Week of 9/14/15
- Freedom and Responsibility /uploads/1/0/5/4/10546741/freedom_and_responsibility-m.docx
- Homelessness in America /uploads/1/0/5/4/10546741/homelessness_in_america.docx
Week of 3/16/15
Focus: Human Rights
Activity 1: Close-Active Reading
Step 1: Using the "Give One, Get One" handout, write which Human Right you feel is most important. Then explain why. Next, go to a friend and share what you both have written. Write their Human Right and explanantion on your handout. *Think About: Did you write the same things or different? Why do you think this is?
Step 2: Working with a partner, read Articles 2 & 3 of the UDHR, using your Close-Active reading strategies. Record your summary in your "Notecatcher". These materials should be found in your Common Core Folder. You will need your vocabulary journals to write the definition of unknown words. http://www.un.org/en/documents/udhr/
Step 3: Choose a number from the bag. This number will represent one of the Articles from the UDHR. Using your Close-Active reading strategies independently read and summarize the article you chose.
Step 4: Watch the video that represents your Human Rights violation. http://www.youthforhumanrights.org/
Step 5: Create a poster, using chart paper, that defines the article in your own words. Draw a picture or use symbols to show what it looks like when people around the world act according to this standard.
Focus: Human Rights
Activity 1: Close-Active Reading
Step 1: Using the "Give One, Get One" handout, write which Human Right you feel is most important. Then explain why. Next, go to a friend and share what you both have written. Write their Human Right and explanantion on your handout. *Think About: Did you write the same things or different? Why do you think this is?
Step 2: Working with a partner, read Articles 2 & 3 of the UDHR, using your Close-Active reading strategies. Record your summary in your "Notecatcher". These materials should be found in your Common Core Folder. You will need your vocabulary journals to write the definition of unknown words. http://www.un.org/en/documents/udhr/
Step 3: Choose a number from the bag. This number will represent one of the Articles from the UDHR. Using your Close-Active reading strategies independently read and summarize the article you chose.
Step 4: Watch the video that represents your Human Rights violation. http://www.youthforhumanrights.org/
Step 5: Create a poster, using chart paper, that defines the article in your own words. Draw a picture or use symbols to show what it looks like when people around the world act according to this standard.
Week of 3/23/15
Focus: Human Rights Public Service Announcement (PSA)
Essential Questions:
1. What is a Public Service Announcement?
2. What makes a Public Service Announcement effective?
Objectives: After this lesson, I will be able to:
- Identify the elements of a PSA
- View PSAs critically, critiquing them for their effectiveness
- Brainstorm ideas for their own PSAs
1. Choose 4+ PSAs from the list below to view. Answer the following questions about each video:
- What do we notice about PSAs in general?
- Which PSAs do we think are especially good and why?
- How can we create PSAs as powerful and effective as these?
Global Warming Tick
Almost Give 1
Almost Give 2
Red Video
Invisible Children 100%
Words Hurt
Environmental Defense Fund
We Can Help Us
I am the Country
Girl Up 1
Girl Up 2
Girl Up 3
Invisible Children TRI
One Campaign 1
One Campaign 2
Week of 3/30/15
Focus: First Hand Account Human Rights
Essential Question: How does something that happened 70 years ago in a country on the other side of the world relate to me? Why should I care?
Objectives:
Active Reading: Complete Close-Active Reading of the following passage:
Teaching Nepali to Read, Plant and Vote
Focus: First Hand Account Human Rights
Essential Question: How does something that happened 70 years ago in a country on the other side of the world relate to me? Why should I care?
Objectives:
- I can cite examples of where human rights were upheld or challenged in “Teaching Nepalis to Read, Plant, and Vote.”
- I can explain how specific articles of the UDHR relate to this firsthand
account.
Active Reading: Complete Close-Active Reading of the following passage:
Teaching Nepali to Read, Plant and Vote
Week of 4/7/15
Focus: Analysis of Human Rights Account
Essential Question: What are human rights, and how do real people respond when their rights are challenged?
