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					                                           THE NEW YORK CITY DEPARTMENT OF EDUCATION
                                                     Joel I. Klein, Chancellor

                                               Information Technology High School
                                             21-16 44th Road Long Island City, NY 11101
                                                                                                      Phone: 718-937-4270 Fax:
                                                                                                718-937-5236
                                                     Dr. Nancy E. Casella, Principal

      Welcome to Ms. Hyde’s E8 Daily Lessons & Homework Assignments
                               Spring (2010)
                   KEEP YOUR EYES ON THE PRIZE ---YOUR HIGH SCHOOL DIPLOMA
                    Change Starts with you! Just say YES I CAN- AND MAKE YOUR DREAMS COME TRUE.
    All E6 classes are heterogeneous group of students who are grouped according to class as well as overall performance, gender,
                                                    behavioral, and school’s data.

Accommodations/ Adaptations/Differentiation: Teacher will pay close attention to student differences and daily lessons. Students may
   use dictionaries, glossaries to better comprehend vocabulary in context, or handouts are provided with vocabulary and meaning.
   Lessons will be tailored and tiered for specific students. To better help my students Acquire, Understand, and Demonstrate class
                                   work, teacher will modify the Content, Process, and final Products.
  Students have access to the use of technology. Teacher will be more than happy to re-read passages and sit with students who may
                                 need more guided reading and help with decoding and comprehension.
   Students may use their notes and past handouts to recall information. Lesson may contain illustrations/handouts for visual/tactile
                                                                 learners.
Students are allowed one-day make up providing they have an absent note from home/doctor. Students are encouraged and given
every opportunity to perform their best.

Materials commonly used for all class lessons are:
1. Writing utensils
2. Markers and highlighters
3. Notebooks, E-Books, Blogs, Journals
4. Projector
5. Television (when necessary)
6. Chart Paper
            7. Laptops
            8. Various Handouts depending on Lesson.
            9. Dictionaries, Glossaries,
            10. Text Books
            11. Assigned Literary works.

            Grading Policy:
            The breakdown is as follows:
            Major papers, projects, tests = 50%
            Quizzes = 20%
            Homework = 15%
            Class Work and Participation = 15%
            All written assignments will receive a letter grade

            Grading:
            Please note that for ONLY the first Marking Period you will receive a letter grade:
            E-Excellent                   Student earning 90+ grade
            S-Satisfactory         Student earning 75-89 grade
            N-Needs Improvement Student earning 65-74
            U-Un-Satisfactory             Student earning 55-64



                                       Aim/Class Period Agenda                                                                        Homework Assign
Aim: What is the end product of our learning and synthesizing of “cultural identity” in the literary works studied in   We celebrated Black History Month focus
class?                                                                                                                  McKay’s “If We Must Die”, Martin Luthe
Do Now: Describe any personal connections that you may have with the term cultural identity.                            “Dyaspora”. Some of you may have also s
                                                                                                                        as
Work Period:                                                                                                            Lorrainne Hansberry A Raisin in the Sun, A
Students will prepare to give their Multimedia Presentations in 3-5 minutes per group. Each group will be open to       Incidents in the Life of a Slave Girl, Richa
Praise about their project, as well as constructive criticism from the other groups and teacher(s).                     poems, Read articles from your Social Stu
                                                                                                                        SLAVERY AND THE FOUNDING FAT
                                                                                                                         Source: Lies My Teacher Told Me by Jame
                                                                                                                        paper (you write until you feel that you’
                                                                                                                        do you think it is important to read and
                                                                                                                        literature. Your paper must be typed, 1
                                                                                                                        proper headings and page numbers. Du
Aim: How can we best demonstrate our knowledge and understanding of “cultural identity” or “equality” through the      Continue to work on Multimedia Project
use of technology?                                                                                                        1. List three areas of efficiency or ski
                                                                                                                              project
Do Now: List 3 of the conflicts (internal/external) conflicts that Hyppolite’s character experience in “Dyaspora”         2. List three areas of deficiency or ski
1)                                                                                                                            improve/know to complete this pro
2)                                                                                                                        3. How can you solve #2?
3)

