Friday, January 29, 2016
Post date: Jan 29, 2016 11:34:24 AM
Section 1
Learning Objectives:
I am in the process of teaching students how to work independently using Google Classroom.
January 29, 2016
Today’s Agenda
1. Warm-up:
2. Log into Google Classroom
3. Do the assigned work on Google Classroom
and turn in.
Video
Paragraph on video due by Friday.
Fredrick Douglass questions
Assignment 1 due by Friday
Assignment 2 due by Tuesday
Assignment 3 due by Tuesday
4. Brain break?
Go to Vocabulary.com and learn.
Vocabulary
- Each day, students will be expected to log into Google Classroom and continue completing and turning in the assignments listed.
- The work will be graded quickly and returned.
- Students are expected to make corrections and resubmit if needed.
- I will meet with students individually or in groups as I see students struggling.
Whole Group Lesson
Small Group work and/or Lesson Concept clarification.
Vocab Homework Schedule:
Friday 1/28 QUIZ UNIT 8
Assessment/Important Upcoming dates
Homework
See vocab schedule above.
These are the Common Core Standards addressed throughout the abolitionist performance task.
Overall Objective:
We are mostly reading texts so that we can learn about abolitionists. In these texts, we will learn about the experiences of slaves as seen from the point of view of abolitionists. We will then learn what these men and women did to help stop slavery.
Standards addressed in this performance task:
Texts
CC.8.R.I.3 Key Ideas and Details: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
CC.8.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CC.8.R.I.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
CC.8.R.I.5 Craft and Structure: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Visual/Oral Presentation
CC.8.W.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
CC.8.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CC.8.W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Sections 2 & 3
Learning Objectives:
I am in the process of teaching students how to work independently using Google Classroom.
January 29, 2016
Today’s Agenda1. Warm-up:
2. Log into Google Classroom
3. Do the assigned work on Google Classroom
and turn in.
Video
Paragraph on video due by Friday.
Fredrick Douglass questions
Assignment 1 due by Tuesday
Assignment 2 due by Tuesday
Assignment 3 due by Wednesday
4. Brain break?
Go to Vocabulary.com and learn.
- Each day, students will be expected to log into Google Classroom and continue completing and turning in the assignments listed.
- The work will be graded quickly and returned.
- Students are expected to make corrections and resubmit if needed.
- I will meet with students individually or in groups as I see students struggling.
Whole Group Lesson
Small Group work and/or Lesson Concept clarification.
Vocabulary
Assessment/Important Upcoming dates
Coming soon