Objectives:
Google Classroom (All assignments are available via google classroom. You now have the option of completing and submitting all assignments and quizzes electronically. You must have your google account information, [email protected])
5A Class Code- s6jkapz
5B Class Code- r7r2au
Back-up
Complete Close-Active Reading of the following passage: From Kosovo to the United States
Focus: Analysis of Human Rights Account
Essential Question: What are human rights, and how do real people respond when their rights are challenged?
Objectives:
- I can use close-active reading strategies to understand nonfiction texts.
- I can cite examples of where human rights were upheld or challenged in “From Kosovo to the United States.
Google Classroom (All assignments are available via google classroom. You now have the option of completing and submitting all assignments and quizzes electronically. You must have your google account information, [email protected])
5A Class Code- s6jkapz
5B Class Code- r7r2au
Back-up
Complete Close-Active Reading of the following passage: From Kosovo to the United States
Week of 4/27/15
|
Prompt: How do we learn more about Esperanza and the struggles she faces through the setting of the novel?
|
The Great Depression:
newdeal.feri.org/eleanor/er2a.htm
http://www.americaslibrary.gov/jb/wwii/jb_wwii_subj.html
newdeal.feri.org/eleanor/er2a.htm
http://www.americaslibrary.gov/jb/wwii/jb_wwii_subj.html
Immigration from Mexico:
www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/mexican.html
http://www.pbs.org/kpbs/theborder/history/index.html
www.pbs.org/kpbs/theborder/history/timeline/17.html
www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/mexican.html
http://www.pbs.org/kpbs/theborder/history/index.html
www.pbs.org/kpbs/theborder/history/timeline/17.html
California:
http://www.museumca.org/picturethis/timeline/depression-era-1930s/migrant-farm-workers/info
http://migration.ucdavis.edu/rmn/more.php?id=788_0_6_0
http://www.calisphere.universityofcalifornia.edu/calcultures/ethnic_groups/subtopic3b.html
Alternative or additional resources:
S. Beth Atkin, Voices from the Fields: Children of Migrant Farmworkers Tell Their Stories (New York: Little, Brown, 2000), ISBN-13: 978-0316-056205, ISBN-10: 0316056200.
Scenes from movie The Grapes of Wrath, based on the book by John Steinbeck
http://www.museumca.org/picturethis/timeline/depression-era-1930s/migrant-farm-workers/info
http://migration.ucdavis.edu/rmn/more.php?id=788_0_6_0
http://www.calisphere.universityofcalifornia.edu/calcultures/ethnic_groups/subtopic3b.html
Alternative or additional resources:
S. Beth Atkin, Voices from the Fields: Children of Migrant Farmworkers Tell Their Stories (New York: Little, Brown, 2000), ISBN-13: 978-0316-056205, ISBN-10: 0316056200.
Scenes from movie The Grapes of Wrath, based on the book by John Steinbeck
Take a look at past learning experiences:
Weeks of 2/16/15-2/23/15
Close/Active Reading:
Weeks of 2/16/15-2/23/15
Close/Active Reading:
- Digital Polling: Make a Prediction/ Identify Key Words/ Tell us your Thoughts: https://www.polleverywhere.com/msdoman295
- UDHR: http://www.un.org/en/documents/udhr/
- Notecatcher: Article 1 /uploads/1/0/5/4/10546741/notecatcher.notebook
- Short History of UDHR: /uploads/1/0/5/4/10546741/short_history_of_udhr.docx
Week of 3/2/15
March Madness Poetry
1. MarchMadnessPoetry_
2. Family Tree: GraphicOrganizer_
3. Courage Theme: /uploads/1/0/5/4/10546741/friendsintheklan_graphic_organizer.docx
March Madness Poetry
1. MarchMadnessPoetry_
2. Family Tree: GraphicOrganizer_
3. Courage Theme: /uploads/1/0/5/4/10546741/friendsintheklan_graphic_organizer.docx
Week of 3/9/15
March Madness Poetry
1. Tugboat at Daybreak Flipped Learning: http://:https://vimeo.com/65004695
2. Every Cat Has a Story: https://sites.google.com/site/middleschoolpoetryunit/key-ideas-and-details/3-compare-and-contrast/every-cat-has-a-story
March Madness Poetry
1. Tugboat at Daybreak Flipped Learning: http://:https://vimeo.com/65004695
2. Every Cat Has a Story: https://sites.google.com/site/middleschoolpoetryunit/key-ideas-and-details/3-compare-and-contrast/every-cat-has-a-story
Week of 3/16/15
Close/Active Reading
We will closely read Articles 4,5,16,17,23,25,26 and create a poster depicting the Human Right that is being defined.
