Thursday, January 16, 2020

Turn in Unit 2, Lesson 2 and discuss the list of three things you might like to learn more about with your partner.


1.     Opening
A.   Reviewing Learning Targets (2 minutes)

•     I can analyze how incidents in A Mighty Long Way provoke Carlotta to make certain decisions and shape her story.
•     I can use a Frayer Model to deepen my understanding of words in A Mighty Long Way.
*   I can cite evidence that supports my analysis of A Mighty Long Way.

B.   Engaging the Reader: Justice Frayer Model (10 minutes)
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — 

2.     Work Time
A.   Close Reading: Carlotta’s New Awareness (20 minutes)
B.   Carlotta’s Journey to Justice (8 minutes)

3.     Closing and Assessment
A.   Debrief Learning Targets and Preview Homework (5 minutes)

4.     Homework
Read Chapter 3 and complete the structured notes.
Clean out and organize your backpack and binder.  Keep Q2 work at home and organize Q3 work in your LA binder.
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