Mini Lesson: Managing your project steps
   1) Backward Planning: Think about the end product i.e. what you want your project to look like and the message
      it must convey about the selected work.
   2) Use your SELECTED RUBRIC—are your proficient in ALL qualities on the rubric?
   3) Search the Web for similar projects. Make connections to other content areas such as Social Studies.
   4) How much time do you need to complete the project (use a planner)

Work Period:
Student Centered Work Period Information: To make this project student centered, but more importantly, fun.
We’ve decided to allow students to create their own project using Technology to enhance learning. There is no value
in just having access to it but more important how it is used in the classroom. Technology in the classroom can help
students become capable users, information seekers, problem solvers and decision-makers.

Procedures:
Some of you were not certain about how to approach this project. Here are some driving/guided questions that may
help you narrow your scope:
Can culture/cultural identity be captured in words and images?
You two of my favorite quotes #1 MLK Jr.’s “The ultimate measure of a man is not where he stand in times of comfort
and convenience, but where he stands in times of challenge and controversy.” And Frederick Douglass “There is no
progress without struggle.” You can use Hyppolite’s “Dyaspora” or the Haitian Revolution Article using historical to
current images and write about it.
What makes an American? Patriotism, Independence, citizenship, or something else: you can use Hyppolite’s
autobiographical account
Can America ever achieve Equal Rights? Compare and Contrast any two works.

Students will compose a multimedia project—Blogs, Word, PowerPoint, etc—of their own choice based on the
short story Dyaspora by Joanne Hyppolite that demonstrates their understanding of “cultural identity”.
    2) Students will present their finished multimedia project to the class on Friday.

  Students will use Classroom laptops to start their multimedia projects
h What did I accomplish today?

     Modified Exit Slip
     Self-Reflection: Taking Part in a Group
m    Please answer the following eight questions responding with either: Yes, Unsure, or
     No. Then answer the two questions that follows.

          1.   Did I understand what my role was in the group? _______
          2.   Did I complete my task to the best of my ability? ________
          3.   Did I have my turn speaking? ___________
          4.   Did I let others have a turn at speaking?__________
          5.   Did I listen while others were speaking? ___________
          6.   Did I offer to help when it was needed? ____________
          7.   Did I enjoy taking part in the group work? __________
          8.   Did I enjoy working with the others in my group? ___________


      1) What is the one thing that you enjoyed about your role in the group?

      2) List one task on your rubric did you accomplish today?

      3) What is something that you want to do differently next time?


     Student’s Self Assessment/Evaluation
     Note: Calculate the score by multiplying the level number by the number in parentheses under
     the category name. For example, if the performance matches Level 3 for Graphics, the score is 3
     x 2 or 6. Put 6 in the Score column in the Graphics row, then, add it to the other points for a
     total.
     Topic      How
               did I Level 1:               Level 2:        Level 3:            Level 4:          My
                do?      Beginning         Developing      Accomplished         Exemplary        Score
                 
