August 7, 2017: Welcome back letter covered, class geography covered, PERSISTENCE was discussed in small groups using contextual clues to come up with a student centered definition based on context clues. A classroom agreement letter was sent home to be reviewed with parents/guardians, blanks need to be initialed by both student and parent/guardian and returned by this FRIDAY.
Read the quote "Press On." Look up the website Dictionary.com for words you do not understand and annotate the meaning of the word. Then you need to use Thesauruses.com to find synonyms for the bold words in the text. Tier 1 synonyms can be phrases or a single word, these would be phrases or words that kindergarteners would use. Tier 2 can be the word itself if you already knew what it meant or a synonym middle school aged students would know and understand. Tier 3 are your smarty-pants synonyms that college students would use, it can be the bold word itself sometimes. Do you best, come in at lunch if you are struggling. |
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August 8, 2017:
1. Title the left hand page of your interactive notebook, "What Does the Color You Choose Say About You?" Now pick one color square from the color squares in class (black, white, red, blue, green, yellow, purple, or brown). Tape or glue the color square to the middle of the left hand page you just titled in your interactive notebook. Now read the article, "What Does the Color You Choose Say About You?" Once you are done reading the article you will record the information the article gave you which corresponds with the color square you taped or glued in your interactive notebook. Finally, fold the article almost in half and staple to the right hand page. You can reference my interactive notebook in class for an example |
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August 9, 2017:
1. Title a the next left hand page in your interactive notebook, " OWN IT! Meaning of Colors." Skip a line and create a sub-header which read Top 4 Favorite Colors. Now record a number list under that sub-header of your top 4 favorite colors. Skip another line and create a t-chart to fill the rest of the page. Title the left hand column Positive Traits About Me, title the right hand column Negative Traits About Me. Now fill in both columns with character traits which you currently posses, minimum of five bullet points in EACH column. Now read the Article titled, "Understanding the Meaning of Colors in Color Psychology." After reading the article circle your top 4 favorite colors in the article. Re-read those colors and annotate your t-chart with the colors that match the traits which you already listed. Do your favorite colors describe you? Now staple the article to the right hand page. |
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August 10, 2017:
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August 11, 2017:
Title a new left hand page of your interactive notebook, "OWN IT! Symbols and Meanings." Review slides 7-10 from the PowerPoint above. In your interactive notebook you will create a sub-header for each slide, the sub-header is the title of each slide. Below each sub-header you will record your initial reactions to the symbol and mottos when mottos are present. What are your thoughts and emotions?
Title a new left hand page of your interactive notebook, "OWN IT! Symbols and Meanings." Review slides 7-10 from the PowerPoint above. In your interactive notebook you will create a sub-header for each slide, the sub-header is the title of each slide. Below each sub-header you will record your initial reactions to the symbol and mottos when mottos are present. What are your thoughts and emotions?
August 14, 2017:
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August 16-18, 2017: Read the text, annotate all unknown vocabulary. Also annotate each paragraph with one of the following categories that the paragraph most discusses: climate/geography, society, technology/transportation, or economy. There are a couple of paragraphs which discuss multiple categories, you will need to annotate the paragraph in the right location with the correct category.
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August 16, 2016: Please read the text, it is an excerpt from the Narrative of the Life of Fredrick Douglas. You can find copies of this text in the "Missed School Bin"We engaged in a whole group/small activity called "Pass the Question" so we could become familiar with this activity. No points were collected for this assignment, however this information will be on quizzes as well as the Quarter 1 BMA.
August 28, 2017: Please read the information about theories and arguments which are defending the institution of slavery in the South. You need to circle all unknown vocabulary and annotate it with the meaning of which you understand. Then in your Interactive Notebook, title the page, Arguments Defending Slavery on both the left hand page and right hand page. Create a sub-header for each argument defending slavery. Under each sub-header write a 2-3 sentence summary of each paragraph...IN YOUR OWN WORDS! Then in quotations write the strongest claim the person presents defending slavery. Lastly, you will highlight the strongest claim in green for each argument defending, highlight any evidence in yellow that supports the claim, and highlight the reasoning in pink, remember reasoning is a persons thoughts that justifies or explains HOW the evidence supports the claim.
