing Homework (1 minute) 4.      Homework Finish classwor
Read more

Tuesday, November 12, 2019

Agenda  1. Opening A. Engaging the Reader: Discussing the Focus Question (10 minutes) “What are the consequences of Oberon’s attempts to control others using the ‘love-in-idleness’ flower?” * “Who does Lysander try to control while he is under Oberon’s spell?” We will begin reading Act 3 today, which features Bottom and the other tradesmen rehearsing for their play. B. Reviewing Learning Targets (1 minute) • I can analyze the theme of control in A Midsummer Night’s Dream. • I can analyze the poetry and the prose language in A Midsummer Night’s Dream and how each contributes to meaning and tone.  prose = regular, non-rhyming language 2. Work Time A. Drama Circle: Act 3, Scene 1, Part 1 (20 minutes)  --starting on page 69 (3.1.1) and ending on page 73 (3.1.75). What do you remember about the play within the play? The group of tradesmen, directed by Peter Quince, have decided to perform a play for Theseus and Hippolyta’s wedding. They have been meeting in the woods t
Read more

Monday, February 3, 2020

Image
Pass up Unit 1, Lesson 13 Packet Debrief Socratic Seminars & pass back feedback/rubrics 1.      Opening A.    Engaging the Reader: Sharing Structured Notes (3 minutes) B.    Reviewing the Learning Target (2 minutes) I can determine the gist of excerpts of Brown v Board of Education . I can use evidence from Brown v. Board of Education to support my understanding of the text and the desegregation of schools in the South. 2.      Work Time A.    Building Background Knowledge: Brown v. Board of Education (8 minutes) B.    Reading Brown v. Board of Education Excerpts (27 minutes) 3.      Closing and Assessment A.    Reviewing the Learning Targets and Previewing Homework (5 minutes) 4.      Homework Finish all parts of Unit 2, Lesson 1: Read Chapter 7, pages 124-140 in A Mighty Long Way and complete the structured notes. Also, f inish making gist notes for each paragraph of Brown v. Board of Education. Work on your Genius Hour project to
Read more