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Showing posts from March, 2017

3/30-31 Thursday - Friday

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Guiding Question: How can we make people more aware of modern slavery around the world?

Objectives: Collaborative: Students will work to raise awareness of a form of modern slavery by presenting their PSA to their peers with a score of at least 3/4 according to the rubric. 

Independent: Students will work to increase their Lexile levels by reading an Achieve article on slavery, completing the first four tabs, and scoring at least 75% on the activity. 


Standards:

8.7.2 - Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey). CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text…

3/29 Wednesday

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Guiding Questions:  What makes an effective research paper?


Objective:  Whole Group: Students will learn what makes an effective essay by reading and annotating an example with at least 80% accuracy. 

Collaborative: Students will use knowledge gained through reading an example paper by providing feedback for a fellow student's paper with at least 80% accuracy. 

Standards:  W.8.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8here.) ELD A.1 - Exchange information and ideas with others


Do Now (Voice Level 1) 5 Minutes:  Rewrite today's objective on your tracker. 
Whole Group (Voice Level .5) 15 Minutes:  - Read example research paper collaboratively and annotate following Ms. Cobb's instructions. 

Collab…

3/27-28 Monday-Tuesday

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Guiding Question: How does slavery in our past compare to slavery around the world today?


Objectives: Collaborative: Students will complete a PSA for their chosen form of modern slavery with a score of at least 3/4 according to the rubric.

Independent: Students will compare slavery in America's past to slavery around the world today by writing a rough draft of their research paper with a score of at least 3/4 according to the rubric. 


Standards: 8.7.2 - Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey). CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ELD B.6 - R…

3/23-24 Thursday-Friday

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Guiding Question: Why was and is abolition important? 
How can we make people more aware of modern slavery around the world?

Objectives: Collaborative: Students will work towards informing their community about their chosen form of modern slavery by beginning to work on a public service announcement (PSA), collecting at least three pieces of evidence, and answering at least two planning questions.

Independent: Students will research abolition in our past and in our present, complete an evidence collection log, and write a CEREAL paragraph with a score of at least 3/4 according to the rubric. 


Standards:

8.7.2 - Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey). CCRA.R.1 – Read closely to determine what the text says explic…

3/22 Wednesday

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Guiding Questions:  What are the experiences of modern slaves?


Objective:  Independent: Students will research modern slavery by reading a primary source, completing an evidence collection log, and writing a CEREAL paragraph with a score of at least 3/4. 

Standards:  CCRA.R.2 –Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
W.8.1 - Write arguments to support claims with clear reasons and relevant evidence.  ELD A.1 - Exchange information and ideas with others


Do Now (Voice Level 1) 5 Minutes:  Rewrite today's objective on your tracker. 
Whole Group (Voice Level 0) 10 Minutes:  Evidence Collection Log #2: Modern Slavery
Read Flor's narrative together as a class. 

Independent (Voice Level 0) 30 Minutes:  Step 1: Read the source independently. 
- If your group has selected Child Labor for the PBL, read this source to complete your log. 
- If your group has select…

3/20-21 Monday-Tuesday

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Guiding Question: What was the character of American slavery in the antebellum South?
What is the character of modern slavery around the world?


Objectives: Collaborative: Students will understand different forms of modern slavery around the world today by reading informational texts in their table groups, completing a poster, and presenting it to their station with a score of at least 3/4 according to a rubric.

Independent: Students will research slavery in the antebellum South by reading secondary sources, completing an evidence collection log, and writing a CEREAL paragraph with a score of at least 3/4 according to the rubric. 


Standards: 8.7.2 - Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey). CCRA.R.1 – Read closely …

3/16-17 Thursday-Friday

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Guiding Question: What was the character of American slavery?


Objectives: Collaborative: Students will understand the effects of slavery on black Americans by reading about the experience of Solomon Northup and answering guiding questions and citing text evidence with at least 80% accuracy. 

Independent: Students will compare the experience of Free blacks in the North with slaves in the South by creating a "Choose Your Own Adventure" story from the perspective of an abolitionist determined to help African Americans with a score of at least 3/4 according to a rubric. 


Standards: