Happy November! Standard: W 7.1/2 Objective: SWBAT answer the question "Should schools be able to censor the books that students read?" by taking a clear position, supporting their argument with evidence, and presenting/ refuting a counterargument in the form of two argumentative paragraphs. Do Now: Step 1: Check all items "On My Desk" <-- don't skip this! Step 2: Take out agenda, write down your homework: -iReady Lessons 28-30 due Friday -"Remembering the Holocaust" Achieve 3000 article due Friday<-- annotate on the article. Remember to make sure you are logged into History class when you do this article. This article actually connect to where we are headed as an English unit, so it will go in as an English grade! Step 3: Read a book! INDEPENDENT Station: Step 1: Please work on and complete your Achieve 3000 article "Remembering the Holocaust". Annotations are done directly on the article, then complete the activity and thought question. Step 2: If your article is complete, please check Pinnacle and work on any missing English/History assignments. Step 3: If all of the above are complete, you may work on iReady DIRECT Station: Group 1: What makes a strong thesis statement? Breakdown of the thesis CFS and exemplar essays/outline After going over the paragraph structure as a class, partners will annotate an exemplar response using this key: Label the thesis with a heart Box the supporting claims Underline supporting evidence Highlight the explanation that supports the claim in one color Circle the counter-evidence Highlight the rebuttal in a DIFFERENT color Label the link/restatement of the thesis with a star Group 2: Review Rubric, peer edit, and type final draft
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Good morning Monsters! Standard: W 7.1/2 Objective: SWBAT answer the question "Should schools be able to censor the books that students read?" by taking a clear position, supporting their argument with evidence, and presenting/ refuting a counterargument in the form of two argumentative paragraphs. Do Now: Step 1: Check all items "On My Desk" <-- don't skip this! Step 2: Take out agenda, write down your homework: -iReady Lessons 28-30 due Friday -"Remembering the Holocaust" Achieve 3000 article due Friday<-- annotate on the article. Remember to make sure you are logged into History class when you do this article. This article actually connect to where we are headed as an English unit, so it will go in as an English grade! Step 3: Read a book! INDEPENDENT Station: Step 1: Please work on and complete your Achieve 3000 article "Remembering the Holocaust". Annotations are done directly on the article, then complete the activity and thought question. Step 2: If your article is complete, please check Pinnacle and work on any missing English/History assignments. Step 3: If all of the above are complete, you may work on iReady DIRECT Station: What makes a strong thesis statement? Breakdown of the thesis CFS and exemplar essays/outline After going over the paragraph structure as a class, partners will annotate an exemplar response using this key: Label the thesis with a heart Box the supporting claims Underline supporting evidence Highlight the explanation that supports the claim in one color Circle the counter-evidence Highlight the rebuttal in a DIFFERENT color Label the link/restatement of the thesis with a star Standards: California History Standard- Review of all 7.2 Objective: SWBAT demonstrate understanding of medieval Islamic civilizations by scoring a 3 or higher on the Islam Benchmark 2 Test. Do Now: Step 1: Check all items "On My Desk" <-- don't skip this! Step 2: Take out agenda, write down your homework: -iReady Lessons 28-30 due Friday -"Remembering the Holocaust" Achieve 3000 article <-- annotate on the article. Remember to make sure you are logged into History class when you do this article. This article actually connect to where we are headed as an English unit, so it will go in as an English grade! Step 3: Review your study guide for today's test! INDEPENDENT- TEST Islam Benchmark 2! When finished with the test: 1. Scholars' first priority after the test is to finish reading, annotating, and completing the graphic organizers for Resources A-D. 2. If scholars finish item 1 early, may work on other PLT activities (Achieve, iReady). Tomorrow, we will go over our thesis statements, outline for the Performance Task, then scholars will have work time to complete their outlines and write a first draft. Standard: W.7.1 &W.7.2 Objectives: SWBAT read an article, and determine the author's claim about banned books. Do Now: Step 1: Check all items "On My Desk" <-- don't skip this! Step 2: STUDY GUIDE OUT AND ON YOUR DESK ! Step 3: Take out agenda, write down your homework: -iReady Lessons 28-30 due Friday Step 4: I have a News ELA article for you for the week, you will get it tomorrow! Step 4: Read a book or read over/study your study guide! Whole-Group: Students will review study guide with Ms. Rath Whole-Group/Independent: Students will read article A, learn how to correctly annotate, and learn how to cite the author's claim. Standard: N/A Objectives: N/A Do Now: Step 1: Take out agenda, write down your homework: -History Study Guide due Monday Step 2: I am not here today, and here are your