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DUE TODAY
All late/missing work is due today by 3 PM HOMEWORK CORNER - Standards: RL 7.1/2 Objectives: 1. SWBAT describe the personal experiences of Holocaust survivors by analyzing testimonial documents. 2. SWBAT draw connections to Elie Wiesel's memoir Night. DO NOW-10 minutes Students will enter the room at voice level 0 and read silently. INDEPENDENT 1- Reflection on Night(10-15 minutes) INDEPENDENT II: Exploration of Holocaust Narratives Scholars: Please use the following link: https://sfi.usc.edu/full-length-testimonies Notes will be provided in class. COLLAB: Connections to Night and Closing Discussion : DUE TODAY
- HOMEWORK CORNER Last day to turn in all missing/late work is Thursday. Study for your NIGHT test (Wednesday) Link to another quizlet Link to yet another quizlet to help you study Standards: RL 7.2/3 Objectives: SWBAT comprehend Night by answering text dependent questions. INDEPENDENT At this point, all scholars should have read and completed questions up to p.91. By the end of today, scholars need to have the questions through p.98 completed. When finished, scholars will finish reading the book independently. Tomorrow, we will review on Quizlet Live. Test is Wednesday. .DUE TODAY
1. iReady- 48 lessons 2. Achieve- see tracker (I did not assign a history article this week- only Advisory and Enrichment) HOMEWORK CORNER Read something, for crying out loud!!! Standards: RL 7.2/3; W 7.1; Objective: SWBAT describe the impact that dehumanization, violence, and persecution have on people by analyzing p. 77-91 and writing a CEEEEL paragraph. Scholars that have already completed this lesson will move on to the next lesson: SWBAT describe how the anecdote about Juliek helps Wiesel achieve his purpose in writing Night by reading p.92-98 and writing a CEEEEL paragraph. Scholars are all working in different places of the novel right now. Our goal is for ALL students to be done through p.91 by the end of class today. We are aiming to be completely done with the book on Tuesday, so that we can test on Wednesday. https://docs.google.com/forms/d/e/1FAIpQLSdoqV0vYYJceAGa1s8cvyxvM6NeK9B3k4wDz5W3tCB4CM-RXQ/viewform
Please complete the above survey regarding next semester's electives. PLEASE BE AWARE THAT IT IS NOT GUARANTEED THAT YOU WILL GET YOUR FIRST CHOICE ELECTIVE. SOME SCHOLARS WILL BE PLACED IN READING INTERVENTION, ELD, OR RESOURCE LAB. IF YOU WERE ALREADY IN THEATRE AND WOULD LIKE TO TAKE IT AGAIN, THAT'S FINE. WE WON'T BE READING THE SAME PLAYS NEXT SEMESTER. I HIGHLY SUGGEST THAT YOU DO NOT CHOOSE THEATRE IF YOU DO NOT LIKE TO READ, OR IF YOU ARE UNWILLING TO GET UP AND BE SILLY SOMETIMES. DUE TODAY
- HOMEWORK CORNER 1. iReady: 48 lessons by Friday (this is the LAST for the semester!) 2. Achieve: See tracker Objectives: SWBAT demonstrate growth in reading comprehension and vocabulary on the iReady Diagnostic. INDEPENDENT 1. Finish iReady Benchmark test 2. Read Night p.77-91 and complete lesson packet (questions/paragraph) 3. If you complete the Night lesson early, you may work on your other PLT activities (iReady, Achieve). 4. If you are caught up on PLT, you may work on any missing assignments/homeworks. 5. If you are completely caught up on absolutely everything because you are a STAR student, you may read a book. DUE TODAY
- HOMEWORK CORNER 1. iReady: 48 lessons by Friday (this is the LAST for the semester!) 2. Achieve: See tracker Objectives: SWBAT demonstrate growth in reading comprehension and vocabulary on the iReady Diagnostic. DIRECT We will be going over the grading scale for the iReady Diagnostic. We are looking to see strong growth in all literacy areas, including Informational Reading Comprehension, Literary Reading Comprehension, and Vocabulary. To get a 4, scholars must demonstrate that they are on track to meet their STRETCH goal. EXAMPLE: If your TYPICAL goal is +20 points and your STRETCH goal is +50 points by the end of the year: a) If you grow 10 points, you will receive a 2 b) If you grow 15 points, you will receive a 3 c) If you grow 25 points, you will receive a 4 Scholars will have a form in which they will fill in their progress on the test. INDEPENDENT The bulk of the class period will be dedicated to testing time. DUE TODAY
1. Vocabulary Review Worksheet 2. Marco Polo reading, annotations, and summary HOMEWORK CORNER 1. iReady: 48 lessons by Friday (this is the LAST for the semester!) 2. Achieve: See tracker Standards: 7.3.4: Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty. 7.8.3: Understand the effects of the reopening of the ancient “Silk Road” between Europe and China, including Marco Polo’s travels and the location of his routes RH 7.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. WHST 7.2: Write informative/explanatory texts, including the narration of historical events. Objectives: SWBAT describe the factors that enabled trade in Post-Classical China by analyzing primary source documents and writing a CEEEEL paragraph that utilizes appropriate/clear contextualization. DO NOW (4 minutes, Voice Level 0) Students will answer the warmup questions on page 1 of their packets: 1. What region of the world did the Silk Road run through?2. Describe 1-2 geographical (land) features of this world region. 3. Marco Polo was from Europe and he traveled 50,000 miles to the far end of China. How was he able to do this? Name at least 2 factors that enabled (allowed) his journey. 4. Machines, technology, and tools make it easier for workers to create goods. These things increase a worker’s ____________. 