Monthly Archives: February 2014

Class Agenda #12 – An Opening Quiz and tying up loose ends

Opener- 

In class Short Response Quiz-

Prompt- Of the two social revolutions going on this week, Ukraine and Venezuela, which is the more relevant?

Guidelines:

  • E-Mail boccheciamp@validusprep.org your response.
  • Should be 2 Paragraphs
  • Paragraph 1, makes an argument for why one revolution is more relevant than the other.
  • Paragraph 2, why is the other revolution important, but not as important?
  • Include textual evidence to support your claim and counter claim.

SLTs- 

  • I can identify evidence to analyze the text and draw inferences. (R1)
  • I can summarize how the ideas, themes, or conclusions of a text are developed and connected.
  • I can determine the meaning of words and phrases as they are used in a text.

Anchor Texts-

  • Use your Notes from the week to help guide your work.

Bonus Reading-

Revolution in the Digital Age

Make sure your classwork for the week is complete.

Round 1- The skill you’re using is called Skimming. (THIS SHOULD BE COMPLETED)

Find at least 10 words that are new to you, or that are impressive to you:

  • Copy the word in your notebook.
  • Identify the root word, if applicable. Define in the word. Write if it’s a Noun, Verb, Adjective, etc…
  • Evaluate how the word is being used. What is the context?
    • EXAMPLE-
    • Word- array
    • Definition- a display or range of options
    • Context- the story talks about the variety of people in Venezuela

Round 2- Skill you’re using is close reading (SHOULD BE STARTED IN CLASS ON TUESDAY)

  • Set up Cornell Notes for each of the readings.
  • As you read, fill in your Cornell Notes.
  • You should summarize at the end of each break in your reading.

Round 3-

Don’t forget your REACTION PAPERS

Exit Ticket- Make sure your work is shared with Mr. B

Class Agenda #11 – What’s going on in Venezuela? cont…

Opener- Mystery Text

Mini-Lesson- Cornell Notes on Video

Short Video is from the first reading- “Youth’s Stage Protests in Venezuela”

SLTs- 

  • I can identify evidence to analyze the text and draw inferences. (R1)
  • I can summarize how the ideas, themes, or conclusions of a text are developed and connected.
  • I can determine the meaning of words and phrases as they are used in a text.

Anchor Texts-

Bonus Reading-

Revolution in the Digital Age

Class Work- To be completed by Thursday

Round 1- The skill you’re using is called Skimming. (THIS SHOULD BE COMPLETED)

Find at least 10 words that are new to you, or that are impressive to you:

  • Copy the word in your notebook.
  • Identify the root word, if applicable. Define in the word. Write if it’s a Noun, Verb, Adjective, etc…
  • Evaluate how the word is being used. What is the context?
    • EXAMPLE-
    • Word- array
    • Definition- a display or range of options
    • Context- the story talks about the variety of people in Venezuela

Round 2- Skill you’re using is close reading (SHOULD BE STARTED IN CLASS ON TUESDAY)

  • Set up Cornell Notes for each of the readings.
  • As you read, fill in your Cornell Notes.
  • You should summarize at the end of each break in your reading.

Round 3-

Don’t forget your REACTION PAPERS

Exit Ticket- Make sure your work is shared with Mr. B

Class Agenda #10 – What’s going on in Venezuela?

Opener- Mystery Text

  • What information can we gather from this reading?

The biggest protests since the death of the longtime leader Hugo Chávez nearly a year ago are sweeping Venezuela, rapidly expanding from the student protests that began this month on a campus in this western city into a much broader array of people across the country. On Monday, residents in Caracas, the capital, and other Venezuelan cities piled furniture, tree limbs, chain-link fence, sewer grates and washing machines to block roads in a coordinated action against the government.

Behind the outpouring is more than the litany of problems that have long bedeviled Venezuela, a country with the world’s largest oil reserves but also one of the highest inflation rates. Adding to the perennial frustrations over violent crime and chronic shortages of basic goods like milk and toilet paper, the outrage is being fueled by President Nicolás Maduro’s aggressive response to public dissent, including deploying hundreds of soldiers here and sending fighter jets to make low, threatening passes over the city.

SLTs- 

  • I can identify evidence to analyze the text and draw inferences. (R1)
  • I can summarize how the ideas, themes, or conclusions of a text are developed and connected.
  • I can determine the meaning of words and phrases as they are used in a text.

Mini-Lesson- Cornell Notes on Video

Short Video is from the first reading- “Youth’s Stage Protests in Venezuela”

Bonus Reading-

Class Work- To be completed by Thursday

Round 1- The skill you’re using is called Skimming. (THIS SHOULD BE COMPLETED)

Find at least 10 words that are new to you, or that are impressive to you:

  • Copy the word in your notebook.
  • Identify the root word, if applicable. Define in the word. Write if it’s a Noun, Verb, Adjective, etc…
  • Evaluate how the word is being used. What is the context?
    • EXAMPLE-
    • Word- array
    • Definition- a display or range of options
    • Context- the story talks about the variety of people in Venezuela

Round 2- Skill you’re using is close reading (SHOULD BE STARTED IN CLASS ON TUESDAY)

  • Set up Cornell Notes for each of the readings.
  • As you read, fill in your Cornell Notes.
  • You should summarize at the end of each break in your reading.

Exit Ticket- Make sure your work is shared with Mr. B