Happy Thursday 31518 DROP EVERYTHING AND READ Happy

Happy Thursday! 3/15/18 DROP EVERYTHING AND READ!

Happy Thursday! 3/15/18 DO NOW: What are social issues? Can you name 5 social issues that are prevalent in our country or in our world right now.

Happy Monday! 3/19/18 DO NOW: How does media impact our daily lives? Give specific examples. (4 -6 sentences)

Learning Target Students will engage in personal inquiry related to an overarching theme. Building research and reading skills and strategies Success Criteria Students will take the pre assessment and reading survey to see what prior knowledge they possess for the Informational Reading unit

CLASSWORK �Take pre unit survey of reading habits. �Take pre unit assessment for Unit 3, Informational Reading. �Get ORGANIZED!!!!! �Homework: Bring in your independent reading book to get checked in if you haven’t already done this, so you are not responsible for it’s cost!

Happy Tuesday! 3/20/18 �Do Now: �How does “Social” media affect our daily lives? Give 4 -6 specific examples. �Student talk: write down what your partner says and partner writes what you said.

Learning Target Students will understand the video clip’s depiction of social issues that arise in United States. Success Criteria Students will watch video clips to understand different social issues we face as a nation.

CLASSWORK �Watch video clips �Compile a list of different social issues

Happy Tuesday! 3/27/18 DO NOW: Please give a one paragraph summary of what we have seen of the movie Philadelphia so far. Your sheet is due directly after the video ends, so please make sure you are keeping up with it!

Learning Target Students will understand Philadelphia’s depiction of social issues that arise in United States. Success Criteria Students will watch Philadelphia to understand different social issues we face as a nation.

CLASSWORK �Finish watching Philadelphia. �Fill out movie worksheet.

Happy Thursday! 3/16/17 �Do Now: �How do artists explore and challenge social problems? (artists include photographers, poets, essayists, painters, graphic designers, novelists, short story writers, song writers, journalists, etc. )

Learning Target and Success Criteria �Learning Target: �Readers apply their knowledge of historical and cultural contexts to the reading of literature since literature is heavily influenced by the time and place which it is written. �Success Criteria: �Students will read a memoir to identify historical details, determine it’s place in history, and author’s craft decisions.

Class work �Teacher model think aloud about collaborative inquiry of two artistic genres: poetry and memoir. �Discuss “do now” question, how do artists expose and challenge social issues? �Students will read a memoir, an excerpt from “Angela’s Ashes”

Class work continued… �Task 1: ◦ First draft of reading the memoir ◦ CIRCLE historical details ◦ IDENTIFY details that place the poem in history, historical events, society, and/or culture. �What details in the literature/art indicate a period in history? Cite the details. �What do I know about this period in history or the society at that time.

Class work continued… �Task 2: �Second draft of reading of the memoir • UNDERLINE words, phrases, or lines that are examples of author’s craft decisions that defines the author’s intentions. • Annotate to state possible intent/meaning of words, phrases or lines.

Class work continued… � Task 3: • Third draft of reading of the memoir: • Do two things to examine the structure and identify the possible purpose of these structural decisions. • STAR & DRAW an arrow to the line that creates a shift in focus, person, place, or emotion of the memoir. • LABEL the shift and its possible purpose in the margin • BRACKET key or repeated words/lines or a stanza/paragraph that seems to state or imply the central idea of the memoir. Label the idea suggesting the central idea.

Turn and Talk �Compare your thinking to with a partner and identify historical period, key craft decisions, and their purpose, and the key shifts or structural decisions and their purpose. Then state central idea. �REPORT OUT/WHOLE CLASS DISCUSSION. Discuss the views of each student groups.

Exit Slip �What have you read that you have viewed recently could be classified as challenging a social problem? Do you agree or disagree with the view of the artist(s)? Explain your answer by providing examples from the text and details from current events.

Happy Friday! 3/28/18 �DO NOW: �Who is responsible for social problems? Why do you think this?

Learning Target and Success Criteria Learning Target Readers apply their knowledge of historical and cultural contexts to the reading of literature since literature is heavily influenced by the time and place which it is written. �Success Criteria �Students will read a memoir to identify historical details, determine it’s place in history, and author’s craft decisions in poetry.

