Monthly Archives: October 2014

Class Agenda #29 – Using the term – EVALUATE

Opener – What is something that you “evaluated” from the end of class yesterday, to now.

  • Get out your NOTEBOOK and YOUR “ALIBI” TEXT.
  • #225 “I’m Your Hoochie Coochie Man” Muddy Waters (1954)
  • Notebooks, Seats, Writing Utensil
  • 5 (Min) Write- Journal- what did you evaluate? Write it out.
  • Share Out
  • Mini-Lesson
    • SLT I- I can use precise language in my claims, discussions and explanations of “Alibi”
    • SLT II- I can evaluate how Adnan Syed’s use of precise language affected his case.
    • SLT III- I can evaluate how people involved in Adnan’s case use precise language in their accounts.
    • SLT- I can correctly use the word “evaluate.”

Remember- When you see the word “evaluate” think “ranking.”

  • Today in Class-.
  • Continue “Alibi”
  • Use your Transcript to evaluate the following discussion questions:
  1. Evaluate The State’s case against Adnan (P. 4-5).
  2. Evaluate Jay’s interview with the detective. (P6-9)
  3. Evaluate Sara’s Interview with Adnan (9-11)
  4. Evaluate the Asia McClean’s role in this case. (15-17)
  5. Evaluate Adnan’s Timeline

Homework- 

Prompt- Now that you’ve evaluated pieces of Adnan’s case, do you think he deserves another trial. Use Specific Evidence from “Alibi” to support your claim.

This should be at least 1 page.

  •  Closing Circle – Whip around, How is Adnan Syed’s use of precise language affecting his case?

 

Class Agenda #28 – Using the term – EVALUATE

Opener – What does the word “evaluate mean” or what is something you evaluate?

  • Get out your NOTEBOOK and YOUR “ALIBI” TEXT.
  • #221 “Walk On The Wild Side” Lou Reed (1972)
  • Notebooks, Seats, Writing Utensil
  • 5 (Min) Write- Journal- Write out the word evaluate and… evlauate it. What does it mean to evaluate something? What are some examples of evlauations you’ve made.
  • Share Out
  • Mini-Lesson
    • SLT I- I can use precise language in my claims, discussions and explanations of “Alibi”
    • SLT II- I can evaluate how Adnan Syed’s use of precise language affected his case.
    • SLT III- I can evaluate how people involved in Adnan’s case use precise language in their accounts.
    • SLT- I can correctly use the word “evaluate.”
  • Evaluate-to judge or determine the significance, worth, or quality of…
  • Going back to those boys on Page 2- Evaluate their language.
  • Use your Transcript to evaluate the following discussion questions:
  1. Evaluate The State’s case against Adnan (P. 4-5).
  2. Evaluate Jay’s interview with the detective. (P6-9)

Continue Read Aloud-

EXIT TICKET- Before we Closing Circle

  • Evaluate Sara’s interview with Adnan.
  • Answer in complete sentences.
  •  Closing Circle – Whip around, How is Adnan Syed’s use of precise language affecting his case?

Homework- Practice note taking by reading articles from the #validus. Work on Cornell Notes in your notebook.

Add the Summary at the end of your notes.

Bonus for the Brave- Summarize your article in the Comments section.

Be Precise in your language.

Class Agenda #27 – Precise Language in “Alibi” from The Serial Podcast

Opener – Think back to where you were from 2:44-3:06 on Monday, September 15? Who could be your alibi for this time spent?

  • Review Changes- Opening/Closing Circle, Leave Your Notebooks.
  • #204 “Try A Little Tenderness” Otis Redding (1966)
  • Notebooks, Seats, Writing Utensil
  • 3 (Min) Write- Journal- Who is your alibi from 2:44-3:06 on Monday September 15, 2014? Be precise explaining why this person is your %100 alibi.
  • Share Out
  • Mini-Lesson
    • SLT I- I can use precise language in my claims, discussions and explanations of “Alibi”
    • SLT II- I can evaluate how Adnan Syed’s use of precise language affected his case.
    • SLT III- I can evaluate how people involved in Adnan’s case use precise language in their accounts.

