Howdy and Aloha Beavers! Standards: R.L.7.1 & R.L.7.2 & R.L.8.4 <--wohoo1 8th grade standard! Look at us go! Objective: SWBAT write a level 3/4 CEEEEL response to the question, "In “The Pedestrian,” what does the police car represent? Use two details from the text to support your response". Do Now: Step 1: Take out all items "On My Desk" Step 2: Take out your homework tracker, and write down your homework: iReady lessons 15-17 due Friday Step 3: Read a book! Whole-Group: All students will log into EdPuzzle by following this link: HERE Independent Station: Red Group<-- it is very important that you follow step-by step, read your steps before you start. If you need support, politely ask a peer in a library voice. Any excessive/off-task talking will result in lunch detention. Step 1: Log into Edpuzzle and work on the two videos "The Pedestrian" and "Symbolism", make sure you are a. Both of these videos/questions will help you will your assignment when you get to direct stations. Step 2: Once your two videos and questions are complete, please work on iReady! Grey Group: Step 1: Complete outline for CEEEEL paragraph Step 2: Once you finish, please work on reading pages 39-65 of the text. Work on your comprehension questions as you read. If you would like to listen to the audio, it starts at 1 hour and 20 minutes. Step 3: If there is extra time, please work on iReady! Direct Station: Both groups will receive instruction and practice on APA formatting. Both groups will begin working on CEEEEL writing task answering the question: "In “The Pedestrian,” what does the police car represent? Use two details from the text to support your response".
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Standards: 7.2.1 & 7.2.2 & 7.2.3 Objective: SWBAT complete an show understanding of Islam religion by completing mid-unit benchmark test. Do Now: Step 1: Take out all items "On My Desk" Step 2: No need to take out homework trackers, there is no homework :) Step 3: Please turn in your iReady tracker! Step 4: Read or get some last minute studying in! Independent: Students will complete Islam mid-unit benchmark test Extra time: Step 1: Watch the remaining half of "Inside Islam" video, complete your questions and turn into the cohort bin! Link to video: HERE Step 2: If step 1 is finished Here are your other options: iReady lessons Read Extra credit Speculative Fiction text Standards: California History Standards 7.2.1 & 7.2.2 & 7.2.3 Objective: SWBAT study for tomorrow's Islam test! Do Now: Step 1: Take out all items "On My Desk" Step 2: Please take your study guide out and on your desk for Ms. Rath to check Step 3: Take out your homework tracker, and write down your homework: Study for tomorrow's History test! Lessons 12-14 on iReady due Friday Whole-group: 1. Students will watch half of the documentary Inside Islam: HERE and answer questions about the video as they watch it. 2. Students will peer grade and review one another's study guides 3. *If time permits* Students will engage in a kahoot review to study for Islam test on Friday Standards: R.L. 7.1 & R.L.7.2&W.7.1 Objective: SWBAT determine what the burned books represent (symbolize) in Fahrenheit 415 by writing a CEEEEL paragraph. Do Now: Step 1: Take out all items "On My Desk" Step 2: Take out your homework tracker, write down your homework: History Study Guide due tomorrow iReady lessons 12-14 due Friday Step 3: Read a book, or work on your study guide with your extra time Whole-Group/Collab: Students will explore the symbolism of burned books. Powerpoint: HERE Independent: Students will write CEEEEL response to the guiding question If students have any extra time: -iReady lessons -History Study Guide (if caught up with iReady) Study Guide sources: Geography Abrahamic Religions 5 pillars Muhammad and the Hijrah Jihad Arabian Peninsula Geography- Extra information -If both of the above are complete, I have a fun speculative fiction assignment you can read and work on for EXTRA CREDIT. Standards: W.7.4. & W.7.5 Objective: SWBAT revise and submit final drafts of a level 3/4 summary of pages 29-39 of Fahrenheit 451 Do Now: Step 1: Take out all items "On My Desk" Step 2: Take out homework trackers, write down your homework: History study guide due Thursday iReady-Lessons 12-14 due Friday Step 3: Read a book! Whole-Group: Students will review summaries and discuss and prepare to revise, and rewrite yesterday's summaries. Presentation: HERE Collaborative/Independent: Students will peer-edit each other's paragraphs. Students will revise and type final draft responses to Ms. Rath. Template: HERE Independent (Extra Time): -iReady lessons -History Study Guide (if caught up with iReady) -If both of the above are complete, I have a fun speculative fiction assignment you can read and work on for EXTRA CREDIT. Standards: CCSS.ELA-LITERACY.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the te Objective: 1. SWBAT determine what Clarisse thinks is the biggest problem in society, and identify the evidence she uses to support her claim. 