7th Grade ELA/History

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Guiding Question: What did we learn in Semester 2?  Objectives: Collaborative:  Students will review information learned about American history from 1800 to 1877 by completing a study guide with at least 80% accuracy.  Standards: CA State Standards 8.4 - 8.11  R.1 - Read closely to determine what the text says explicitly ELD B.6 - Read closely 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 prepared to explain the objectives in your own words if I call on you.  Whole Group (Voice Level 0) 5 minutes:  Semester 2 Overview - What you can expect from the test  Collaborative (Voice Level .5 - 1) 90 minutes:   Task 1:   Complete your study guide for the final. All resources and information can be found on this blog starting in January!  Early Finishers:   Watch this , study the study guide.  At the end of

Guiding Question: Who killed Reconstruction, North or South?  Objectives: Collaborative:  Students will understand why Reconstruction failed by reading a background essay and answering questions with at least 80% accuracy.  Standards: 8.11.1 - List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.  R.1 - Read closely to determine what the text says explicitly ELD B.6 - Read closely 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 prepared to explain the objectives in your own words if I call on you.  Whole Group (Voice Level 0) 5 minutes:  The failures of Reconstruction Collaborative (Voice Level .5 - 1) 45 minutes:   Task 1:  Read through Background Essay together Task 2: Complete guiding questions  Early Finisher: Watch this 

Guiding Question: How did some in the South respond to Reconstruction? Objectives: Collaborative:  Students will learn about the rise of hate groups in the South during Reconstruction by reading primary and secondary sources, answering guiding questions, and creating documentary storyboards with a score of at least 3/4 according to the rubric.  Standards: 8.11.4 -Trace the rise of the Ku Klux Klan and describe the Klan’s effects. 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 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 on you.  Whole Group (Voice Level 0) 5 minutes:  The Rise of

Guiding Question: What were the goals of Reconstruction? Objectives: Collaborative:  Students will understand Reconstruction by reading sources and answering text-dependent questions with at least 80% accuracy.  Independent:  Students will work to increase their Lexile levels by reading an Achieve article about Abraham Lincoln , completing all summaries, and scoring at least 75% on the activity.  Standards: 8.11.1 - List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.  R.1 - Read closely to determine what the text says explicitly ELD B.6 - Read closely 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 prepared to explain the objectives in your own words if I call on you.  Whole Group (Voice Level 0) 5 minutes:  Reconstruction Intro Independent (

Guiding Question: How did Abraham Lincoln die? Objectives: Collaborative: Students will understand the Lincoln Assassination by reading multiple sources and answering guiding questions with at least 80% accuracy. Standards: 8.10.6 -  Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox. 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 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 on you.  Whole Group (Voice Level 0) 10 minutes:  Lincoln's Assassina

Guiding Question: How did the U.S.' bloodiest conflict come to an end?  Objectives: Collaborative:  Students will learn about the South's surrender and the effects of the war by reading and responding to questions with at least 80% accuracy.  Independent:  Students will understand the Civil War by watching an episode of America the Story of Us and answering questions with at least 80% accuracy.  Standards: 8.10.5 - Study the views and lives of leaders and soldiers on both sides of the war, including those of black soldiers and regiments 8.10.7- Explain how the war affected combatants, civilians, the physical environment, and future warfare.  ELD B.6 - Read closely 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 prepared to explain the objectives in your own words if I call on you.  Whole Group (Voice Level 0) 5 minutes:

Guiding Question: What was the effect of Sherman's March to the Sea? Objectives: Collaborative:  Students will understand Sherman's March to the Sea by reading and  answering questions with at least 80% accuracy.  Independent:  Students will work to increase their Lexile levels  by determining the central ideas of an Achieve article  about Civil War soldiers ,  complete all summaries , and  score at least 75% on the activity.  Standards: 8.10.5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments. 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. Do Now (Voice Level 0) 5 minutes:  - On your objective tracker, dissect the objectives you will be working

Guiding Question:  What were some of the most significant battles in the American Civil War? Objectives:  Collaborative:  Students will understand key battles during the American Civil War by completing a gallery walk with at least 80% accuracy.  Standards:  8.10.6 -  Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox. 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. Do Now (Voice Level 0) 2 Minutes:  Write today's objective on your tracker.  Whole Class (Voice Level 0) 5 Minutes:  Gallery Walk Expectations   Whole Class Collaborative (Voice Level 0) 38 Minutes:  Step 1: Start at your given station for the gallery walk  Step

Guiding Question: Why was the Battle of Gettysburg significant? Objectives: Collaborative:  Students will understand the significance of the Battle of Gettysburg by reading sources and answering questions with at least 80% accuracy.  Independent:  Students will understand the experience of soldiers during the war by completing a webquest with at least 80% accuracy.  Standards: 8.10.6 -  Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox. 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 tracker, dissect the objectives you will be working to complet