Friday 10/28

Today we will begin with our 10 minutes of reading. (Status of the class completed too)
We will briefly discuss and share out post it collection.
We will then meet in groups to discuss our questions about The Ethics of Living Jim Crow
Large group discussion will follow.

HW: Read and keep post its. You will be writing off post its on Monday.

Types of post-its

1. REACTION
2. QUESTION
3. PREDICTION
4. CONNECTION TO LIFE
5. CONNECTION TO OTHER TEXTS
6. CONNECTION TO PREVIOUS SCENE IN BOOK
7. SIGNPOST
8. VOCABULARY

Thursday 10/27

Today we will fill out status of the class again and then read for 10 minutes.
We will reread The Ethics of Living Jim Crow . The instruction while reading is to keep post -its as modeled in class. Remember this means to annotate by asking questions, and circling unknown words, reacting and relating.
Tomorrow we will follow this reading up with discussion about the questions.  Any questions that can not be answered in small group will be brought out to large group by submitting them to me on way out.

HW: Read for 20 minutes and keep post its

Wednesday 10/26

Today we met for Clarklisto work but separately in our own classes.  In ELA we will continue the close reading and analysis work we started and the same for social studies. We will complete ours by looking at The Ethics of Living Jim Crow and in social studies you will look closely at more documents and images with the intent of analyzing these.

Before we move forward and while it is still fresh, I need you to take time to reflect. Please complete this sheet as thoroughly and thoughtfully as possible.  Make a copy of this and share it with me. It is worth 10 points in the miscellaneous category--which means at this point it will be worth 25 % of your grade. You can not afford to take the assignment lightly or skip it.

NAME IT--yourname14th reflect    i.e   angiec14threflect

HW Read 20 minutes new status taken again tomorrow.

Tuesday 10/25

AM:
Students begin by comparing two responses and determining which is best and why.

After this is modeled, students look at their own first phrase and explanation and determine what changes need to be made.

Students grab a computer and pull up the digital version of the Final Analysis and make those changes.

They then look at the changes that have to be made for the second phrase and make those changes.

Final drafts are due by the end of the block.

PM:

Students share their own examples on overhead and we talk through why they are good examples.  Allow students time to make changes on the google doc.

Each student assigned one more document to complete the three columns for--this is done on a new google doc Share with me named your name and #2
Final of #2 is due at the end of the block.

Monday 10/24

1. Students will take out their homework--side one with textbook summary will be photographed and we will work with side 2 (column 1 must be done)
2. Students meet with theme group
3.Students pair up with anyone with same document (if singleton, will work alone together)
4. Students will share their column one work and suggest changes to one another.-This acts as rough draft so can be very messy
5. Teachers model link of 14th amend to doc (column 2)
6. Students work together on column 2
7. Students complete column 3
8. Return to large groups of theme-share out to one another and suggest changes.

Note--Throughout class shout outs are given for help received (specific help, specific people)

HW:Final Draft of column one and ROUGH Draft of columns 2 and 3 completed on google doc (Make copy and rename your name and share with me. Be sure to fill out name and theme and "My Document says" (in red)

Thursday 10/20/16

Today we first reviewed quickly each of the documents from yesterday.  We then separated into groups of 4 and read the textbook pages that corresponded with the theme assigned.

The task was to read the text and summarize all you learned in a coherent paragraph on the front side of the handout. The morning class will need to be sure to revisit the summary they wrote in class and make sure it all flows together.

Next we modeled how to fill out the summary column on the handout and tasked each student with reading his/her own individual document and to fill out the summary column with 5 sentences.

This summary should have three parts that are connected with TRANSITIONS:

• A beginning (identifies who wrote it  CONTEXT)
• A Middle (Tells what the text says)
• An End (connects the text to the assigned theme)

HW: 1)Review your text summary and be sure all parts are connected AND 2)read your document, 3)complete the summary column. 4)Read 20 minutes

Wednesday 10/19

Today we watched your group videos and then came up with 4 common themes that rang out from our viewing.
We then handed out historical documents and students worked in small groups to look at these documents and determine which category they best fell under.
We then had students share there findings and rationale with the large group and we hung the documents in the hall to work with further tomorrow.

HW : Read IR book for 20 minutes