2. SWBAT demonstrate understanding of the main events that occur on pages 29-39 of Fahrenheit 451 by writing a level 3/4 summary. DO NOW Step 1: Take out all items "On My Desk" Step 2: Take out your homework tracker and write down your homework: History study guide due Thursday iReady-Lessons 12-14 due Friday Step 3: Read a book! DIRECT/COLLAB As a class, we will read pages 25-28. Scholars will be given a graphic organizer to complete with their partner. We are seeking to answer the question: What does Clarisse think is the biggest problem in their society? What evidence does she use to support her claim? After going over the graphic organizer, scholars will answer the essential question independently in their packet. We will then read pages 29-39 together. Partners will complete comprehension questions. INDEPENDENT/EXIT TICKET Scholars will be provided with the Summary Rubric. They will have approximately 15 minutes to write their summary of pages 29-39. Summary lesson review: HERE With any time left over, scholars will work on iReady Today is a history today! *Vocab retest today if you need to retake the test! Standard: California History 7.2 Objective: SWBAT define Jihad by identifying the central ideas of primary and non-primary sources Do Now: Step 1: Turn in your iREADY tracker! Step 2: Take out all items "On My Desk" <-- READY students don't skip this step! Step 3: No homework, so no need to take out your homework tracker! Step 4: Take your mechanical hound artwork out, have it on your desk. We will get to those later! Step 5: Read a book! Direct: Students will contextualize and learn about Jihad, and the connection to the Islamic faith. Essential Question: What is Jihad? Collaborative: Students will work on source documents A, B, and C with their partners. Exit Ticket: Students will work on Source D and create a thesis statement answering the essential question, "What is Jihad?" Independent- Extra Time: Work on Mechanical Hound iReady Missing English/History work Standards: W.7.1 & R.L.7.1 Objective: Students will be able to engage in peer editing/revising of yesterday's CEEEEL/CEEL paragraph response. Do Now: Step 1: Take out all items "On My Desk" Step 2: Take out your homework tracker, write down your homework: 11 iReady lessons due Friday Mechanical Hound art project due Friday Step 3: Read a book while you wait :) Direct/Collaborative: 1. Review CEEL Rubric, powerpoint review: HERE 2. Students will peer edit one another's paragraph responses 3. Students will type their paragraph response: TEMPLATE HERE Independent: Once above work is complete, here are your options: 1. iReady 2. Mechanical Hound Project design plan: HERE Exit Ticket: Submit typed and completed CEEEEL/CEEL paragraph response Standards: W.7.1 & R.L.7.1 Objective: Students will be able to determine if the mechanical hound we read about yesterday presents a danger to humans and explain why by writing a level 3/4 CEEEEL response. Do Now: Step 1: Take out all items "On My Desk" Step 2: Take out your homework tracker, write down your homework: 11 iReady lessons due Friday Mechanical Hound art project due Friday Step 3: Read a book while you wait :) Direct/Collaborative Instruction: 1. Students will explore and create project design plan: HERE 2. Students will re-read pages 21-25 of the text focusing on whether the mechanical hound is dangerous or not 3. Students will complete graphic organizers with partners Exit Ticket: Students will submit CEEEEL paragraphs Happy Tuesday! Today's schedule is odd periods. We will also NOT be having stations today. Standards: R.L.7.1 & R.L.7.2 Objective: SWBAT show an understanding of the mechanical hound character in Fahrenheit 451 by collecting evidence from the text to support claims about the mechanical hound. Do Now: Step 1: Take out all items "On My Desk" Step 2: Take out your agenda, and write down your homework: 11 iReady lessons are due Friday (I reduced it to 2 lessons this week because of the short week) Mechanical Hound final art project due Friday Step 3: Turn in your completed 5 pillars activity into the cohort bin! Do Next: Take out your vocabulary words. Study for your quiz with your extra time! Vocabulary Quiz: Students will have 10 minutes to complete their vocabulary quiz Direct: After a "warmup" refreshing students on what they read on pages 15-21 of the text Fahrenheit 451. Students will read along with Ms. Rath pages 21-25 of the text. Collaborative: Students will receive a list of claims about the mechanical hound character which they will meet on pages 21-25 of the text. Students, with their partner(s) will find evidence to support the claims characterizing the hound. Independent: Students will begin working on their mechanical hound art project. Project Rubric and Description: HERE Important Due dates: Due Today: Novel Research <-- skip internet research Due Wednesday: Design Plan Due Thursday: Paragraph Description Due Friday: Final Draft Exit Ticket: HERE |