Class work/Agenda �Teacher model think aloud about collaborative inquiry of two artistic genres: poetry and memoir. �Discuss “do now” Who is responsible for social problems? �Students will read a poem, “Saturday’s Child”

Class work continued… �Task 1: ◦ First draft of reading the poem ◦ CIRCLE historical details ◦ Identify details that place the poem in history, historical events, society, and/or culture. �What details in the literature/art indicate a period in history? Cite the details. �What do I know about this period in history or the society at that time.

Class work continued… �Task 2: �Second draft of reading of the poem • Underline words, phrases, or lines that are examples of author’s craft decisions that defines the author’s intentions. • Annotate to state possible intent/meaning of words, phrases or lines.

Class work continued… �Task 3: • Third draft of reading of the poem: • Do two things to examine the structure and identify the possible purpose of these structural decisions. • Star and draw an arrow to the line that creates a shift in focus, person, place, or emotion of the poem. Label the shift and its possible purpose in the margin • Bracket key or repeated words/lines or a stanza/paragraph that seems to state or imply the central idea of the poem. Label the idea suggesting the central idea.

Turn and Talk �Compare your thinking to with a partner and identify historical period, key craft decisions, and their purpose, and the key shifts or structural decisions and their purpose. Then state central idea. �REPORT OUT/WHOLE CLASS DISCUSSION. Discuss the views of each student groups.

Exit Ticket 1. How does POVERTY limit one’s life choices? 3+ sentences. 2. Consider the idea that “Poverty is the new slavery” Do you agree or disagree? Why? 5+ sentences.

Happy Thursday! 3/23/16 �Do Now: �Can you recall a time you were bullied or saw someone else bullied? In a paragraph, describe the situation.

Learning Goal and Objective �Learning Goal: Readers apply their knowledge of historical and cultural contexts to the reading of informational texts. �Learning Objective: �Students will read an article to identify central idea, author’s craft decisions, and author’s purpose.

Happy Wednesday! 3/28/18 �Do Now: �Explain how you feel about the following quote: “Wealthy men can’t live in an island that is encircled by poverty. We all breathe same air. We must give a chance to everyone, at least a basic chance. ” – Ayrton Senna

LT/SC �Learning Target: Proficient readers use a multi draft approach to analyze texts. They pay close attention to craft decisions as they view visual texts. �Success Criteria: �I can explain how informational writers explore and challenge social issues. �I can identify key details and craft decisions in a visual text.

Class work/Agenda �View Frontline: Poor Kids �http: //video. pbs. org/video/2306814133 �In your notebooks, write down what social issues are being discussed in the video. �Also, write key details from the video and any craft decisions that you can visually see.

Happy Wednesday! 3/28/18 �DO NOW: �Who is responsible for social issues? Why do you believe so? 4 -5 sentences.

LT/SC �Learning Target: Proficient readers use a multi draft approach to analyze texts. They pay close attention to craft decisions of the author �Success Criteria: �I can explain how informational writers explore and challenge social issues. �I can identify key details and craft decisions.

Class work continued… �Task 1: ◦ First draft of reading the article ◦ CIRCLE historical details ◦ Identify details that place the article in history, historical events, society, and/or culture. �What details in the reading indicate a period in history? Cite the details. �What do I know about this period in history or the society at that time.

Class work continued… �Task 2: �Second draft of reading the article • UNDERLINE words, phrases, or lines that are examples of author’s craft decisions that defines the author’s intentions. • Annotate to state possible intent/meaning of words, phrases or lines.

Class work continued… � Task 3: • Third draft of reading of the article: • Do two things to examine the structure and identify the possible purpose of these structural decisions. • STAR & DRAW an arrow to the line that creates a shift in focus, person, place, or emotion of the memoir. • LABEL the shift and its possible purpose in the margin • BRACKET key or repeated words/lines or a stanza/paragraph that seems to state or imply the central idea of the memoir. Label the idea suggesting the central idea.

Happy Monday! 4/18/16 �Respond to the following quote- do you agree or disagree? Why? “Forty-two years after Dr. King was murdered, we are still a nation of inequality. People of color, women, gays, lesbians, and others are still treated as secondclass citizens. Yes, things have changed but we have still not achieved equality among all humans. And nonhuman animals continue to be chattel property without any inherent value. ” ― Gary L. Francione

Goals and Objectives �Learning Goal: Proficient readers use a multi-draft approach to evaluate implied or stated claims. �Learning Objectives: �I can identify the central idea and key details. �I can use textual evidence from the text to support my claim.

