Driving question: How can we, as museum designers, create an exhibit that reflects and celebrates the diversity of people and cultures in Asia and the South Pacific islands?
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.
Driving question: How can we, as museum designers, create an exhibit that reflects and celebrates the diversity of people and cultures in Asia and the South Pacific islands?
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 transitional words/phrases, and adding text features to teach the reader more about a topic.
Driving question: How can we, as museum designers, create an exhibit that reflects and celebrates the diversity of people and cultures in Asia and the South Pacific islands?
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, integrating different elaboration strategies to add facts and details, and using mentor author texts to help learners write their own conclusion.
Driving question: How can we, as museum designers, create an exhibit that reflects and celebrates the diversity of people and cultures in Asia and the South Pacific islands?
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 Museum" project, where learners will create an exhibit and act as a tour guide to teach "visitors" about the country.
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 island nation of Samoa. 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. Due to the testing schedule, learners will not have any humanities classes with our regular humanities curriculum this week.
Welcome back!
Driving question: Who is in our global community?
This week, we will continue our Global Studies unit with an exploration of the countries and cultures of Australia and New Zealand. For Australia, learners will read an informational article and identity the main idea and supporting details. Learners will also visit stations on different aspects of Australian culture and read and respond to comprehension questions. For New Zealand, learners will apply their understanding of main idea and supporting details to another informational article. Learners will also reflect on where they would like to visit in the country and what New Zealander foods they would like to try.
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 will continue our Global Studies unit with an exploration of the countries and cultures of Sri Lanka, Nepal, and Yemen. For each of these countries, learners will watch video clips and read an informational text to build their general knowledge of each county and its culture and people. Learners will have an exit ticket for each country to reflect on what information stands out most to them about the country and/or culture.
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 will continue our Global Studies unit with an exploration of the countries and cultures of Vietnam and India. For Vietnam, learners will compare and contrast life in urban and rural Vietnam and engage with various aspects of Vietnamese culture through station activities. For India, learners will practice their skills with identifying the main idea and supporting details, learn about the history of the Philippines and compare and contrast the life of a kid in India and their life in the U.S.
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 will continue our Global Studies unit with an exploration of the countries and cultures of South Korea and the Philippines. For South Korea, learners will read an informational article and identify the main idea and supporting details and engage with various aspects of South Korean culture through station activities. For the Philippines, learners will practice their skills with identifying the main idea and supporting details with another article, learn about the history of the Philippines, and make connections between the country's history and its food.
Driving question: Who is in our global community?
This week, we will continue our Global Studies unit with an exploration of the country and cultures of China. Learners will read an informational article. Learners will identify the main idea and supporting details, take notes and summarize what they have learned about different types of food and celebrations in China, read the autobiographical picture book "Shanyi Goes to China", and compare and contrast a kid's daily life in China and their daily life 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 Asia, the Middle East, and the South Pacific. 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, holidays/festivals, daily life, and food of Japan.
Driving question: How can we, as historians, establish historical landmarks that teach about California's history and the people who have lived here?
This week, learners will wrap up their final drafts of their opinion essay about an historical landmark of their choice and why that landmark is important to the history of California. Guided writing lessons this week include: revising and editing using a checklist, editing for run-on sentences, and peer editing. Learners will also reflect on a mentor opinion text and use it as a guide for their own opinion writing. We will have a publishing party on Friday to celebrate learners' hard work and share their published writing pieces!
Driving question: How can we, as historians, establish historical landmarks that teach about California's history and the people who have lived here?
This week, learners will continue drafting their opinion essay about an historical landmark of their choice and why that landmark is important to the history of California. Guided writing lessons this week include: writing a strong conclusion and call to action, crafting reasons with the audience in mind, and using a checklist to assess and revise their writing. Learners will also reflect on a mentor opinion text and use it as a guide for their own opinion writing.
Driving question: How can we, as historians, establish historical landmarks that teach about California's history and the people who have lived here?
This week, learners will use their outline from last week to help them draft their opinion writing about an historical landmark of their choice and why that landmark is important to the history of California. Guided writing lessons this week include: writing a strong introduction, organizing each body paragraph with a topic sentence and supporting details, connecting a thesis and reasons/details, and using transitional phrases. Learners will also reflect on a mentor opinion text and use it as a guide for their own opinion writing.
Driving question: How can we, as historians, establish historical landmarks that teach about California's history and the people who have lived here?
This week, learners will research and plan their opinion writing that responds to the driving question. Learners will first choose to either propose their own new landmark or argue why an existing landmark is important to the history of California. Then, they will research and brainstorm reasons and supporting details for their opinion. They will plan an outline of their opinion essay using the boxes and bullets method.
Driving question: How can we, as historians, establish historical landmarks that teach about California's history and the people who have lived here?
This week, we will wrap up our exploration of the California Gold Rush and most into the next part of our California history unit. Learners will engage in a gallery walk and research about current historical landmarks in California in preparation to either propose their own new landmark or argue why an existing landmark is important to the history of California.
