Objective:

• How do critical thinkers use a one-pager to demonstrate their understanding of a text?

Success Criteria:

• I can

QQ:

QQ:

1.   What are the four parts of a jot?
2. What are the expectations in a collaborative conversation?
3. Read the following passage and answer the question below:

The SAT is a standardized test widely used for college admissions in the United States. The test is intended to assess a student's readiness for college.The current SAT, introduced in 2016, takes 3 hours to finish plus 50 minutes for the SAT with essay, and as of 2014 costs US$52.50. The College Board states that the SAT measures literacy and writing skills that are needed for academic success in college.

In what grade do you think you should take the SAT?

Success Criteria

I can have a collaborative conversation.

I can take a position and support my position with evidence.

I can create a one-pager to demonstrate my understanding of a text.

Materials:

• Paper
• Colored pencils, markers, crayons

Meeting Area/Engagement:

• https://www.youtube.com/watch?v=DDMQT1InFNI
• Be prepared to jot after the first time you watch the video.
• Topic: What is the author's message?

Watch the video a second time and be prepared for a collaborative conversation.

• Give an original idea
• Add on or link your ideas to at least two other students.
• Challenge another student if you disagree or ask a student a question if you don't understand their thinking.

Topic: Do you agree or disagree with the author's messge and why?

• REVIEW I-READY SCORES

Lesson:

TO:

College Preparation in Middle School is… (Heading)

• (College Preparation in Middle School – pg 16)

  Your individual poster must include the following:

  1. I can add three important pieces of information from the text.
  2. I can add five words that describe or represent what the articles means to me or a personal connection.
  3. I can incorporate three visual images or pictures about the article.
  4. I can write a caption that describes those images.
  5. RAFT
  6. I can use lots of color and be creative.

• Independent

  • Students are to choose which medium to use to demonstrate their understanding:
  • Google Presentation One-pager
  • One-pager on a piece of paper
  • Use a Graphic Organizer
  
  

  Collaborative Groups:

  • Students may work in pairs but must complete their one-pager independently
  
  

  Homework:

  
  
  

Monday (5/30/16) ----------NO SCHOOL (Memorial Day) -------------

Tuesday (5/31/16)

Objective:

• How do critical thinkers gather evidence from a text?

Success Criteria:

• I can critically read with my partner.
• I can have a purposeful conversation with my partner.
• I can complete my graphic organizer.

QQ:

Materials:

Meeting Area:

• Show class how to make a copy of the document in Google Drive
• Title the document: Article 3 GO
• Re-share copy with me: kabalican_clab@mykla.org
• Go over the Graphic Organizer

Lesson:

TO:

WITH:

BY:

Independent:

• Answer the questions at the end of page 7

Collaborative Groups:

• Partner read “College is Worth the Cost”
• Pgs 6-7
• With your partner answer the questions.

Homework:

• Finish the questions at the end of page 7

Wednesday (6/1/16)  

Objective:

• How do critical thinkers gather evidence from a text?

Success Criteria:

• I can critically read with my partner.
• I can highlight important information from the text.
• I can organize my ideas using a graphic organizer.
• I can write an IVF statement.

QQ:

1. Why is it important to have a plan when accomplishing a task?
2. What are your plans to stay promotion bound?
3. Get your computer.

Materials:

• Computer

Meeting Area:

• Go over the Graphic organizer
• Open file...go to FILE...click MAKE A COPY
• Re-title: Article#3 GO, Name, Period

Lesson:

TO:

WITH:

BY:

Independent

• Make a copy and share it with kabalican_clab@mykla.org

Collaborative Groups:

• With your partner:
• Read the text
• Complete the graphic organizer

Homework:

Monday (5/23/16)

Objective:

• How do critical thinkers start to think about college?

Success Criteria:

• I can write a response to a quickwrite.
• I can brainstorm words that relate the word “college”.
• I can complete a vocabulary chart that defines those related words.

QQ:

1. What do you know about college?
2. What colleges have you visited?
3. Do you want to attend college? Why?

OR

• Read PAGE 1: “Middle Schooler: Why College?” (Actively Learn)

• Then the class can choose a quickwrite.

Quickwrite 1 (10 minutes): Do you want to go to college? If so, which schools have you considered? What kind of career do you see for yourself in the future? Do you need a college degree to work in that field?

