Thursday, February 27, 2020

1.     Opening
A.   Engaging the Writer and Reviewing Learning Targets (7 minutes)

  • I can explain what I need to do in my essay according to the rubric.
  • I can plan an informational essay using relevant details from texts that are carefully selected and organized.


2.     Work Time
A.   Reviewing the Essay Rubric (15 minutes)
B.   Language Mini-lesson:  Active and Passive Voice (5 minutes)
C.    Planning the Essay (15 minutes)

3.     Closing and Assessment
A.   Previewing Homework (3 minutes)

4.     Homework

  • Finish half of your Informational Essay Planner--outline 2/4 paragraphs (Unit 2, Lesson 16)
  • Learn something tonight related to your Genius Hour project & log it.
  • Read a good book.

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Wednesday, February 12, 2020

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Monday, February 3, 2020

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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
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Tuesday, November 12, 2019

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