Tag Archive for group work

World Lit: Researching and Comparing Pre- and Post-Colonial Ibo Culture, Day 2-4

Standard: ELAGSE9-10W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Learning Target: I can research and present information comparing Pre- and Post-Colonial Ibo culture with a group of my peers.

Opening Session: Today, tomorrow, and Friday we are moving to the media center, so let’s take a few minutes to get situated and logged in on the computers down there.

Work Session: You guys are going to be working on researching whichever aspect of Ibo culture you chose with your group on Tuesday. You’ll need to prepare a 3-5 minute presentation on what you find out. Today, your goal should be researching your cultural aspect and how it changed during and after colonialism. I’ll give everyone an Ibo Culture Research Sheet and on Wednesday, Mrs. Wright or Mrs. Allen will go over how to use the school databases for your research.

You will have all day today, tomorrow, and Friday to conduct your research and make and practice your presentation. All groups must be ready to go on Monday, December 11th. Some of you may not present until Tuesday, but everyone needs to be ready to go on Monday.

Closing Session: Push the chairs under, log out of the media center computers, and go thank the media center specialists for hosting us this week!

Assessment: Formal (presentations)

Differentiation: Process (varied ability groups), Interest (choice)

 

American Lit: The Road to Success, part 2

Standard: ELAGSE11-12RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target: I can critique two arguments, and defend, challenge, or qualify statements in an argument to help me revise my working definition of the American Dream.

Opening Session: Reviewing the powerful speech we read yesterday:

Work Session: Today we’re continuing to read the Road to Success activity in your text. Flip to page 97, “The Right To Fail,” and let’s read it together as a class!

After reading, I want you guys to do the narrative writing prompt on page 99:

Imagine Obama and Zinsser having a conversation about the American Dream. What would that conversation sound like? How would they view and respond to each other’s ideas? Working in a small group, think about what ideas each of them would assert, what qualifications they would offer to the other’s ideas, which of the other’s ideas they would challenge or disagree with, and what responses they could have to defend their own ideas. As a group, write the dialog they might have.

You can work in a group of up to 3 at your table. Your finished product should reflect effort from every group member. It will be due at the end of class.

Closing Session: Vocab Review – parts of words!

Assessment: Formal – “conversations” will be graded

Differentiation: Process (scaffolding, volunteer readers)

American Lit: Is the American Dream available to everyone?

Standard(s): ELAGSE.11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target(s): ✓ I can cite evidence from a text in order to discuss a text

Opening Session: View the trailer for Under the Same Moon. Afterwards do a chalk talk with the following questions: What struggles do people have once they come to America? What makes America so attractive to people from other countries? Can the American Dream be attained by anyone in America? Does your gender play a role in your level of success?

Work Session

Read Aloud Chunk 1 of America and I Showing students where to mark texts Using a yellow highlighter to highlight words that students don’t know and a pink high lighter to highlight important content (Think Aloud).

Students Read Chunk 2 at Tables

Read Chunk 3 Independently

Closing: Introduce independent reading procedures

Assessment Strategies: Formal: product assessment/writing

Picture books are DUE TODAY!!!

Standard: 

  • RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Learning Target: Students will finish their picture books and turn them in for assessment.

Activator: We love this book at my house 🙂

HEY!!!! Your picture books are due TODAY!!!!!

GET TO WORK, SLACKERS!!!

Closing Session: Picture book check in – anyone care to read their story aloud to the class?

Differentiation: Process – students can work on different aspects of the book; content – differentiated groupings.

Assessment: Checks for understanding throughout, picture book will be a major project grade.

Workday Thursday

Standard:

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Learning Target: I will work with my group to write a narrative, ensuring that my technique is effective and my details well-chosen.

Activator: I’m pretty sure this song is ridiculous and I love it.

Work Session: Today you guys are going to have a whole work day to make some headway on your picture books. I can send students 5 at a time to the media center to type – so that means one from half the groups can go during the first half of class, and one from the other half of the groups can go during the second half of class. (You ever write a word so much it starts to look wrong? That just happened to me with “half”.) You can only go after you show me your hand-written draft! I’m not sending people to the media center just to fiddle around 😛

For those who are here, I’ll pass out the art supplies and your papers and show you how to fold them to make the pages of your books. I’ll be laminating them when all is said and done, so you don’t need to worry about gluing the pages together or anything 🙂

Don’t forget to work on your cover art! Make it awesome!!

Closing Session: Picture book check in – anyone care to read their story aloud to the class?

Differentiation: Process – students can work on different aspects of the book; content – differentiated groupings.

Assessment: Checks for understanding throughout, picture book will be a major project grade.