Thursday, February 18, 2016

Post date: Feb 18, 2016 11:32:58 AM

Links for research

START HERE:

Google Books (Read through the summaries and look at actual pages.)

Enter your person's name and the term "slavery."

EX. Harriet Tubman slavery

Wikipedia (After you have looked at the others, see what is here.)

YOUR PERSON IS ON ONE OF THESE

BIO

Biography Online

OTHER SOURCES I HAVE FOUND

History Online (Hard to navigate. Created by professors.)

Slavery in British Colonies

Timeline

Section 1

    1. No Warm-up: Review Vocabulary pages 121 and 123
  1. Classwork
    1. Google Classroom: Continue researching for the Abolitionist Hall of Fame
      1. First, figure our which two abolitionists you will be presenting.
      2. Second, use the Google Slideshow I created to take your note (in your own words).
      3. By Monday, use the Google Slideshow template I created to make your presentation.

Requirements for Research

  • Presentations are due by February 22.
  • You must have at least four sources and a bibliography.
  • You must present your Slideshow to the class and teach us about your abolitionists.
  • Presentations must last at least 2 minutes.
  • Your “students” will be required to take notes.
  • Take your time so students may take some notes.
  • You will be randomly given a presentation day and time

Oral Presentation Rubric

  • Effective use of graphic component
  • Displays mastery of English language through clear communication of ideas. Very few grammatical errors
  • Presentation logically developed, with definitions and examples, accurate details.
  • Fully engages the audience, excellent eye contact, explains presentation, does not read to audience
  • Fully addresses major themes and has a well developed sense of closure
  • Presentations must last at least 2 minutes.

Vocabulary Schedule this week:

Tuesday HWK: pages 119, 120

Wednesday HWK: 121, 123

Thursday HWK: 124, 125 and QUIZLET!

Friday: Quiz on units 109

Sections 2 & 3

  1. Warm-up: Review requirements for the presentation. (SEE BELOW)
  2. Google Classroom: Begin researching for the Abolitionist Hall of Fame
    1. First, figure our which two abolitionists you will be presenting.
    2. Second, use the RESEARCH Google Slideshow I created to take your note (in your own words).
    3. By Monday, use the PRESENT Google Slideshow template I created to make your presentation.

Requirements for Research

  • Presentations are due by February 22.
  • You must have at least four sources and a bibliography.
  • You must present your Slideshow to the class and teach us about your abolitionists.
  • Presentations must last at least 2 minutes.
  • Your “students” will be required to take notes.
  • Take your time so students may take some notes.
  • You will be randomly given a presentation day and time

Oral Presentation Rubric

  • Effective use of graphic component
  • Displays mastery of English language through clear communication of ideas. Very few grammatical errors
  • Presentation logically developed, with definitions and examples, accurate details.
  • Fully engages the audience, excellent eye contact, explains presentation, does not read to audience
  • Fully addresses major themes and has a well developed sense of closure
  • Presentations must last at least 2 minutes.

Schedule (Sections 2 & 3)

Sheet 00 Movie :Graded

Sheet 01 Frederick Douglas- do all but I will score question #3: Graded

Sheet 02 Frederick Douglas- do all but I will score question #3: Graded

Sheet 03 Frederick Douglas- do all but I will score question #1: Graded

Sheet 04 My Friend Douglass- SECTION 1 ONLY: Graded

Sheet 07 Harriet Tubman- we did this in class.

Sheet 09 (Research for the presentation due February 22.)

Rubric for Constructed Responses

The constructed responses have not been complete, as required on the Smart Balance tests. The students MUST be able to write an organized paragraph that cites evidence from the text using the rubric below.

Points:

1. First line indent and all other lines at left margin-

2. Restate prompt correctly-

3. Example One cite relevant evidence -

4. Clarify example one with sentences relevant to evidence and claim-

5. Example Two cite relevant evidence -

6. Clarify example two with sentences relevant to evidence and claim-

7. Conclusion sentence which restates what you proved.-

8. Grammar- This time all sentences cap/end punctuation)-

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.