Quickwrite 2 (10 minutes): Do you think choosing to go to college right after high school is a good choice for someone who does not know what he or she wants to do as a career?

Meeting Area:

• Write the word “College” at the center of the Chart Paper
• List words that relate to the word “college”

Lesson:

TO:

• Vocabulary Chart
• Complete chart with the word College
• Word, Synonym, Antonym, Sketch, Sentence
• Check Teacher binder

WITH:

• Have them choose a word

BY:

• With a partner, complete the vocabulary Chart

Independent

• Quickwrite

Collaborative Groups:

• With a partner, complete the vocabulary chart
• Choose 2 more words to define

Exit Slip/Reflection:

• After participating in this activity, is college in your future? Why?
• Needs to be at least 4 sentences

Homework:

Tuesday (5/24/16)

Objective:

• How do critical readers make predictions on a new text?

Success Criteria:

• I can critically read with my partner.
• I can make predictions

QQ:

Kathleen Cushman, “Facing the Culture Shock of College.”

Brooks C. Holtom and Tony Brummel, “College is Worth the Cost.”

U.S. Department of Education. “Getting Ready for College Early: Steps 1, 2, 3 & 4.”

Allen Grove. “College Preparation in Middle School.”

1. Which one of these articles are you most interested in reading? Why?
2. Get your computer and log into your Actively Learn account.

Materials:

Meeting Area:

• Explain how students can access the text on Actively Learn (ERWC)

Lesson:

• Students log onto Actively Learn and open ERWC College Experience.
• Students fill out the worksheet with a partner for each article.

Independent

• Complete worksheet

Collaborative Groups:

• Partner Read
• Complete the worksheet with your partner

Homework:

• After previewing the texts, which article do you find interesting? Why?
• Jot

Wednesday (3/25/16)

Objective:

• How do critical readers annotate a text for understanding?

Success Criteria:

• I can annotate a text with the grain and against the grain to better understand the author’s purpose.

QQ:

Materials:

Meeting Area/Engagement:

• Review directions for annotating.
• Bias (graphic organizer)

Lesson:

TO:

• Partner Read
• Annotate the text

WITH:

BY:

Independent

Collaborative Groups:

Homework:

Roberta Ching, “A Letter to a Future College Student.”

Briefly skim the reading selections.

1. What major issues about college do these selections seem to address? How do you know?

Quickwrite 3 (10 minutes): Do you think the reasons listed in the text from KnowHow2GO.org are good enough? Explain. Do you have other reasons to go to college?

Materials:

Binder- Activity 1, 2, 3.

Monday (5/9/16)

Objective:

• How do KLA leaders reflect on their past work up to this point of the school year?

Success Criteria:

• I can choose three assignments that is a reflection of my learning, one that I can improve on and two that I am proud of.
• I can complete the “Quality of Work” evaluation.

QQ:

1. Why is it important to reflect on your work?
2. What project or assignment do you want to improve?
3. What assignment are you the most proud of?

Materials:

• How Do I See Myself? Handout
• Quality of work evaluation

Meeting Area:

• Review each handout
• What is the purpose of the handout?
• Restate for each answer

Lesson:

TO: Review evaluations and explain what assignments students can use

WITH:

BY: Students pick three work samples and complete three quality of work evaluations

Independent

• Students will look over their past work:
• Google Drive
• Notebook
• Projects
• Essays
• Group Work

Monday (5/2/16)

Objective:

• How do successful leaders participate in an accountable talk discussion?

Success Criteria:

• I can contribute in an academic discussion with my own ideas at least twice.
• I can build on another student’s ideas during an academic discussion at least twice.
• I can contribute to an academic discussion by questioning another student if I don’t understand their response or don’t agree

QQ:

1. What is the purpose of the 4Ls?

Materials:

Meeting Area:

• Go over rubric
• Count off students
• Students decide who is going first, second and third.

Lesson:

TO: Review Rubric

WITH: Review Accountable Talk

BY: Students participate in a Socratic Seminar and rate assigned student. Students also take notes on new information gained during the Socratic Seminar

Independent:

• Taking Notes
• Evaluating your speaker
• Finding new pieces of evidence

Collaborative Groups:

Homework:

Was there equity in your accountable talk discussions? Explain.