1. UDHR Introduction and Notecatcher: /uploads/1/0/5/4/10546741/introduction_udhr_notecatcher.docx
2. UDHR: http://www.un.org/en/documents/udhr/
3. Human Rights Poster Creation: View videos to learn more about your Human Rights Article: http://www.youthforhumanrights.org/
March Madness Poetry
1. Poison Tree: https://sites.google.com/site/middleschoolpoetryunit/2-craft-and-structure/2-explain-how
2. Ode to Family Photographs: http://poetryforchildren.tripod.com/poetryforchildren/id38.html
Close/Active Reading
We will closely read Articles 4,5,16,17,23,25,26 and create a poster depicting the Human Right that is being defined.
1. UDHR Introduction and Notecatcher: /uploads/1/0/5/4/10546741/introduction_udhr_notecatcher.docx
2. UDHR: http://www.un.org/en/documents/udhr/
3. Human Rights Poster Creation: View videos to learn more about your Human Rights Article: http://www.youthforhumanrights.org/
March Madness Poetry
1. Poison Tree: https://sites.google.com/site/middleschoolpoetryunit/2-craft-and-structure/2-explain-how
2. Ode to Family Photographs: http://poetryforchildren.tripod.com/poetryforchildren/id38.html
Week of 3/23/15
March Madness Poetry
1. Foul Shot: We will notice active verbs and examine the sequence of action in the poem.
Activity: Write a text message to a friend that was not at the game.
2. Abandoned Farmhouse: We will analyze how visualizations help readers to understand a poem.
Activity: Paint a picture of what you visualized while reading the poem.
3. Voting: https://www.polleverywhere.com/msdoman295
Introduction to Esperanza Rising
1. Preview: "What do you wonder?"
2. Read Chapters 1-3
3. Read "Background Jigsaw" /uploads/1/0/5/4/10546741/background_jigsaw.docx
4. Complete "Background Jigsaw" Notcatcher /uploads/1/0/5/4/10546741/jigsaw_notecatcher.docx
March Madness Poetry
1. Foul Shot: We will notice active verbs and examine the sequence of action in the poem.
Activity: Write a text message to a friend that was not at the game.
2. Abandoned Farmhouse: We will analyze how visualizations help readers to understand a poem.
Activity: Paint a picture of what you visualized while reading the poem.
3. Voting: https://www.polleverywhere.com/msdoman295
Introduction to Esperanza Rising
1. Preview: "What do you wonder?"
2. Read Chapters 1-3
3. Read "Background Jigsaw" /uploads/1/0/5/4/10546741/background_jigsaw.docx
4. Complete "Background Jigsaw" Notcatcher /uploads/1/0/5/4/10546741/jigsaw_notecatcher.docx
Week of 3/30/15
Novel
1. Review Norms for discussion.
2. Reread Pages 4-8.
3. Choose question from TDA list to complete as a group.
4. Answer the TDA using a graphic organizer.
5. Share with class/ Reflect.
Novel
1. Review Norms for discussion.
2. Reread Pages 4-8.
3. Choose question from TDA list to complete as a group.
4. Answer the TDA using a graphic organizer.
5. Share with class/ Reflect.