Let’s look at page 2 of our transcript: Transcript

Sara Koenig is asking 3 boys of their whereabouts last week.

Evaluate- Evaluate (in writing) the credibility of these boys’ accounts based on the precision of their words.

Whole Class- Review the first 3 pages of the text- Consider what we know about our main characters:

  • Hae
  • Adnan
  • Jay

For each, point to an exact line in the text where you’re getting your info from.

Continue Read Aloud-

EXIT TICKET- Before we Closing Circle

  • How is Adnan Syed’s use of precise language affecting his case?
  • Answer in complete sentences.
  •  Closing Circle – Whip around, How is Adnan Syed’s use of precise language affecting his case?

Homework- Practice note taking by reading articles from the #validus. Work on Cornell Notes in your notebook.

Add the Summary at the end of your notes.

Bonus for the Brave- Summarize your article in the Comments section.

Be Precise in your language.

Class Agenda #25 – Cornell Notes Formative Assessment

Opener – Group Juggle Level III (using precise language)

Laptops- Seats- Regular Groups –  #58 “Billie Jean,” MJ 

  • For the past 2 short weeks we’ve focused on:
  •  SLT– I can use Cornell Notes to effectively capture, evaluate and organize relevant information from a text.
  • SLT- I can use the Summary Space in my Cornell Notes to summarize how the ideas, themes, or conclusions of a text are developed and connected.
  • Reading- Changes to the Rubric
  1. Review our Cornell Notes Rubric 
  2. What are the changes from this week to last?
  3. Evaluate the meaning of these changes.
  4. Discuss

 

  • What Quiz Time- 20 minutes
  • Directions
    1. Create a Cornell Notes for Chapter IV of “The Case For Reparations” in a NEW DOCUMENT
    2. Copy and Paste the Rubric into your document
    3. Share Document with your teacher(s), and Label Chap IV Quiz
    4. Prompt for Chapter IV- What is the main idea of Chapter IV.
    5. As you Read Chapter IV of “The Case For Reparations” CAPTURE ideas in your Note Column (15 Minutes)
    6. Organize your CUE Column using our Cue words: Note, Review, Reflect, Recite, Question, and Vocab (5 Minutes)
    7. Summarize your reading using the Who, What, Where, When, Why, and How’s of the Chapter as your guide. (5 Minutes)
  • Finished Early- Work on HW
  •  Closing Circle – Group Juggle Level III – Animals
  • Homework- Practice note taking by reading articles from the #validus. Work on Cornell Notes in your notebook. One for EACH DAY

NEW- Add the Summary at the end of your notes.

Bonus for the Brave- Summarize your article in the Comments section.

Class Agenda #24C – Precise Language and Chapter III’s Case for Reparations

Opener – Can you think of an example of something you do or an ideology that you have, that is a’ la carte?

  • Laptops- Seats- Class Agenda- Notebook- Review Your Cue From Yesterday
  • 5 (Min) Write- Journal- Support your answer to the opening prompt with a mix of Context and Anecdote.
  • Regular Groups –
  • #299 “Tired of Being Alone” -Al Green (1971) Seats and Computers
  • #293 “Sign O The Times” – Prince (1987) Write
  • Share Out
  • Mini-Lesson
  • We’ve been focused on:
  •  *SLT– I can use Cornell Notes to effectively capture, evaluate and organize relevant information from a text.
  • NEW LEARNING TARGET ALERT!!
    • SLT II- I can use precise language in my claims, discussions and explanations.

Look at the leaning target- I can use precise language in my claims, discussions and explanations.

  • What are the Nouns and Verbs?
  • What are the Adjectives?

 

 

Discussion I- What does the author mean when he writes-“To proudly claim the veteran and disown the slaveholder is patriotism à la carte.”?

In your notebook- 2 Minutes- Underneath this Quote in your Cornell Notes- write down what you think this line means?

  • The goal is to be precise with your thoughts and articulations.

In your pairs or tirades Discuss:

  • Discuss the meaning. – Start by sharing what you wrote if you’re stuck.
  • What are 2 notes from Chapter III so far that support your answer?