Driving question: Who is in our California community? What have their experiences been living in California in the past and present?
Learners will continue exploring California history and the experiences of people who have historically lived in the area we now called California. This week, we will examine the California Gold Rush. Learners will engage with and respond to informational/primary source texts and videos and continue building their vocabulary around each time period in California history.
Welcome back!
Driving question: Who is in our California community? What have their experiences been living in California in the past and present?
Learners will resume exploring California history and the experiences of people who have historically lived in the area we now called California. This week, we will examine the Rancho Era (when California was controlled by Mexico) and the Mexican-American War. Learners will engage with and respond to informational texts and videos, and continue building their vocabulary around each time period in California history.
Please visit Virtual Expo Night on Thursday evening (12/16) this week!
Driving question: What is the best part of me?
This week, learners take a break from California history to engage in a mini project 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 be displayed at Expo Night. We will resume our unit on California history after Winter Break.
Driving question: What were the experiences of Indigenous peoples during the Colonial Era of California (1769-1821)?
This week, learners will continue exploring the Colonial Era of California from the perspective of Indigenous peoples' experiences during this time in California history. Learners will expand their understanding of this era by taking notes of informational readings and videos and using the information in their notes to write a reflection that summarizes their learning at the end of the week.
Welcome back from Fall Break!
Driving question: What were the experiences of Indigenous peoples during the Colonial Era of California (1769-1821)?
This week, learners will explore the Colonial Era of California from the perspective of Indigenous peoples' experiences during this time in California history. Learners will engage in an inquiry-based activity where they will work on groups to observe and make connections between primary source images, an excerpt from a historical fiction text, and an informational article. At the end of the week, learners will write a reflection to summarize their learning.
Driving question: Who are the indigenous peoples in the area know today as California? What are their customs, traditions, and beliefs?
This week, we will transitions to California history and cultures. Learners will read an informational article about one Indigenous group of California, work with a group to create an informational poster, and engage in a compare and contrast venn diagram with a partner that read about a different Indigenous group.
Driving question: What can we learn about identities and experiences of people who have immigrated to California? How can we use mirrors, windows, and blindspots to reflect on these identities and experiences in literature?
This week, we will read the chapter "Las Uvas" and the Author's Note of the novel Esperanza Rising by Pam Munoz Ryan as a whole class. Learners will engage in discussions, reading comprehension, reflections, vocabulary, social studies work, and a book reflection and recommendation. We will wrap up our novel study this week!
Driving question: What can we learn about identities and experiences of people who have immigrated to California? How can we use mirrors, windows, and blindspots to reflect on these identities and experiences in literature?
This week, we will read the chapters "Los Espárragos" and "Los Duraznos" of the novel Esperanza Rising by Pam Munoz Ryan as a whole class. Learners will engage in discussions, reading comprehension, reflections, vocabulary, and social studies work about the United Farm Workers organization, leaders, and movement.
Welcome back!
Driving question: What can we learn about identities and experiences of people who have immigrated to California? How can we use mirrors, windows, and blindspots to reflect on these identities and experiences in literature?
This week, we will read the chapters "Las Ciruelas", "Las Papas", and "Los Aguacates" of the novel Esperanza Rising by Pam Munoz Ryan as a whole class. Learners will engage in discussions, reading comprehension, reflections, vocabulary, and social studies work about the Dust Bowl and migration to California.
Driving question: What can we learn about identities and experiences of people who have immigrated to California? How can we use mirrors, windows, and blindspots to reflect on these identities and experiences in literature?
This week, we will read the chapters "Los Melones", "Las Cebollas", and "Las Almendras" of the novel Esperanza Rising by Pam Munoz Ryan as a whole class. Learners will engage in discussions, reading comprehension, reflections, vocabulary, and social studies work connected to the novel.
Driving question: What can we learn about identities and experiences of people who have immigrated to California? How can we use mirrors, windows, and blindspots to reflect on these identities and experiences in literature?
This week, we will read the chapters "Las Papayas", "Los Higos", and "Las Guayabas" of the novel Esperanza Rising by Pam Munoz Ryan as a whole class. Learners will engage in discussions, reading comprehension, reflections, vocabulary, and social studies work connected to the novel.
Driving question: What can we learn about identities and experiences of people who have immigrated to California? How can we use mirrors, windows, and blindspots to reflect on these identities and experiences 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 Trimester 1. Learners will read the novel Esperanza Rising by Pam Munoz Ryan as a whole class and engage in discussions and activities to explore the social and historical context, reading comprehension, and vocabulary work connected to the novel. This week, we will read the prologue "1924" and the chapter "Las Uvas".
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 Dreamers by Yuyi Morales.
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 Side By Side/Lado A Lado by Monica Brown.
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, including specific details to show and not just tell the story, developing the heart of the story, and describing setting. Reading Workshop will focus on including specific details from a text to support their response to comprehension questions. Our mentor text this week is My Papi Has A Motorcycle by Isabel Quintero.
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.