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Showing posts from January, 2018

1/31 Wednesday

Guiding Question:  What did John Quincy Adams write in the Monroe Doctrine? 


Objectives:  Independent: Students will work to improve their fluency by completing read alouds about the Monroe Doctrine and answering text dependent questions with at least 80% accuracy. 

Standards: 
Do Now (Voice Level 0) 5 Minutes:  Complete your objective tracker for today. 
Independent (Voice Level 0) 40 Minutes:  Task 1: Complete a "cold read" of the Monroe Doctrine out loud. 
Task 2: Listen to me read the article 
Task 3: Re-read the article out loud
Task 4: Complete text-dependent questions in your small groups 
Early Finishers: Complete any missing assignments, read another article on NewsELA, watch CNN student news, ponder the meaning of life. 

Homework:  None

1/29-30 Monday-Tuesday

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Guiding Question: What is the Monroe Doctrine?


Objectives: Collaborative: Students will understand the influence the Monroe Doctrine had on westward expansion by reading collaboratively in groups and participating in a "Save the Last Word for Me" discussion with a score of at least 3/4 according to the rubric. 

Independent: Students will work to increase their Lexile levels by determining the central ideas of an Achieve article about the national anthem, summarizing, and scoring at least 75% on the activity. 


Standards:

8.5.2 - Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War 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 sup…

1/25-26 Thursday-Friday

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Guiding Question: What were the major events of the War of 1812?


Objectives: Collaborative: Students will understand the major events of the War of 1812 by collaboratively reading, participating in small group discussions, and completing at least two pages of their flipchart with a score of at least 3/4 according to the rubric. 

Independent: Students will understand the major events and consequences of the War of 1812 by reading texts closely and viewing multimedia in order to complete a Webquest with at least 80% accuracy. 


Standards:

8.5.1 - Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace 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 - Reading closely literary and informational texts and viewing multimedia to determin…

1/24 Wednesday

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Guiding Question:  Are there more similarities or differences between the modern and ancient Olympic games?


Objectives:  Independent: Students will work to improve their CAASPP-ready skills by writing a CEREAL paragraph about the Olympics with a score of at least 3/4 according to the rubric. 

Standards: 
W.8.1 - Students write arguments with clear reasoning and relevant evidence
Do Now (Voice Level 0) 5 Minutes:  Complete your objective tracker for today. 

Independent (Voice Level 0) 40 Minutes:  Complete the "history" section of your CEREAL packet. 
Ms. Cobb's Suggested Protocol: 
1. Read the prompt 2. Complete a "Do/What" chart in the scratch paper section 3. Read the article  4. Re-read the prompt 5. Complete any other pre-writing strategy to help you out. (Say-mean-matter, claim-prove-justify, brainstorm)  6. Write your CEREAL paragraph to answer the prompt 
Early Finishers:Do not move on to any other subject in the packet! You may do something independently and silently un…

1/22-23 Monday-Tuesday

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Guiding Question: What political divisions surrounded James Madison's presidency?


Objectives: Collaborative: Students will understand the causes of the War of 1812 by reading collaboratively in their groups and completing a War Hawk or War Dove propaganda poster with a score of at least 3/4 according to the rubric. 

Independent: Students will work to increase their Lexile levels by determining the central ideas of an Achieve article aboutDolly Madison, summarizing, and scoring at least 75% on the activity. 


Standards:
8.5.1 - Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace 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 A.1 - Exchanging information and ideas with others.
Do Now (Voice Level 0) 5 minutes:  On your objective …

1/18-19 Thursday-Friday

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Guiding Question: How did the Louisiana Purchase change the United States? 


Objectives: Collaborative: Students will describe the Louisiana Purchase by reading collaboratively and participating in a "save the last word for me" discussion with a score of at least 3/4 according to the rubric. 

Independent: Students will work to increase their Lexile levels by determining the central ideas of an Achieve article about the Lewis and Clark expedition,summarizing, and scoring at least 75% on the activity. 


Standards:
8.4.1 - Describe the country’s physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents.
8.8.2 - Describe the purpose, challenges, and economic incentives associated with westward expansion (e.g., the Lewis and Clark expedition) RH.6-8.2 - Determine the central ideas or information of a primary or secondary source
WHST.6-8.4 - Produce clear and coherent writing  ELD B.6 - Reading closely literary and informational texts …

1/17 Wednesday

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Guiding Question:  Who was Thomas Jefferson? 


Objectives:  Independent: Students will work to improve their fluency by completing read alouds about Thomas Jefferson and answering text dependent questions with at least 80% accuracy. 

Standards: 
Do Now (Voice Level 0) 5 Minutes:  Complete your objective tracker for today. 

Independent (Voice Level 0) 40 Minutes:  Task 1: Complete a "cold read" of the article about Thomas Jefferson out loud. 
Task 2: Listen to me read the article 
Task 3: Re-read the article out loud
Task 4: Complete text-dependent questions in your small groups 
Early Finishers: Complete any missing assignments, read another article on NewsELA, watch CNN student news, ponder the meaning of life. 

Homework:  None

1/16 Tuesday

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Guiding Question: Why was Marbury v. Madison an important Supreme Court Case?



Objectives: Collaborative: Students will describe the political divisions surrounding Thomas Jefferson's presidency by reading about Marbury vs. Madisonand completing text-dependent questions with at least 80% accuracy.

Standards:
8.4.1 - Describe the country’s physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents. RH.6-8.2 - Determine the central ideas or information of a primary or secondary source RI.8.1- Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the 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:  On your objective tracker, dissect the objectives you will be working to complete for today. Be prepared to explain the objectives in your own words if I call …