Finish Chapter III-

Now that we’ve finished Chapter III,  work with your partners to:

  1. Organize your Cue Column
  2. Summarize Chapter III (Who-What-Where-When-Why-How)
  3. Be precise

Share Summaries-

  •  Closing Circle – Based on today- Can you make a case for reparations?.

Homework- Practice note taking by reading articles from the #validus. Work on Cornell Notes in your notebook.

Add the Summary at the end of your notes.

Bonus for the Brave- Summarize your article in the Comments section.

Be Precise in your language.

Class Agenda #24B – Chapter III’s Case for Reparations

Opener – Would you rather be considered practical or just?

  • Laptops- Seats- Class Agenda- Notebook- Review Your Cue From Yesterday
  • Write- Journal- Support your answer to the opening prompt with a mix of Context and Anecdote.
  • Regular Groups –  #32 “Sympathy For The Devil” -Rolling Stones (1968)

Discussion I- What does the author mean with the line- “But if the practicalities, not the justice, of reparations are the true sticking point, there has for some time been the beginnings of a solution.?”

In your notebook- 2 Minutes- Underneath this Quote in your Cornell Notes- write down what you think this line means?

In your pairs or tirades Discuss:

  • Discuss the meaning. – Start by sharing what you wrote if you’re stuck.
  • What are 2 notes from Chapter III so far that support your answer?

Discussion II- What does the author mean when he writes-“To proudly claim the veteran and disown the slaveholder is patriotism à la carte.”?

In your notebook- 2 Minutes- Underneath this Quote in your Cornell Notes- write down what you think this line means?

In your pairs or tirades Discuss:

  • Discuss the meaning. – Start by sharing what you wrote if you’re stuck.
  • What are 2 notes from Chapter III so far that support your answer?

Finish Chapter III-

Now that we’ve finished Chapter III,  work with your partners to:

  1. Organize your Cue Column
  2. Summarize Chapter III (Who-What-Where-When-Why-How)

Share Summaries-

  •  Closing Circle – Based on today- Can you make a case for reparations?.

Homework- Practice note taking by reading articles from the #validus. Work on Cornell Notes in your notebook.

NEW- Add the Summary at the end of your notes.

Bonus for the Brave- Summarize your article in the Comments section.

Class Agenda #24A – Chapter III’s Case for Reparations

Opener – But if the practicalities, not the justice, of reparations are the true sticking point, there has for some time been the beginnings of a solution.?” – What do you think the quote means OR what’s one Vocabulary word from the Prompt

  • Laptops- Seats- Class Agenda- Notebook- Review Your Cue From Yesterday
  • Regular Groups –  #98 “Love and Happiness,” Al Green

Discussion I- What does the author mean with the line- “But if the practicalities, not the justice, of reparations are the true sticking point, there has for some time been the beginnings of a solution.?”

In your notebook- 2 Minutes- Underneath this Quote in your Cornell Notes- write down what you think this line means?

In your pairs or tirades Discuss:

  • Discuss the meaning. – Start by sharing what you wrote if you’re stuck.
  • What are 2 notes from Chapter III so far that support your answer?

Discussion II- What does the author mean when he writes-“To proudly claim the veteran and disown the slaveholder is patriotism à la carte.”?

In your notebook- 2 Minutes- Underneath this Quote in your Cornell Notes- write down what you think this line means?

In your pairs or tirades Discuss:

  • Discuss the meaning. – Start by sharing what you wrote if you’re stuck.
  • What are 2 notes from Chapter III so far that support your answer?

Finish Chapter III-

Now that we’ve finished Chapter III,  work with your partners to:

  1. Organize your Cue Column
  2. Summarize Chapter III (Who-What-Where-When-Why-How)

Share Summaries-

  •  Closing Circle – Based on today- Can you make a case for reparations?.

Homework- Practice note taking by reading articles from the #validus. Work on Cornell Notes in your notebook.

NEW- Add the Summary at the end of your notes.

Bonus for the Brave- Summarize your article in the Comments section.