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August 25, 2016: Due to MAPS testing during this week, there are not going to be a lot of assignments. Read the text to the right of the description titled "Supremacy Clause and Power Distribution." Then answer the questions in your interactive notebooks in COMPLETE sentences, EMBEDDING the question, and using QUOTED evidence when necessary.
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August 29, 2016: In regards to the North and South Comparison Quiz, please open the letter next to this assignment. Read the letter carefully and revise your first writing submission. Revised submission MUST be stapled to the old one so I can see the progress and ALL revised or make up quizzes are due by this Friday, September 2, 2016.
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August 29, 2016: Read the "Freedmen's Bureau" text and answer the questions in your interactive notebooks in COMPLETE sentences, EMBEDDING the question, and using QUOTED evidence when necessary.
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August 30, 2016: Today we did a strategy called "Vocabulary Breakdown" in which we learn how to use prefixes, root words, and suffixes to explore and learn the meanings of words. Today we broke down the word RECONSTRUCTION. You begin by writing the word across a blank page of your interactive notebook, turn your notebook long ways or landscaped. Write the word in the middle of the page large, just like the image. Circle the prefix and annotate the meaning of the prefix. Put a box around the suffix and annotate the meaning of the suffix. Lastly, underline the root word and annotate the meaning of the root word. Now write a number one along the left hand side of the paper and create your own definition using the annotated word parts, a hint to successful definition creation is to start with the suffix, then the root word, ending with the prefix. Now write a number 2 under your student created definition. Look up the word RECONSTRUCTION at dictionary.com or in a real dictionary and record the definition. Which definition makes more sense you? It usually is the definition you created.
Read the 13th amendment, circle any words which you do not understand and annotate the meaning. Answer the questions in complete questions using quoted evidence from the text. Read the "Emancipation Proclamation," circle words you do not know and annotate their meaning. |
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August 31, 2016: We participated in a simulation today, or a recreation of a time period and event. We transported ourselves back to Louisiana during Reconstruction and engaged in a society participating in segregation, using Jim Crow laws. All students were African American's who were attempting to register to vote, however due to Jim Crow laws they had to take a literacy test. All students only have 10 minutes to complete the test. Good luck, and just to be clear this test cannot be passed. Please take 10 minutes to complete the Literacy Test.
Read pages 2-4 of the Jim Crow text and answer the questions on page 4. |
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September 1, 2016: Read the 14th and 15th amendments, circle unknown vocabulary words and annotate their meaning. Then answer the questions in complete sentences, using quoted evidence from the text.
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September 6, 2016: YouTube the following link and watch the video: https://youtu.be/tqbXOO3OiOs. Now engage in a silent free write for 5 minutes to write down your thoughts, feelings, and reactions to what you just viewed. A free write has no structure or formats, just write however you want to, complete sentences if you want, phrases, words, drawings, just get you initial reaction down on paper. Now read the lyrics to this song, annotate the bold words and any other words you do not know. Finally, answer the writing on the back.
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September 14, 2016: Read the text "Uncovering the KKK." Circle and annotate the meaning of words which are unknown to you. Now underline phrases that are familiar to you, things you have already learned. Once you have underlined phrases or sentences of concepts which are familiar to you, annotate your thoughts about what they reminded you of from your background knowledge.
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September 15-16, 2016: Image analysis satirizing the "Negro Brute," on page 6 of the uploaded file. In the first column record all things which you see, short phrases are expected. One word descriptions are NOT expected. Then circle three things from your evidence box to write a CLAIM about this image. Remember a claim is a statement which takes a stance. The stance you are taking on this image is WHAT message is the image stating. Write your claim in the first claim box. In the reasoning column explain how you know what you claimed in a minimum of three sentences.
Read the webpage titled "Images of Hate." The link is listed below. Now you are charged with the task of creating a symbol which is the opposite of the KKK's. This symbol needs to stand for equality, justice, and compassion. http://www.adl.org/combating-hate/hate-on-display/c/blood-drop-cross.html#.V-AptMvdXow |
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