                                   I collected
                                   some              I collected
                 I did not                                               I collected a
Researching                        information,      some                                 12 points
                 collect any                                             lot of good
and collecting                     but only a        information,                         possible
                 information                                             information
information                        small portion     but not all of it
                 related to the                                          for my part of
(x 3)                              of it was         was related to
                 topic.                                                  the topic.
                                   useful for the    the topic.
                                   topic.
                 I did not         I shared a                            I shared lots
                                                     I shared some
Sharing          share any         little bit of                         of useful
                                                     useful
information      information       information                           information      4 points
                                                     information
(x 1)            with my           with my                               with my          possible
                                                     with my group.
                 group.            group.                                team.
                 I did not         I participated    I participated
Participating                                                            I participated
                 participate in    less than half    on more than
in the tasks                                                             in all the
                 any of the        the time on       half, but not all                    12 points
(x 3)                                                                    tasks and
                 tasks or          any tasks or      the tasks and                        possible
                                                                         assignments.
                 assignments.      assignments.      assignments.
                 I did not         I completed       I completed
                                                                         I completed
Completing       complete any      fewer than        more than
                                                                         all of the
my tasks         of the tasks      half the tasks    half, but not                        8 points
                                                                         tasks assigned
(x 2)            assigned to       assigned to       all, the tasks                       possible
                                                                         to me.
                 me.               me.               assigned to me.
                                                                         I listened to
                                                                         other group
                                   I did not         I listened to
                 I did not                                               members’
Listening to                       listen to other   other group                          8 points
                 listen to other                                         ideas and
other                              group             members’                             possible
                 members of                                              suggestions,
members of                         members’          ideas and
                 the group; I                                            and then
the group                          ideas or          suggestions
                 did things my                                           decided if it
(x 2)                              suggestions       nearly all the
                 own way.                                                would help
                                   very often.       time.
                                                                         the project to
                                                                         follow them.
                 I argued with                       I discussed         I discussed
                 my group          I sometimes       things with         things with
Co-operating
                 members and       argued with       other group         other group      8 points
with my team
                 tried to get      other group       members and         members          possible
(x 2)
                 them to do        members.          had only a few      without
                 things my                           arguments.          arguing.
                  way.
                                                  Sometimes I
                  Having things                                   Our group
                                  In my group,    had the best
  Making fair     go my way is                                    made fair
                                  I only worked   idea, and                       8 points
  decisions       the only way                                    decisions as
                                  with my         sometimes it                    possible
  (x 2)           a group                                         much as we
                                  friend.         was someone
                  should work.                                    could.
                                                  else.

     1) What is the one thing that you enjoyed about your role in the group?

     2) List one task on your rubric did you accomplish today?

     3) What is something that you want to do differently next time?



 Share out!

 ASSESSMENT PROCEDURES: Students are assessed by their class participation, ability to stay on task, listen and
 follow through on instructional goals, and ask questions.
 ACCOMMODATIONS/MODIFICATIONS:
 Collaborative pairings such as HP with LP. Reading Aloud, Scaffolding.
 ESL/ELL: PBL can create a poster or power point using vocabulary words
 Or, in MS Word document students can create sentences using selected words such as Diaspora, assimilation, Haitian-
 American (both cultures) and research online images that represents their idea of the meaning of the words.


 Aim: How can we be from two cultures at once?                                                                         Based on the Multimedia Project you have
                                                                                                                       PLEASE CONTINUE TO: BRING IN YO
 Do Now: List 3 aspects of home that you would miss most if you had to move abroad. Make a list of your responses      YOU WILL NEED TO COMPLETE YOU
  as follows:                                                                                                          Research the rubric that best fits your proj
t What I Would Miss Most About Home                                                                                    Google, then type in Multimedia Rubric an
      1. Family                                                                                                        your project.
      2.                                                                                                               If you choose to do a Power Point then res
      3.                                                                                                               best fits your project…
                                                                                                                       Newspaper article using graphics…
                                                                                                                       Blog Page
Mini Lesson:                                                                                                          Video
1) Teacher will define “second-person point of view” and explain its relevance to the text. For instructional support,Game
teacher will read aloud a passage to show how a writer directly addresses his or her audience by using pronouns “you” For those of you who do not have use of a
and “yours” to form a relationship with their readers.                                                                a
2) Discuss background information about “The Haitian Diaspora” and Haitian-Americans in America.                      Diorama
Background: The Haitian Diaspora: in 1915, American troops invaded Haiti to restore order to a country ravaged by     Sequence of events of the story using ART
revolutions. When they left in 1934, conditions deteriorated and grew even worse during the dictatorship of Francois
Duvalier (1957-1971). As a result, thousands of Haitians, like Hyppolite’s parents, emigrated to other countries,     ONCE AGAIN PLEASE BRING IN ALL
particularly Cuba, the Dominican Republic, and the United States. In recent years, Haitians have fled in even greater START YOUR PROJECT TOMORROW
numbers because of economic hardship and civil unrest.
                                                                                                                      Rubrics Links:
Level of Questions:
How can this essay be an account of Hyppolite’s life? Therefore, this work’s genre is considered_________________          http://rubistar.4teachers.org/index.php?scr
Literary Analysis:
Who do you think is the intended audience or the “you” of this essay?
What do you think is the setting of this story?
Identify the metaphor in Lines 59-70.
Vocabulary:
What do you think is the meaning of the word Diaspora as it pertains to the character in the story?
Interpret by Making inferences:
What can you infer so far about Hyppolite and how she feels about being a Haitian-American?
Compare and Contrast:
Re-read lines 59-88. Compare Hyppolite’s Haitian values and her American experiences. How do you know that she
is struggling to belong to both cultures.
Analytical:
Identify in the text any evidence of racial discrimination/segregation.
How does the character assimilate into American culture?
Critical Thinking:
Why do people use the hyphen such as Haitian-American? Why make a distinction as opposed to just American?

