Thursday, September 26, 2019

1.    Opening
A.   Engaging the Reader: What Challenges Did Ha’s Family Face? (10 minutes)
B.   Review Learning Targets (2 minutes)

  •  I can identify the strongest evidence in the text “Panic Rises in Saigon, but the Exits Are Few” that helps me explain what challenges refugees from South Vietnam faced.
  •  I can use common Greek and Latin affixes (prefixes) and roots as clues to help me know what a word means.
  • I can identify common themes that connect the universal refugee experience.


2.    Work Time
A.   Teacher Read-aloud: “Panic Rises in Saigon, but the Exits Are Few” (5 minutes)
B.   Answering Text-Dependent Questions for “Panic Rises in Saigon, but the Exits Are Few” (15 minutes)
C.   Guided Practice: Vocabulary to Deepen Understanding (10 minutes)

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

4.    Homework
A.   Finish your answers to the text-dependent questions if you did not do so in class.
B.  Complete a first read of pages 115–134. Take notes (in your journal) using the Structured Notes graphic organizer.
C.  Read a good book

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

Wednesday, February 12, 2020

Image
Pass up your signed permission slip.  If you forgot it today, bring it tomorrow.   I can use evidence from Little Rock Girl 1957 to support my understanding of the text and build background knowledge of the desegregation of schools in U.S. history. I can understand the different mediums used to present an idea. I can evaluate the advantages and disadvantages of using different mediums to present information on the civil rights movement. 1.      Opening A.    Engaging the Reader: History of Mass Communication (7 minutes) B.    Reviewing Learning Targets (1 minute) 2.      Work Time A.    Evaluating Advantages and Disadvantages of Photography as a Medium (10 minutes) B.    Introducing the End of Unit 2 Assessment Prompt and Analyzing the Impact of the Press in Little Rock Girl 1957 (25 minutes) 3.      Closing and Assessment A.  ...
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