April 30, Tuesday

Literacy

Reading prompt

Social Studies

-I am poem # 4- What does an American look like in 2019?

-The students quantified Frederick Douglass's emotional reflections from birth to ___________ by tracking chapters 1-11 on a graph. 
- The students were able to understand how and why A. Lincoln issued the Emancipation Proclamation, and how Douglass supported the Proclamation. 

Level 3 --> How was the North able to defeat the South in an effort to preserve the Union?

Homework

12 Bookmarks: June 10
May 7th: Douglass Ch 1-11: Quantified on chart

May 6: Mandatory Project # 2
May 1st: Emancipation Proclamation Annotations 

Monday, April 29

Literacy

Reading prompt

Social Studies

-The students practiced marching with their regiments.

-The students tracked with during reading notes how Ray Bradbury used Author's Craft techniques in his short story's plot line to help the reader feel the protagonist's pre-battle anxiety in the short story "The Drummer Boy of Shiloh"--> Post-work: Literature device search

-Mandatory project # 2 work time. 

Level 3 --> How was the North able to defeat the South in an effort to preserve the Union?

Homework

12 Bookmarks: June 10

May 6: Mandatory Project # 2

April 30: Frederick Douglass Ch.s 1-10

Friday, April 26

Literacy

Reading prompt

Social Studies

-The students practiced marching with their regiments.

-The students tracked with during reading notes how Ray Bradbury used Author's Craft techniques in his short story's plot line to help the reader feel the protagonist's pre-battle anxiety in the short story "The Drummer Boy of Shiloh". 

-Mandatory project # 2 work time. 

Level 3 --> How was the North able to defeat the South in an effort to preserve the Union?

Homework

12 Bookmarks: June 10

May 6: Mandatory Project # 2

April 30: Frederick Douglass Ch.s 1-10

Thursday, April 25

Literacy

Reading prompt

Social Studies

-Scored work passed back and Student view check

-Slam Poem # 3--> What does an American look like in 2019?

-The students completed a literature device review and watched a short video to learn Level 1 information about the Battle of Shiloh to support their understanding of how Ray Bradbury used Author's Craft techniques in his short story's plot line to help the reader feel the protagonist's pre-battle anxiety.

-Mandatory project # 2 work time. 

Level 3 --> How was the North able to defeat the South in an effort to preserve the 

                   Union?

Homework

12 Bookmarks: June 10

May 6: Mandatory Project # 2

April 30: Frederick Douglass Ch.s 1-10

Wednesday, April 24

Oaks Sate Testing

Homework

12 Bookmarks: June 10

April 25: Mandatory Project # 1

Tuesday, April 23

Oaks Sate Testing

Homework

12 Bookmarks: June 10

April 25: Mandatory Project # 1

Monday, April 22

Oaks Sate Testing

Homework

12 Bookmarks: June 10

April 25: Mandatory Project # 1

Friday, April 19

Literacy

Reading prompt

Social Studies

The students read their peers position/argument introductions and they provided thoughtful and kind feedback about the three parts of the introduction.
The students completed an on-demand reading response to show their understanding of how Frederick Douglass used author's craft and writing techniques to share his slave experience and others pre & post-civil war.

Level 2--> What causes social change?

Mandatory project # 1 work time. 

Level 3 --> How was the North able to defeat the South in an effort to preserve the 

                   Union?

Homework

12 Bookmarks: June 10

April 25: Mandatory Project # 1

Thursday, April 18

Literacy

Reading prompt

Social Studies

Scored assessments passed back

-The students continued to examine how to navigate/read the literature genre slaves narratives  

to support their understanding of the slave narrative written by Frederick Douglass.
-The students continued to track and close read Chapter 10 documenting the Frederick  
Douglass empathy (slaves' experiences) chart.
Level 2--> What causes social change?

Mandatory project # 1 work time. 

The students completed a Level 1 study of the Battles of Bull Run (first & second) to help their understanding of how the north was able to defeat the South; the students reviewed the article For Cause & Comrades as they read about the battles,  and viewed a 12 minute movie.

Level 3 --> How was the North able to defeat the South in an effort to preserve the 

                   Union?

Poem # 2--> What does an American look like in 2019?