Tuesday (5/3/16)

Objective:

• How do effective writers create an argumentative outline and use that outline to write an argumentative essay rough draft? (Case File)

Success Criteria:

• I can create an argumentative outline and use that outline to write my argumentative essay rough draft. (Case File)

QQ:

1. What is one thing you learned from the accountable talk discussion?
2. What is the purpose of a rough draft?
3. What is the meaning of equity?

Materials:

Meeting Area:

• Review the different parts of an outline.

Lesson:

TO: Review outline (students can add info from yesterday/

WITH:

BY: Complete outline, get it checked by the teacher

Independent

Collaborative Groups:

Homework:

- FINISH OUTLINES!!!

Wednesday (5/4/16)

Objective:

• How do effective writers create an argumentative outline and use that outline to write an argumentative essay rough draft? (Case File)

Success Criteria:

1. I can edit my work using the color coding marks.
2. I can use my rough draft and write a final draft on Google

QQ:

Materials:

Meeting Area:

Lesson:

TO:

WITH:

BY:

Independent

• Finish outlines
• Begin writing rough draft
• Color Code Rough Draft
• BLUE
• - Hook the reader
• GREEN
• - Controlling idea, Thesis, or Claim
• YELLOW
• - Topic Sentence
• RED
• - Evidence from the text
• GREEN
• - Conclusion: Restate Thesis or claim

Thursday (5/5/16)

Objective:

• How do effective writers publish their final draft on a Google Doc and Actively Learn?

Success Criteria:

• I can create an argumentative outline.
• I can write a rough draft using my outline.
• I can use the color code to indicate the different parts of my essay.
• I can publish my final draft on a Google Doc and Actively Learn.

QQ:

Materials:

Engagement:

Meeting Area:

• Go over the steps to publish the final draft

Lesson:

TO: Steps to publication

WITH:

BY:

Independent

• Outline must be completed
• Rough draft with color coding must be completed
• Create a Google Doc

Collaborative Groups:

Tue: The Boston Gazette and London Chronicle - Gallery Walk

Wed: Persuasive Essay - Outline

Thu: Persuasive Essay

Fri: Accountable Talk

Monday (4/25/16)

Objective:

• How do History Detectives use connotative language to determine the point of the view of the author?

Success Criteria:

• I can make a claim and support my claim with evidence from the text.

QQ:

1. What is connotative language?
2. What is the positive connotation of the word “cheap”?
3. What is the negative connotation of the word “cheap”?

Materials:

Meeting Area:

• Explain that students are going to be reading and annotating two texts and then determining if the text is The Boston Gazette or The London Chronicle

Mon: Video Notes and comparison of medias

Tue: Political Cartoons

Wed: Political Cartoons (Finish); create a political cartoon

Thu: Unsolved History Video

Fri: Unsolved History Video - Finish

Monday (4/11/16)

Objective:

• How do critical thinkers take notes from an informational video?

Success Criteria:

• I can take video notes that represent the information presented through digital media.
• I can determine which form of media does the best job of delivering their message to the audience.

QQ:

1. What is one advantage of watching a video over reading a text?
2. What is one disadvantage of listening compared to reading a text?
3. How do you take notes on a video?

Materials:

Meeting Area:

Lesson:

TO: How can I take notes on a video?

WITH: Explain how to take video notes. America: The Story of Us - Rebels.

BY: Students take notes on American: The Story of Us- Rebels

Independent:

• Create a summary of your notes

Collaborative Groups:

Homework:

• Pg 162 #2-4

Tuesday (4/12/16)

Objective:

• How do critical thinkers determine the author’s point of view and purpose in a visual text?

Success Criteria:

• I can describe what I see, events that were happening, and the point of view in a political cartoon.
• I can use a graphic organizer to keep track of my thinking.

QQ:

1. What do you notice about this cartoon?
2. What is the artist’s message in this cartoon?
3. Do you agree or disagree with the author’s message?

Materials:

• Political Cartoon Analysis Graphic organizer

Meeting Area:

• Discuss the Symbol, Words, Action, People, Point of view, Purpose
• Look over the graphic organizer

Lesson:

TO:

• Wise Men of Gotham and their Goose”

• “Taliban v. Educated Woman”

WITH:

• “The Colonies Reduced”
• “Bostonians Paying the Excise Man”

BY:

• “Join or Die”
• “The Horse America Throwing its Master”

Independent:

Collaborative Groups:

Homework:

Wednesday (4/13/16)

Objective:

• How do critical thinkers determine the author’s point of view and purpose in a visual text?

