Wednesday, February 5, 2020

1.     Opening
A.   Engaging the Reader: Homework Focus Question (3 minutes)
B.   Reviewing Learning Targets (2 minutes)

  • I can use evidence from Brown v. Board of Education to support my understanding of the A Mighty Long Way and the desegregation of schools in the South.
  • I can analyze the connection between Brown v. Board of Education and Carlotta’s experiences.


2.     Work Time
A.   Modeling Text Comparison: Brown v. Board of Education and A Mighty Long Way (10 minutes)
B.   Carlotta’s Journey: Jigsaw (20 minutes)

3.     Closing and Assessment
A.   Debrief Learning Targets (5 minutes)
B.   Introduction to Little Rock Girl 1957 and Previewing Homework (5 minutes)

4.     Homework
Read Chapters 1–2, pages 4-27 in Little Rock Girl 1957 and complete the structured notes.
Work on your Genius Hour project, even if it is only for 15 minutes.  Log what you learned and where you learned it.

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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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