Homework

12 Bookmarks: June 10

April 25: Mandatory Project # 1

April 19: Map

              Cause  # 1: Free land in the west- summary and Cornell notes

              Causes # 2: Tariff- who, what, where.... & vocabulary words defined
              Cause # 3: Banks-Level 1 questions and Flour Riot
              Cause # 4: Railroads- just read
              Cause # 5: federal vs state authority- put into your own words
              Cause # 6: Slavery- just read


                                                  

Wednesday, April 17

Literacy

Reading prompt

Social Studies

The students continued to examine how to navigate/read the literature genre slaves narratives to support their understanding of the slave narrative written by Frederick Douglass.
*The students continued to track and close read Chapters 9 & 10 documenting the Frederick  
  Douglass empathy (slaves' experiences) chart.
Level 2--> What causes social change?

Mandatory project work time. 

The students completed a Level 1 study of the Battles of Bull Run (first & second) to help their understanding of how the north was able to defeat the South; the students reviewed the article For Cause & Comrades as they read about the battles.

Level 3 --> How was the North able to defeat the South in an effort to preserve the 

                   Union?

Homework

12 Bookmarks: June 10

April 22: Mandatory Project # 1

April 19: Map

              Summary Cause  # 1: summary

              Causes # 2-5

Tuesday, April 15

Literacy

Reading prompt

Social Studies

The students viewed a short video introducing how Lee and Grant became the Generals for the North and South during the Civil War.

Slam Poetry # 1: This is not a slam poem by Ilikealison

Mandatory project work time. 

The students read the article For Cause and Comrades, a MLA informational article on The Battle of Fort Sumter and a primary document journal entry. After completing the readings, the students completed a reading response deconstructed question. 

Level 3 --> How was the North able to defeat the South in an effort to preserve the 

                   Union?

Homework

12 Bookmarks: June 10

April 22: Mandatory Project # 1

April 19: Map

              Summary Cause  # 1: summary

              Causes # 2-5

Monday, April 8

Literacy

Reading prompt


Social Studies

Today we introduced the North vs. South simulation-

Today the students read & annotated the South Carolina's letter of secession from the Union.

Level 3 --> How was the North able to defeat the South in an effort to preserve the 

                   Union?

Homework

12 Bookmarks: June 10

April 22: Mandatory Project # 1April 16: Slave narratives: Level 3

April 19: Map

              Summary Cause  # 1: summary

              Causes # 2-5

Friday, April 12

Literacy

Reading prompt

* Binder Clean out

Social Studies

The students examined how to navigate/read the literature genre slaves narratives to support their understanding of the slave narrative written by Frederick Douglass.
Today, the students completed an Empathy chart on Chapters 7&8.

Level 2--> What causes social change?

The students also learned/studied the first pre-civil war cause in order to build a strong foundational understanding of the North & South's differing points of view, pre-war. They will be able to synthesize their understanding of America's timeline to better understand how the North & South had differing POV's about the six causes.

Cause #5: Federal vs. State Authority

Level 2 à

How did differing points of view (North & South) on sectionalism, economic interests, slavery, states’ rights, and paternalism support the south’s decision to secede from the Union?

Homework

12 Bookmarks: June 10
April 15: " A Man without a Country: 

April 12: Kansas-Nebraska

April 16: Slave narratives: Level 3
April 19: Map

              Summary Cause  # 1: summary

              Causes # 2-5

Thursday, April 11

Literacy

Reading prompt

* Binder Clean out

Social Studies

The students examined how to navigate/read the literature genre slaves narratives to support their understanding of the slave narrative written by Frederick Douglass.
Today, the students completed an Empathy chart on Chapters 5&6.

Level 2--> What causes social change?

The students also learned/studied the first pre-civil war cause in order to build a strong foundational understanding of the North & South's differing points of view, pre-war. They will be able to synthesize their understanding of America's timeline to better understand how the North & South had differing POV's about the six causes.

Cause #4: The question of whether Congress should engage in building national roads to help settlements in the west.

Level 2 à

How did differing points of view (North & South) on sectionalism, economic interests, slavery, states’ rights, and paternalism support the south’s decision to secede from the Union?

Homework

12 Bookmarks: June 10
April 15: " A Man without a Country: 

April 12: Kansas-Nebraska

April 16: Slave narratives: Level 3

              Map

              Summary cause  # 1

              Cause # 2

April 19: Cause #3