Success Criteria:

• I can describe what I see, events that were happening, and the point of view in a political cartoon.
• I can create  a political that shows the view of the British or the Colonists

QQ:

1. What symbols do you notice in this cartoon?
2. What kind of actions are going on?
3. What is the artist’s message?

Objective:

Materials:

Meeting Area:

• Define Inference.

Lesson:

TO:

• Etching #1
• Explain Symbol, Words, Actions, Point of View, Purpose in a political cartoon

WITH:

• Etchings #2 Boston Massacre Etchings (Case File)

BY:

• Etchings #3-4

Independent:

• Using sentence frame, what can you infer from the Etchings

• “I can infer that the artist of etching ____ (# of etching) feels that the _______________ (colonist or British) started the Boston Massacre.”

• I believe the artist shows this through the use of _________ (analysis) which is evident in the _________________________. (evidence)

Collaborative Groups:

Homework:

Monday (4/4/16)

Objective:

How do critical thinkers evaluate the advantages and disadvantages of using different mediums? (8.7)

http://www.soomolearning.com/declaration/

QQ:

1. What do you know about taxes?
2. The growing tension was bound to affect them both eventually. Define tension.
3. Give me one example of how someone breaks-up with another person.

Success Criteria:

1. I can analyze the advantages and disadvantages of various mediums.
2. I can purposefully read, listen, and watch various mediums.

Engagement:

- Break-up letter in Packet

- What is this letter about?

Lesson:

• Medium #1 (Text)

• Read the lyrics

• Evaluate the advantages and disadvantages

• Chart your discussion

• Reevaluate

• Medium #2 (Listen to the lyrics)

• Play the audio

• Evaluate the advantages and disadvantages

• Chart your discussion

• Medium #3 (Watch the video)

• Show the video

• Evaluate the advantages and disadvantages

• Chart your discussion

- Graphic Organizer (Advantages/Disadvantages) of the different mediums

Reflection:

• Which medium is the best? Why? (Have at least 2 pieces of evidence to support your answer)

Homework:

• Reading Log

Tuesday (4/5/16)

Objective:

• How do critical thinkers build schema about a historical event?

Success Criteria:.

• I can research to clarify who is doing and who is receiving the action in my clue.
• I can research to clarify what is happening in my clue.
• I can paraphrase my clue visually and in words.
• I can draw a conclusion about the relationship between these two countries at the time of these actions.

QQ:

• What are some nicknames of famous people?
• Locate San Diego and New York City on the map on your desk.
• Why might it be important to investigate the events and their locations leading up to a crime?

• What are the three mediums we analyzed yesterday?
• What do you know about taxes?
• What are Cornell Notes?

Materials:

• study.com/.../causes-of-the-american-revolution.htm…
• http://www.isbe.net/common_core/pdf/ela-teach-strat-read-text-6-12.pdf (Note-taking strategies)

Meeting Area:

• Note-Taking

• TO:
• • We are going to investigate a crime. As investigators, it is important to know the conflict that existed between the parties involved before we get into the details of that crime. The crime we will investigate deals with the United States called the ‘Colonies’ for the 13 first states that existed before the US became a country in the mid 1700’s and England, who controlled them.
  • Let’s label those places. On your US map, here are the 13 colonies that existed at the time. You can see that NYC was a part of these colonies. Draw that on your Northern Hemisphere map as well.
  • Here is England. England is the second party involved in the crime. At the time, England ruled or controlled the 13 Colonies of the soon to be United States.
  • Let’s look at our success criteria. (Read first three criteria)
  • Here is how I took one of the clues and figured it out.
  • (Review your work using the success criteria rubric)
  • Break up into groups of three
  • Visualize on the map
  • Paraphrase
  
  
  • Now let’s try this one together
  • Turn the main idea into a purpose for their reading (Text Features)
  • Turn the sub-headings into questions
• Why did the Colonies and British grow apart? (Cornell Notes)
• LEGEND (Annotation)
• • “+” = Something you already had knowledge about
  • “!” = Something you found interesting or surprising and why
  • “?” = Something you do not understand or have a question about
  • Underline important facts that support the subheading or the answer to your question
  
  

  Lesson:

• WITH:
• • British Troops and Taxes
  • Cornell Notes
• BY:
• • Britain Passes the Stamp Act
  • The Colonies Protest the Stamp Act
  
  
  

  Collaborative Groups:

  • Work with partner to complete Cornell Notes
  
  

  Homework:

  
  

Monday (3/7/16)

Thinking Critically

Objective:

How do successful leader collaborate on a informative poster?

