Wednesday, February 26, 2020

1.     Opening
A.   Engaging the Reader: Homework Focus Question (2 minutes)
B.   Reviewing Learning Targets (1 minute)

2.     Work Time
A.   Analyzing Evidence: Coding and Selecting the Strongest Evidence (35 minutes)

3.     Closing and Assessment
A.   Exit Ticket (5 minutes)
B.   Previewing Homework (2 minutes)

4.     Homework:

  • Finish classwork: Select the strongest evidence to use in your essay--two for "illuminate" and two for "inaccurate/incomplete"
  • Read Chapter 15 in A Mighty Long Way and complete the structured notes on the Unit 2, Lesson 14 handout.
  • Work on your Genius Hour project, even if it's only for 10 minutes.  Log what you learned.

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Wednesday, February 12, 2020

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Tuesday, November 12, 2019

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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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