Monday, September 30, 2019

1.    Opening
A.   Engaging the Reader: Chalkboard Splash of Evidence about “Inside” and “Outside” (8 minutes)
B.   Review Learning Targets (2 minutes)

•     I can identify the strongest evidence in the article “Refugees: Who, Where, Why” and the novel that help me explain challenges refugees face when fleeing home.
•     I can identify the strongest evidence in the article “Refugees: Who, Where, Why” and the novel that help me explain challenges refugees face finding home.
•     I can write a paragraph that provides an objective summary of “Refugees: Who, Where, Why.”
*  I can identify universal themes that connect refugee experiences.


2.    Work Time
A.   Finding Evidence from Text: Introducing the Fleeing Home and Finding Home Anchor Charts (10 minutes)
B.   Summarizing: Capturing the Essence of the Text (23 minutes)

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

4.    Homework
A.   Use the Summary Writing graphic organizer to write a summary paragraph about the article “Refugees: Who, Where, Why.”
B.  Complete a first read of pages 158–179 of Inside Out & Back Again. Take notes (in your journal) using the Structured Notes graphic organizer. Complete three entries: How is Ha a dynamic character?
C.  Read a good book.  All points due in 12 days (10/11).
D.  Finish p. 11 of your Unit 2, Lesson 5 packet.

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