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Showing posts from February, 2018

2/28 Wednesday

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Guiding Question:  What is Manifest Destiny?


Objectives:  Independent: Students will work to improve their CAASPP-ready skills by completing an evidence-based selected response assignment about Manifest Destiny with at least 80% accuracy. 

Standards: 
RI.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Do Now (Voice Level 0) 1 Minutes:  Objective Tracker
Independent (Voice Level 0) 30 Minutes:  Task 1: Go over EBSR
Task 2: Work independently to complete your EBSR assignment 

Early Finisher?: Play Free Rice, read a book, complete some missing assignments, etc. 

Homework:  None

2/27 - 3/1 Tuesday-Thursday

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Guiding Question: Was the United States justified in going to war with Mexico?


Objectives: Collaborative: Students will learn about the road to the Mexican-American War by reading, responding to questions, and creating storyboards 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 a Navajo woman, completing summaries, and scoring at least 75% on the activity. 


Standards: 8.8.6 - Describe the Texas War for Independence and the Mexican-American War including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today. 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 (Vo…

2/23-26 Friday - Monday

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Guiding Question: How did the Texas Revolution impact Westward Expansion?


Objectives: Collaborative: Students will learn about the Texas War for Independence by reading a source and responding to a writing prompt 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 a Latino culture, summarizing, and scoring at least 75% on the activity. 


Standards: 8.8.6 - Describe the Texas War for Independence and the Mexican-American War including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today.
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: 

2/21 Wednesday

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Guiding Question:  What issues do Native Americans face when it comes to access to clean water?

Objectives:  Independent: Students will work to improve their CAASPP-ready skills by writing a CEREAL paragraph about the Native Americans access to clean water 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:  Take out your Oregon Trail stories if you have not shared them with me digitally. 

Independent (Voice Level 0) 40 Minutes:  Complete the "history" section of your CEREAL packet. 
CEREAL Protocol: 
1. Read the prompt 2. Complete a "Do/What" chart in the scratch paper section 3. Activate prior knowledge by completing the circle map to answer the question, "What do you already know about how the American government has treated Native Americans?"  4. Read the article 5. Re-read the prompt and complete the suggested annotation/note taking strategie…

2/15-16 Thursday-Friday

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Guiding Question: What was the American experience on the Oregon Trail? 


Objectives: Collaborative: Students will understand the experience of many Americans during westward expansion by watching a video and completing a viewing guide with at least 80% accuracy. 

Independent: Students will understand American movement westward by completing a Webquest about the Oregon Trail and answering guiding questions with at least 80% accuracy. 


Standards: 8.8.2. Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.
ELD B.6 - Read closely and view multimedia to determine how meaning is made 
Do Now (Voice Level 0) 5 minutes:  On your objective tracker, dissect the objectives you will be working to complete for today. Be p…

2/14 Wednesday

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Guiding Question:  What were the effects of Jackson's policy of Indian Removal?


Objectives:  Collaborative: Students will practice their fluency by reading an article aboutIndian Removaland answering text-dependent questions with at least 80% accuracy. 

Standards:  8.8.1. Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court). RH.6-8.2 - Determine the central ideas or information of a primary or secondary source  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:  Complete your objective tracker for today. 
Independent (Voice Level 0) 40 Minutes:  Task 1: Complete a "cold read" of the text out loud. 
Task 2: Listen to me read the article 
Task 3: Re-read the article out loud
Task 4: Complete text-de…

2/12-13 Monday-Tuesday

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Guiding Question: What was Jackson's Indian Removal Policy?



Objectives: Collaborative: Students will learn about Andrew Jackson's policy of Indian Removal by reading sources 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 a Native American tribe, summarizing, and scoring at least 75% on the activity. 


Standards: 8.8.1. Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).
RI.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ELD A.1 - Exchanging information and ideas with others.
Do Now (Voice Level…

2/8-9 Thursday-Friday

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Guiding Question:  How did Andrew Jackson feel about the National Bank? 

Objectives:  Collaborative:Students will understand the actions of Andrew Jackson as president by investigating his veto of the National Bank by reading and answering questions with at least 80% accuracy. 

Independent: Students will learn about Andrew Jackson by completing an evidence scavenger hunt with at least 80% accuracy. 
Standards: 

8.8.1. Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).

RH.6-8.2 - Determine the central ideas or information of a primary or secondary source 
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:  Rewrite today's objective on your tracker. 
Whole Group (Voice Level 1) 10 Minutes:  Andrew Jackson…