Today’s Tasks… �Teacher model “Race as Biology is Fiction, Racism as a Social Problem is Real” (source: blog): �Draft 1: Reading for the gist and central idea ◦ After reading, write 1 -2 sentences at the bottom of the text that outlines the overall ‘gist’ or central idea of the text. ◦ Racism is not something that people are born with (biology) it is something that is a learned behavior.

Today’s Tasks continued… �Draft 2: Reading to identify key facts and details ◦ Put a star in the margin to indicate the line that contains important facts that support the central idea. �Draft 3: Reading to identify the range of reader responses ◦ Circle details that connect to you and your point of view.

Today’s Task… �Your Task �Complete the Note taker graphic organizer ◦ Main Idea ◦ Evidence ◦ Summary �May include your personal response (identified in Draft 3)

Exit Ticket �Please write your central idea (stated or implied) for the reading and give two reasons why you chose this as your central idea.

Happy Tuesday! 4/19/16 �DO NOW: � Writer George Bernard Shaw claims “It is the mark of a truly intelligent person to be moved by statistics”. Do you agree or disagree? Explain your thinking.

Learning Goal and Objective �Learning Goal: Students will have an understanding of their level of proficiency on the skills and standards assessed. � �Learning Objectives: �I can apply reading and writing strategies to annotate and write about more than one text.

Class work � Today’s Tasks: � *Mid-Unit Assessment: (40 points- Quiz/Test Grade) � 1. ) Read the two texts- annotate � Circle historical details and social issues � Underline key points � * and label craft decisions � Add any other marginal annotations needed � Write two paragraphs (worksheet) � � Reminders: � This is an independent task � There is no talking during assessments � I cannot help you during assessments or clarify directions- these are skills we have been working on for two weeks.

Happy Wednesday! 4/20/16 �Respond to the following quote- do you agree or disagree? “In a country well governed, poverty is something to be ashamed of. In a country badly governed, wealth is something to be ashamed of. ” Confucius

Goal and Objective �Goal: Proficient readers use a multidraft approach to evaluate the reading (words made by the speaker) to support an author’s claim. � �Objectives: � 1. )I can identify words used to support the author’s claim. � 2. )I can write a summary.

Class work… �Task 1: ◦ First draft of reading the article ◦ CIRCLE historical details ◦ Identify details that place the speech in history, historical events, society, and/or culture. �What details in the reading indicate a period in history? �What do I know about this period in history or the society at that time.

Class work continued… � Task 2: • Second draft of reading of the speech: • Do two things to examine the structure and identify the possible purpose of these structural decisions. • STAR & DRAW an arrow to the line that creates a shift in focus, person, place, or emotion of the memoir. • LABEL the shift and its possible purpose in the margin • BRACKET key or repeated words/lines or a stanza/paragraph that seems to state or imply the central idea of the speech. Label the idea suggesting the central idea.

Class work continued… �Task 3: �Complete graphic organizer on your third draft of reading and hand in before leaving class today!

Exit Ticket �Please write a one paragraph summary of the speech.

Happy Thursday! �SUB PLANS…

Happy Friday! 4/22/16 �Do Now: �Please respond to this quote. Do you agree or disagree and why? “If we really wish to put an end to our ongoing international and social problems we must eventually declare Earth and all of its resources as the common heritage of all the world’s people. ” –Jacque Fresco

Learning Goal and Objective �Learning Goal: Students will have an understanding of their level of proficiency on the skills and standards assessed. � �Learning Objectives: �I can apply reading and writing strategies to annotate and write about more than one text.

Class work �Task 1: ◦ First draft of reading the article ◦ CIRCLE historical details ◦ Identify details that place the speech in history, historical events, society, and/or culture. �What details in the reading indicate a period in history? �What do I know about this period in history or the society at that time.

Class work continued… � Task 2: • Second draft of reading of the speech: • Do two things to examine the structure and identify the possible purpose of these structural decisions. • STAR & DRAW an arrow to the line that creates a shift in focus, person, place, or emotion of the memoir. • LABEL the shift and its possible purpose in the margin • BRACKET key or repeated words/lines or a stanza/paragraph that seems to state or imply the central idea of the speech. Label the idea suggesting the central idea.

Class work continued… �Task 3: �Complete graphic organizer on your third draft of reading and hand in before leaving class today!

Exit ticket �Please write a one paragraph summary of the speech.