QQ:

Success Criteria:

• I can collaborate with my team in an effective manner.
• I can contribute with my team by doing my part successfully.

Meeting Area:

• Go over the handout
• “Thinking Critically” Worksheet

Activity

• With a partner answer the questions on the handout
• Come back to your table and share out
• Create a poster with your answers

- Look at the rest of the sources

- Determine its reliability

Reflection:

- How do you determine the reliability of a source?

Homework:

• Finish your handout for tomorrow’s activity

Tuesday (3/8/16)

Objective:

• How do successful leaders participate in a gallery walk?

Success Criteria:

• I can participate in a gallery walk in positive way.
• I can respond to the questions with my sticky note.

QQ:

1. Define reliable.
2. What makes an expert reliable?
3. What is a gallery walk?

Materials:

• Thinking Critically worksheet
• Post-its

Meeting Area:

• Go over the expectations of the gallery walk
• Use “linking ideas” and “questioning for understanding” sentence frames

Lesson:

Collaborative Groups:

• Using your answers from the handout
• Meet with your group of 4

WEEK 2 _______________________________________________________

Monday 3/1/16

Objective/Success Criteria

I can annotate the text in a purposeful manner

I can formulate a response to the text based on a personal experience as it relates to the text.

QQ:

• QUICKWRITE(At least 5 sentences)

• Describe a time when you have been terminally distracted?
• You will have 10 minutes
• Write a Narrative

Strategic Marking and Annotating

(Activity 11)

• Print copies of article
• Bracketing:
• Bracket paragraphs that deal with one main idea
• First Highlighting:
• Use a pen or highlighter
• mark the sentences, phrases, or words Healy uses to explain the main idea
• 2nd Highlighting:
• Read again
• with a different color
• mark the sentences, phrases, or words that provide evidence or support for those ideas.

3rd Highlighting - With a classmate, mark the parts you highlighted with a + or - sign. + for positive effects of social media. - for negative effects.

4th Highlighting -  In the margin, respond to the text whether you agree, disagree, or question what the author says.

TO:

• First three paragraphs

WITH:

Tuesday 3/2/16

• How do effective writers use their annotations to write a summary?

QQ:

According to Healy, who are probably the psychologically healthiest kids? Use “psychologically healthiest” in your answer.(At least 5 sentences)

Objective:

I can summarize a text in a concise and accurate manner

I can formulate a response to the text based on a personal experience as it relates to the text.

Materials:

- Copies of the text (for the teacher)

- copies of the rubric

Meeting Area:

TO:

- Show rubric and Peer Response

BY:

• Complete the summary and response in Google Doc
• Copy and paste into Actively Learn

Wednesday 3/2/16

• How do critical thinkers peer edit their classmates summary and response?

Success Criteria

• I can read my classmate’s summary and response.
• I can edit my classmate’s work using a peer response form.

QQ:

Quickwrite(At least 5 sentences)

Compare and contrast the way kids form friendships online to how they relate to each other offline. Use the word interact in your answer

Objective:

Materials:

Meeting Area:

Review rubric and Peer Response sheet.

Lesson:

TO: Explain rubric

WITH: Complete annotation part of rubric with students

BY:Students complete both rubrics

Independent

Summary rubric and Peer response rubric

Collaborative Groups:

Homework:

Thursday 3/3/16

QQ:

Objective:

How do critical thinkers evaluate the credibility of different types of evidence?

Meeting Area:

• Present handout
• This will be used in Academic discussion

Lesson:

TO:

WITH:

BY:

Independent:

• Reciprocal Read (paragraphs 14-28)

• With partner complete the handout

Collaborative Groups:

Homework:

Friday 3/4/16

• How do successful leaders participate in a collaborative discussion?

Success Criteria

• I can share my ideas.
• I can build on the ideas of others.
• I can ask questions to develop my understanding?

QQ:

Materials:

Meeting Area:

Lesson:

TO:

WITH:

BY:

Independent

Collaborative Groups:

Homework: