Friday, September 27, 2019

Unit 2, Lesson 4
1.    Opening
A.   Engaging the Reader: Chalkboard Splash (8 minutes)
B.   Review Learning Targets (2 minutes)

  • I can identify the strongest evidence in the text “Refugees: Who, Where, Why” that helps me explain challenges refugees face when fleeing home.
  • I can identify the strongest evidence in the text “Refugees: Who, Where, Why” that helps me explain challenges refugees face finding home.
  • I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means.


2.    Work Time
A.   Prediction and Read-aloud of “Refugees: Who, Where, Why” (13 minutes)
B.   Vocabulary in Context: Prefixes and Root Words (10 minutes)
C.   Partner Reading: Reread “Refugees: Who, Where, Why” (10 minutes)

3.    Closing and Assessment
A.   Debrief Learning Targets and Preview Homework (2 minutes)

4.    Homework
A.   Complete a first read of pages 135–157. Take notes (in your journal) using the Structured Notes graphic organizer. Complete three entries.
B.  Continue rereading and annotating the article “Refugees: Who, Where, and Why.” 
C.  Read a good book.  You need all your points by 10/11.

Popular posts from this blog

Thursday, January 30, 2020

Image
1.      Opening A.    Reviewing Learning Targets (3 minutes) I can make connections between the texts I have read in this unit and the lyrics in the second stanza of “Lift Every Voice and Sing.” I can cite evidence from the text to support my connections between the lyrics and text. 2.      Work Time A.    Introducing the Second Stanza of “Lift Every Voice and Sing” (15 minutes)     B.    Preparing Notes for the Socratic Seminar (22 minutes) 3.      Closing and Assessment A.    Reviewing Homework (5 minutes) 4.      Homework A.    Finish recording connections between the lyrics and the texts you have read on your note-catcher. Identify the three or four most relevant and compelling connections with text-based evidence that you have recorded on your two Connecting Lyrics to Text note-catchers over the past couple of l...
Read more

Thursday, February 20, 2020

1.      Opening A.    Engaging the Reader: Sharing Structured Notes (5 minutes) B.    Reviewing Learning Targets (4 minutes) •      I can identify different types of mediums used in a Gallery Walk. *   I can evaluate the advantages and disadvantages of using different mediums to convey information on the civil rights era. 2.      Work Time A.    Mid-Unit 2 Assessment: Gallery Walk (35 minutes)--Please use only the mediums numbered 1-19 for today's assessment 3.      Closing and Assessment A.    Previewing Homework (1 minute)                                                                                    , 4.   ...
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 structur...
Read more