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Showing posts from September, 2017

9/28-29 Thursday-Friday

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Guiding Question: What were the strengths and weaknesses of each side in the American Revolutionary War? 

Objectives: (Whole Class) Collaborative: Students will analyze the strengths and weaknesses of each side of the war by reading and writing a CEREAL paragraphwith a score of at least 3/4 according to the rubric. 


(Whole Class) Independent: Students will understand the character of the Revolutionary Warby watching a video and answering guiding questions with at least 80% accuracy. 
Standards: CA HSS.8.1 - Understand the major events preceding the founding of the nation. RH.6-8.2 - Determine the central ideas or information of a primary or secondary source RH.6-8.4 - Determine the meaning of words and phrases as they are used in a text WHST.6-8.9 - Draw evidence from informational texts to support analysis, reflection, and research ELD B.6 - Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed.
Do Now (Voice Level 0) 5 minutes:  Object…

9/27 Wednesday

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Guiding Question:  What is the legacy of the Declaration of Independence?

Objectives:  Collaborative: Students will investigate the Declaration of Independence's legacy by reading in their groups and answering text dependent questions with at least 80% accuracy. Standards:  CA HSS.8.1.2 - Analyze the philosophy of government expressed in the Declaration of Independence CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it ELD B.6 - Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed.

Do Now (Voice Level 1) 5 Minutes:  Objective Tracker
Whole Group (Voice Level 0)  5 Minutes:  Declaration of Independence Review
Collaborative (Voice Level 0) 25 Minutes:  Task 1: Declaration of Independence Close Read  Success criteria & sentence starters. 
Homework:  None

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9/25-26 Monday-Tuesday

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Guiding Question:
What themes in the Declaration of Independence are still important today? 


Objectives: Collaborative: Students will investigate the Declaration of Independence by working in partners to match the original text to a modern translation of the Declaration and answer guiding questions with at least 80% accuracy.

Independent: Students will work to increase their lexiles by reading an article about the Declaration of Independence, completing all summaries and the activity with a score of at least 75%


Standards:
CA HSS.8.1.2 - Analyze the philosophy of government expressed in the Declaration of Independence RH.6-8.2 - Determine the central ideas or information of a primary or secondary source RH.6-8.4 - Determine the meaning of words and phrases as they are used in a text WHST.6-8.9 - Draw evidence from informational texts to support analysis, reflection, and research ELD B.6 - Reading closely literary and informational texts and viewing multimedia to determine how meaning is co…

9/21-22 Thursday-Friday

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Guiding Questions: Who shot first at the battle of Lexington and Concord? 

Objectives: Collaborative: Students will investigate and determine who shot first at the battle of Lexington by reading eyewitness testimonies, discussing, and writing argumentative paragraphs with a score of at least 3/4. 


Standards: CA HSS.8.1 - Understand the major events preceding the founding of the nation. RH.6-8.2 - Determine the central ideas or information of a primary or secondary source RH.6-8.4 - Determine the meaning of words and phrases as they are used in a text W.8.1 - Write arguments to support claims with clear reasons and relevant evidence WHST.6-8.9 - Draw evidence from informational texts to support analysis, reflection, and research ELD C.10 - Writing informational texts to present ideas and information.
Do Now (Voice Level 0) 5 minutes:  Objective tracker
Whole Group (Voice Level 0) 15 minutes: 
Introduction to Lexington and Concord. 
Collaborative (Voice Level .5 - 1) 80 minutes: Task 1: Read Lexin…

9/20 Wednesday

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Guiding Questions:  How did England react to rebellion in the colonies? 
How did England and the Colonies view each other? 


Objectives:  Students will analyze the Intolerable Acts and early revolutionary political cartoons by working in groups to answer questions with at least 80% accuracy. 
Standards:  CA HSS.8.1 - Understand the major events preceding the founding of the nation 

RH.6-8.2 - Determine the central ideas or information of a primary or secondary source
WHST.6-8.9 - Draw evidence from informational texts to support analysis and reflection
ELD A.1 - Exchanging information and ideas with others

Do Now (Voice Level 0) 3 Minutes:  Objective tracker


Whole Group (Voice Level 0)  10 Minutes:  Introduction to The Intolerable Acts 
Collaborative (Voice Level 1-2) 30 Minutes:  Task 1: As a group, you will be working to analyze these early Revolution political cartoons. You only need to submit one form per group but everyone needs to have the form open so that they can look at the cartoons and the…

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9/18-19 Monday-Tuesday

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Guiding Question: How did colonists react to the Tea Act? 



Objectives: Collaborative: Students will understand one of the major events of the American Revolution, the Tea Act and Boston Tea Party by reading, annotating, and answering guiding questions with at least 7.5 out of 9 questions correct. 

Independent: Students will work to increase their lexiles by reading an article about the American Revolution, summarizing and completing the activity with a score of at least 75%.  


Standards: CA HSS.8.1 - Understand the major events preceding the founding of the nation. RH.6-8.2 - Determine the central ideas or information of a primary or secondary source RH.6-8.4 - Determine the meaning of words and phrases as they are used in a text ELD B.6 - Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed.

Do Now (Voice Level 0) 5 minutes:  Re-write today's objectives in your own words. What are the activities you will be completing and how will …

9/14-15 Thursday-Friday

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Guiding Questions: Was the "Boston Massacre" actually a massacre? 

Objectives: Collaborative: Students will investigate the Boston Massacre by reading a secondary source and eyewitness accounts and answering guiding questions with at least 80% accuracy. 

Independent: Students will collect evidence regarding the Townshend Acts and the Boston Massacre by completing a scavenger hunt in their text with at least 80% accuracy. 
Standards: CA HSS.8.1 - Understand the major events preceding the founding of the nation.
RH.6-8.2 - Determine the central ideas or information of a primary or secondary source
WHST.6-8.9 - Draw evidence from informational texts to support analysis, reflection, and research
ELD B.6 - Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed.


Do Now (Voice Level 0) 5 minutes:  Re-write today's objectives in your own words. What are the activities you will be completing and how will you know whether or not you…

9/13 Wednesday

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Guiding Question:  What did the Founding Fathers have to say about the Stamp Act?
Objectives:  Collaborative: Students will investigate Benjamin Franklin's response to the Stamp Act by reading in their groups and creating a "cover story" for a newspaper with a score of at least 3/4. Standards:  CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it
WHST.6-8.4 - Produce clear and coherent writing 
ELD B.6 - Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed.

Do Now (Voice Level 1) 5 Minutes:  Objective Tracker
Whole Group (Voice Level 0)  5 Minutes:  Benjamin Franklin Introduction
Collaborative (Voice Level 0) 35 Minutes:  Task 1:Read this interview between Benjamin Franklin and Parliament about the Stamp Act.En espaƱol Task 1.5: As you read, fill out the graphic organizer at the top of your handout.  Task 2: Outline & write your CERL paragraph. 
Task 3: Come up with a headlin…