Driving question: How can we, as cultural ambassadors, celebrate and teach others about the diversity of cultures and people in North America, Central America, and the Caribbean?
This week, learners will continue revising and editing their informational writing drafts in Google Docs. By the end of the week, learners will have their published writing pieces ready to share at our publishing party next week. Learners will also create a digital photo album that aligns with their informational writing.
Driving question: How can we, as cultural ambassadors, celebrate and teach others about the diversity of cultures and people in North America, Central America, and the Caribbean?
This week, learners will begin revising and editing their informational writing drafts while typing in Google Docs. Mini lessons this week include: using a checklist for self-assessment, integrating elaboration strategies, and using key/expert words.
Driving question: How can we, as cultural ambassadors, celebrate and teach others about the diversity of cultures and people in North America, Central America, and the Caribbean?
This week, learners will begin drafting their informational writing for their assigned country, using their research from last week. Mini lessons this week include: writing a strong introduction, organizing body paragraphs, using transitional words/phrases, including facts and ideas, and using mentor author texts to help learners write their own conclusion.
Driving question: How can we, as cultural ambassadors, celebrate and teach others about the diversity of cultures and people in North America, Central America, and the Caribbean?
This week, learners will continue researching for their informational writing on their assigned country. Learners have chosen 3, 4, or 5 topics about their country's culture to research and write about for their Global Studies "Cultural Photo Album" project, where learners pretend they visited the country and created a photo album/travel journal to summarize what they learned about the country and culture.
Learners have finished CAASPP testing in humanities! We will continue with our regular curriculum this week.
Driving question: Who is in our global community?
This week, we continue our Global Studies unit with an exploration of the country and culture of Nicaragua. This is the final country we will learn about together as a class. Then, learners will be assigned one of the countries we have studied, and will begin researching for their informational writing.
This week, learners will take the two ELA CAASPP tests in humanities. We will have a modified schedule with longer blocks for testing. When they are not testing, we will continue our regular humanities curriculum.
Driving question: Who is in our global community?
This week, we continue our Global Studies unit with an exploration of the countries and cultures of Honduras and Nicaragua. Honduras, learners will read an informational text and identify the main idea and supporting details. Learners will also watch videos and read informational excerpts to compare and contrast the life of a kid in Honduras and their life in the United States. For Nicaragua, learners will read an informational text and practice geography concepts to locate the answers to questions using a map.
Welcome back!
Driving question: Who is in our global community?
This week, we continue our Global Studies unit with an exploration of the countries and cultures of El Salvador and Guatemala. For El Salvador, learners will read an informational text and identify the main idea and supporting details. Learners will also reflect on interesting or surprising facts they learn about El Salvador. For Guatemala, learners will take notes on videos and readings and use these notes to write a postcard to a friend about their "trip" to Guatemala, highlighting places they visited, food they tried, and facts they learned about Guatemalan culture.
We will also have another practice session for CAASPP. Learners do not need to do anything to prepare for this. We have these practice sessions to help learners feel more comfortable with the format of the test and the types of questions they will be asked. CAASPP testing will take place during the next two weeks.
Driving question: Who is in our global community?
This week, we continue our Global Studies unit with an exploration of the countries and cultures of Puerto Rico and Cuba. For Puerto Rico, learners will compare and contrast the life of a kid in Puerto Rico with their life in the U.S. using videos and informational readings. For Cuba, learners will sort notes into categories from an informational reading and apply their compare and contrast skills to life in Cuba and life in the U.S.
We will also have our second test practice session for CAASPP. Learners do not need to do anything to prepare for this. We have these practice sessions to help learners feel more comfortable with the format of the test and the types of questions they will be asked. CAASPP testing will take place later this trimester.
Driving question: Who is in our global community?
This week, we continue our Global Studies unit with an exploration of the countries and cultures of the Dominican Republic and Puerto Rico. Learners will read informational readings and organize notes and information into categories and visit stations to learn about various aspects of Dominican culture.
We will also have our first test practice session for CAASPP. Learners do not need to do anything to prepare for this. We have these practice sessions to help learners feel more comfortable with the format of the test and the types of questions they will be asked. CAASPP testing will take place later this trimester.
Driving question: Who is in our global community?
This week, we continue our Global Studies unit with an exploration of the country and cultures of Haiti and the Caribbean. Learners will identify countries and bodies of water on a map of the Caribbean, reflect and make connections about life in Haiti during a gallery, read "Hello Neighbor: Haiti" and engage in vocabulary activities, and explore various aspects of Haitian culture through stations.
Driving question: Who is in our global community?