expectations: Be READY. You know what that means. When we have a guest teacher, you should act your best! Also, get your work done! Step 3: Today's schedule: From 8:00-9:00: EVERYONE is working on iReady. From 9:00-9:50: Choice independent work time: -Continue working on iReady -Work on your History Study Guide (links in yesterday's digital agenda) -Work on your Achieve 3000 article that is due today ("Forms of Government") If you are complete with everything above, please raise your hand and ask our guest teacher for a copy of the articles you will be reading for your Censorship performance task. You can begin reading and annotating looking for the author's claim in each article. As you are reading and annotating, keep in mind the prompt: Should school be able to ban students from reading certain books? Standard: R.I.7.1 Objectives: SWBAT define CENSORSHIP and understand how censorship has been used throughout history by completing a multiple choice exit ticket. Do Now: Step 1: Check all items "On My Desk" <-- don't skip this! Step 2: Take out agenda, write down your homework: -History Study Guide due Monday -iReady Lessons 25-27 due Friday -Achieve 3000 article "Forms of Government" due Friday <-- annotate directly on the article, Activity and Thought Question will be graded Step 3: If you need support to fill in your study guide, you can look, at these powerpoints: Shiria Law & Shiria Law for women, Umayadds and Abbasids, Caliphs, Constitution of Medina Step 4: Read a book or work on your study guide! Whole Group/Collaborative/Independent: -Censorship PowerPoint HERE -Begin first article Exit Ticket: docs.google.com/forms/d/e/1FAIpQLSd5Lbe1v-DeYd7n3HI21w0J3gBHveWEMdUqxTtAEwC_o6RDig/viewform?usp=sf_link Standards: CAHIST 7.2.4 Objectives: SWBAT define Sharia law and describe its impact on women in Islamic societies by writing a CEEEEL paragraph. Do Now: Step 1: Check all items "On My Desk" <-- don't skip this! Step 2: Take out agenda, write down your homework: -History Study Guide due Monday -iReady Lessons 25-27 due Friday -Achieve 3000 article "Forms of Government" due Friday <-- annotate directly on the article, Activity and Thought Question will be graded Step 3: If you need support to fill in your study guide, you can look, at these powerpoints: Shiria Law & Shiria Law for women, Umayadds and Abbasids, Caliphs, Constitution of Medina Step 4: Read a book or work on your study guide! Whole Group: -Sharia Law and Women. Extra Article: HERE -Censorship PowerPoint HERE Standard: California History 7.2.4 Objective: SWBAT explain the purpose of Sharia Law and the impact that it has on Muslim daily life by writing a CEEEEL paragraph. Do Now: Step 1: Check all items "On My Desk" <-- don't skip this! Step 2: Take out agenda, write down your homework: -History Study Guide due Monday -iReady Lessons 25-27 due Friday -Achieve 3000 article "Forms of Government" due Friday <-- annotate directly on the article, Activity and Thought Question will be graded Step 3: Read a book! Direct: Lessons 21-22 on Shiria Law and Shiria Law and women. Collaborative/Independent: Document Analysis (if time permits, collaborative discussion) Independent Exit Ticket: CEEEEL paragraph. Standard: California History Standard 7.2.4 Objective: SWBAT describe the major geographical, political, cultural differences between the Umayyad and Abbasid Dynasties by writing a CEEEEL paragraph. Do Now: Step 1: Check all items "On My Desk" Step 2: Take out agenda, write down your homework: iReady Lessons 25-27 dur Friday Achieve 3000 article "Forms of Government" due Friday <-- annotate directly on the article, Activity and Thought Question will be graded Step 3: Read a book or study your vocabulary words Collaborative: Students will participate in a quick vocabulary study game. Independent: Students will complete Vocabulary Quiz Whole-Group: Students will revisit Friday's lesson where we learned about the major geographical, political, cultural differences between the Umayyad and Abbasid Dynasties. Students will demonstrate their understanding by reviewing their annotations and notes, and writing a CEEEEL paragraph response. After some time writing, students will begin to learn about Shiria Law and women and Shiria Law. This will be the last lesson before next Monday/Tuesday's Islam Benchmark 2. Standard: California History Standard 7.2.4 Objective: SWBAT describe the major geographical, political, cultural differences between the Umayyad and Abbasid Dynasties by writing a CEEEEL paragraph. Do Now: Step 1: Check all items "On My Desk" Step 2: NewsELA homework out and on your desk Step 3: Take out agenda, write down your homework: 1. Study for Monday's vocabulary quiz Step 4: Read a book or study your vocabulary words Collaborative: Students will participate in a Quizlet Live practice session to study for today's part 3 quiz on Fahrenheit 451. Independent: Students will complete Fahrenheit 451 part 3 quiz Whole-Group: Students will learn about the major geographical, political, cultural differences between the Umayyad and Abbasid Dynasties as we jump back into Ancient Islam, and continue to learn about the spread of this religion. Students will take guided notes, and demonstrate their understanding by writing a CEEEEL paragraph response as an exit ticket. |