Thursday, October 24, 2019

1.    Opening
A.   Unpacking Learning Targets (3 minutes)
•     I can write an essay explaining the universal refugee experience of turning ‘inside out’ and ‘back again.’
•     I can cite the strongest evidence from informational texts to support my claims about how refugees turn “inside out” and “back again.”
•     I can cite the strongest evidence from the novel Inside Out & Back Again to support my claims about who Ha is before she flees, and how she is turned “inside out” and “back again.”
*  I can cite where I found my evidence.

Take out the Model Essay
-Conclusion analysis: What makes a strong conclusion?

2.    Work Time
A.   Drafting the Essay (25 minutes)
B.   Analyzing NYS Expository Writing Evaluation Rubric Row 3 and Self-Assessing Draft Essay (12 minutes)

3.    Closing and Assessment
A.   Exit Ticket: Selecting a Refugee Experience for Further Research or consider other Genius Hour project ideas (5 minutes)

4.    Homework

  • Continue reading a good book.
  • Finish your draft and turn it in on Google Classroom.  Print a copy BEFORE 8:30 AM tomorrow for full credit.

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