5. Provide 1 real-world example of development within a civilization. CHECKLIST FOR SUCCESS (15 minutes total) The task for today is a CEEEEL paragraph that utilizes appropriate and clear contextualization. We will be going over the criteria for this section of the CFS together. Scholars will be given 3 historical writing samples to read and score using the CFS. They will then highlight examples of contextualization within the samples (7 minutes) Then, scholars will discuss in table groups (3 minutes): 1. Which sample is strongest? Why? 2. Which sample uses the clearest and most thorough contextualization? 3. To what degree, and in what ways, does the contextualization change the quality of the writing? Ms. Francavillo will cold-call for whole-class share-outs. DIRECT- Marco Polo and Vocab. (5 minutes) We will briefly review last night's reading and today's vocabulary terms. INDEPENDENT- DOCUMENT ANALYSIS (15 minutes total) Scholars will have 5 minutes per document. For each document, scholars must underline 2 key details, make analytical jots in the margins (guiding questions will be posted on the board), and write a 2-sentence central idea that answers the essential question: What factors enabled trade in Post-Classical China? COLLABORATIVE DISCUSSION***IF TIME PERMITS*** (10 minutes total) If time permits, scholars will collaboratively discuss: 1. What circumstances affect trade? 2. What is the relationship between trade, development, and productivity? 3. What historical circumstances (context) made it possible for trade to grow in Central Asia/China? EXIT TICKET- 10 minutes Scholars will write their exit ticket on the last page of the packet, answering the essential question using the provided CFS. CFS 1. My response is contextualized: I have explained important historical events and circumstances surrounding the essential question. 2. My response clearly answers the question in the form of a claim. 3. My response uses evidence from two different resources. 4. I have cited my evidence using APA format. 5. I have clearly and thoroughly explained how each factor led to increased trade in Medieval China. DUE TODAY
- HOMEWORK CORNER 1. iReady: 48 lessons by Friday (this is the LAST for the semester!) 2. Achieve: See tracker 3. If you do not finish the independent work (history vocab review and Marco Polo article), it must be done for homework. Standards: 7.3.4: Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty. 7.8.3: Understand the effects of the reopening of the ancient “Silk Road” between Europe and China, including Marco Polo’s travels and the location of his routes RH 7.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. WHST 7.2: Write informative/explanatory texts, including the narration of historical events. Objectives: SWBAT describe the factors that enabled trade in Post-Classical/Medieval China by analyzing primary and secondary source documents. DO NOW: 7 minutes Students will answer the warmup questions on page 1 of their packets: What was the name of this trade route? What area of the world did it run through? Describe 1-2 geographical (land) features of this world region. What animal made traveling over this long journey possible? Why was this animal so special and necessary for this journey? What other factors enabled (allowed for) trade along this road? Early finishers: If you were a trader, which of the above goods (listed in the map) would you most want to purchase or sell? Why? DIRECT: 10 minutes We will be going over some background information regarding the Mongolian Empire and Genghis Khan. The majority of today will be done through historical inquiry and document analysis, however, we need to go over some basic information together first! :) INDEPENDENT I: 20 minutes Scholars will be given time frames to help pace themselves through the documents. For each document, scholars must annotate according to the directions in the presentation. Each central idea should be 2 sentences long, and answer the essential question for today: What factors enabled trade in Post-Classical/Medieval China? Ms. Francavillo will monitor student progress using the CFS listed on scholar packets. COLLABORATIVE: 15 minutes Scholars will be given samples of historical writing to read and score. Partners will work together to evaluate these samples and choose the stronger one. We are looking to find to what degree contextualization makes a piece of historical writing stronger. Scholars will be expected to provide context in their exit tickets today, and should be looking to improve their writing through this analysis and discussion! INDEPENDENT II: 15 minutes Scholars will have 15 minutes to write their response using the CFS provided. 1. My response is contextualized: I have explained important historical events and circumstances surrounding the essential question. 2. My response clearly answers the essential question in the form of a claim. 3. My response uses evidence from at least two different sources. 4. I have cited evidence using APA format. 5. I have clearly and thoroughly explained how each factor cited led to increased trade in Medieval China. COLLABORATIVE II: 10 minutes Each scholar will trade their response with someone else in class. They will read their partner's response, and grade according to the CFS. They will then write feedback to their partner (one strength, and one way that writing could be improved). Ms. Francavillo will show-call 3 exemplary responses. With any time left over, scholars will: 1. Complete the history vocabulary review sheet. 2. Read, annotate, and summarize the "Marco Polo" article from the Mariner's Museum. **If these assignments are not completed in class, they will be assigned as homework.** |
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June 2019
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