This week, we continue our Global Studies unit with an exploration of the country and cultures of Mexico. Learners will practice having a conversation in Spanish, read informational texts and identity the main idea and supporting details, and take notes while watching videos to compare and contrast school in Mexico and school in the United States.
Driving question: Who is in our global community?
Welcome back! This week we start our Global Studies unit, which is our final unit in humanities. Throughout the next few months, learners will explore countries and cultures in North America, the Caribbean, and Central America. This unit culminates with each learner researching, organizing, and crafting an informational writing piece on one of the countries. This week, we will begin by labeling the countries we'll be studying on a map, and then explore the geography, natural environment, celebrations, food, and people of Canada.
Driving question: Who is in my local community? What have been their experiences living here?
This week, learners will choose one of the historical events or time periods in San Francisco Bay Area history that we have learned about and craft a historical fiction story. We will review narrative writing strategies of outlining main events of their story, using a storyteller voice, and including dialogue. We will also read "I Survived The San Francisco Earthquake" throughout the week as our mentor text.
Driving question: Who is in my local community? What have been their experiences living here?
This week, learners will explore the history of the Black Panther Party. We will videos from an exhibit in the Oakland Museum of California, read informational articles and texts, and engage in reading comprehension activities that focus on the timeline, history, key figures, and legacy of the Black Panther Party.
Driving question: Who is in my local community? What have been their experiences living here?
This week, learners will explore the history of Alcatraz Island. We will watch clips of documentaries, read informational articles and texts, and engage in reading comprehension activities. Learners will also add to a KWL (Know, Want to know, Learned) chart throughout the week to reflect on what they have learned and what they still have questions about.
Driving question: Who is in my local community? What have been their experiences living here?
This week, learners will explore the life of Harvey Milk and his historical election to the San Francisco Board of Supervisors. We will read excerpts from "Who Was Harvey Milk" and the picture book "Pride: The Story of Harvey Milk and the Rainbow Flag", and learners will engage in reading comprehension and vocabulary activities.
Driving question: Who is in my local community? What have been their experiences living here?
This week, learners will explore the history of Neptune Beach (an amusement park in Alameda) and the construction of the Golden Gate Bridge. We will read informational and historical fictional texts, watch documentary clips, and write short realistic/historical fiction narratives from the perspective of someone who experienced these parts of Bay Area history.
Driving question: Who is in my local community? What have been their experiences living here?
This week, learners will explore the history of Angel Island Immigration Station and Chinese immigration to San Francisco. We will read informational and historical fictional texts, watch clips from individuals who passed through Angel Island Immigration Station, and engage in vocabulary activities.
Welcome back!
Driving question: Who is in my local community? What have been their experiences living here?
We are starting a social studies unit on local history. This week, learners will explore the San Francisco earthquake and fire of 1906. We will read informational and historical fictional texts, examine maps/diagrams, and watch clips showing San Francisco in 1906 before and after the earthquake.
Please visit Virtual Expo Night on Thursday evening (12/16) this week!
Driving question: How can we, as activists, advocate for Indigenous peoples' land rights in the Bay Area?
This week, learners will wrap up the final drafts of their Ohlone Land Rights persuasive letters, which will be presented at Expo Night.
Driving question: What is the best part of me?
This week, learners will also engage in a mini project during humanities and project lab where they will choose the best part of themselves and write a short opinion piece which will be accompanied by a photo. This mini project will also be displayed at Expo Night.
Driving question: How can we, as activists, advocate for Indigenous peoples' land rights in the Bay Area?
This week, learners will continue drafting their persuasive letters and move on editing/revising their writing as they type their published letters in Google Docs. Writer's workshop mini lessons will focus on drafting a strong conclusion, using a variety of evidence and specific examples to support their opinion, and using a checklist for self-assessment of their writing.
Welcome back from Fall Break!
Driving question: How can we, as activists, advocate for Indigenous peoples' land rights in the Bay Area?
This week, learners will use their persuasive letter outline to draft their letter. Writer's workshop mini lessons will focus on drafting an introduction, organizing a topic sentence and supporting details in each body paragraph, and using transition words and phrases.
Driving question: How can we, as activists, advocate for Indigenous peoples' land rights in the Bay Area?
This week, learners will use their notes and background knowledge to plan and outline their persuasive letter responding to the driving question. Writer's workshop mini lessons will focus on writing a thesis/opinion statement, organizing their writing using an outline, and writing a strong lead.
Driving question: How can we, as activists, advocate for Indigenous peoples' land rights in the Bay Area?
This week, learners will continue reading articles about Ohlone peoples' land rights and taking notes in preparation for writing a persuasive letter. Learners will read articles that give background information about activists' work on the Emeryville and West Berkeley shellmound sites being returned to Ohlone peoples, the naming of Chochenyo Park in Alameda, and the Sogorea Te' Land Trust (a group led by Indigenous women working on land being rematriated to Ohlone peoples).
Driving question: Who are the indigenous peoples in my local community? What are their customs, traditions, and beliefs?
This week, learners will continue building background knowledge about Ohlone peoples, the indigenous peoples of this area. Learners will explore Ohlone peoples' ancestral traditions and practices today, lack of federal recognition, and land trusts.
Learners will also begin reading articles and taking notes in preparation for writing a persuasive letter addressing the question: How can we, as activists, advocate for indigenous peoples' land rights in the Bay Area? Learners will read articles that give background information about the Emeryville and West Berkeley shellmounds, which are sacred places to Ohlone peoples.
Driving question: Who are the indigenous peoples in my local community? What are their customs, traditions, and beliefs?
This week, learners will continue building background knowledge about Ohlone peoples, the indigenous peoples of this area. Learners will explore Ohlone peoples' sacred sites, their connection with nature, and use of natural resources.
Welcome back!
Driving question: Who are the indigenous peoples in my local community? What are their customs, traditions, and beliefs?
This week, we transition into our next humanities unit which widens our scope from learners' individually experiences, to the experiences of those in their local (Bay Area) community. Learners will build background knowledge about Ohlone peoples, the indigenous peoples of this area, by exploring Ohlone customs, traditions, and beliefs. This will lay the foundation for our Trimester 2 project about indigenous peoples' land rights.
Driving question: What can we learn about identities and experiences that are similar and different from our own? How can we use mirrors, windows, and blindspots to reflect on these identities in literature?
This week, we will read Chapters 19-23 of the novel Ways To Make Sunshine by Renee Watson as a whole class. Learners will engage in discussions, reading comprehension, reflections, and vocabulary work connected to the novel. We will finish reading the novel this week.
Driving question: What can we learn about identities and experiences that are similar and different from our own? How can we use mirrors, windows, and blindspots to reflect on these identities in literature?
This week, we will read Chapters 9-18 of the novel Ways To Make Sunshine by Renee Watson as a whole class. Learners will engage in discussions, reading comprehension, reflections, and vocabulary work connected to the novel.
Driving question: What can we learn about identities and experiences that are similar and different from our own? How can we use mirrors, windows, and blindspots to reflect on these identities in literature?
This week, learners will have a publishing party in class on Tuesday to share their published stories and celebrate their hard work.
We will begin a new reading unit this week that will continue for the rest of the month. Learners will read the novel Ways To Make Sunshine by Renee Watson as a whole class and engage in discussions, reading comprehension, and vocabulary work connected to the novel. This week, we will read chapters 1-8.
Driving question: How can we, as authors, share stories about identity?
This week, learners will finish editing and revising their narrative stories on Google Docs. Writers Workshop will focus on punctuating dialogue and revising their writing using the narrative writing checklist. We will have a publishing party in class on Friday or Monday to share their published stories and celebrate their hard work.
Reading Workshop will focus on integration of ideas, with learners exploring how the illustrations in a mentor text adds to their understanding of the story. Our mentor text this week is Everything Naomi Loved by Katie Yamasaki.
Driving question: How can we, as authors, share stories about identity?
This week, learners will continue drafting and/or revising and begin typing one of their narrative stories in a Google Doc. Writers Workshop will focus on writing a strong ending, revising to make writing flow more smoothly, paragraphing, and using a narrative writing editing checklist to self-assess writing. Reading Workshop will focus on craft and structure, with learners exploring how a mentor author connects their story ending to the rest of the story. Our mentor text this week is Saturday by Oge Mora.
Driving question: How can we, as authors, share stories about identity?
This week, learners will choose one of their narrative stories to continue writing and/or begin revising. Writers Workshop will focus on using a storyteller voice, developing the heart of the story, writing the internal story, and revising by studying mentor texts. Reading Workshop will focus on including specific details from a text to support responses to comprehension questions. Our mentor text this week is My Day With The Panye by Tami Charles.
This week, learners will continue working on narratives that connect to one or more of their personal identities. Learners may be writing a true story, fictional story, or a story that mixes true events and fictional aspects in a narrative style of their choice (chapter book, picture book, graphic novel, or a combination). Writers Workshop will focus on strategies to brainstorm ideas for stories, main events/story structure, and narrative leads/introductions. Reading Workshop will focus on identifying and outline main events in a mentor text.