Student Centered Work Period Information: To make the upcoming project fun. We’ve decided to allow students
to create their own project using Technology to enhance learning. There is no value in just having access to it but more
important how it is used in the classroom. Technology in the classroom can help students become capable users,
information seekers, problem solvers and decision-makers.

Brain Storming about Multimedia Project.
  What about how you want to be assessed?




  Students can choose to work in pairs (not more than two).

  Share out!

  ASSESSMENT PROCEDURES: Students are assessed by their class participation, ability to stay on task, listen and
  follow through on instructional goals, and ask questions.
  ACCOMMODATIONS/MODIFICATIONS:
  Collaborative pairings such as HP with LP. Reading Aloud.
  Differentiation
  LP:
  Among many other things your annotations should include questions that you may have about the speaker or author of
  the story, and highlighted or circled usages of pronouns in the story that convey the writers experiences

  Aim: How can we provide feedback, constructive criticism, and peer evaluation?                                       Re-view “Dyaspora” Essay by Joanne Hyp
                                                                                                                       Imagery Chart and list at LEAST details o
  Do Now: on the post-it-note list one positive aspect of your essay.                                                  the appropriate columns. You must cite the
                                                                                                                       information.
  Mini Lesson: Review Rubric(s) for Peer Evaluation
                                                                                                                       Don’t forget you MUST annotate your wo
  Work Period: Students will be paired to Peer Evaluate each other’s essays using the handout rubric.                  right side of the story. There are seven qu
                                                                                                                       in class tomorrow.
Hyde’s E8 Peer Evaluation and Feedback Rubric
                                                                                                                       Finally, YOU THE STUDENTS will think
                                                                                                                       multimedia projects you would like to com
ter:                                                   Editor:                                                         autobiographical account. For example, yo
                                                                                                                       article), Power Point showing Sequence of
                                            Peer Evaluation and Feedback                                               covering this story, Podcast…you can even
                                                                                                     video…the sky is the limit.
ting: Based on each of the following questions, review the critical analysis essay and rank the
uirements. Check the  if the writer meets the requirement, check the  if you are not sure
e/she meets the requirement, and check the  if he/she did not meet the requirement.

   1. The essay’s introduction includes: restate MLK Jr’s. Quote, Agreed with                  
   Quote, Applied Quote to BOTH texts: Haitian Revolution: Black History and
   the Class Struggle No. 6. Toussaint L’Ouverture and the Haitian Revolution and
   Claude McKay’s poem “If We Must Die” (1919).
   2. The essay’s three body paragraphs discuss BOTH literary works and shows                  
   how it connects to MLK Jr’s. Quote with specific supporting details, and direct
   quotes from each work.
   3. The writer develops ideas clearly and fully, making effective use of                     
   appropriate literary elements and techniques in both texts
   4. The essay maintains focus established by MLK Jr’s. Quote. Details are placed             
   in a logical order and the way they are presented effectively keeps the interest of the
   reader.through effective use of appropriate transitions
   5. The writer’s language use is stylistically sophisticated, using original and             
   precise language with a notable sense of voice and awareness of audience and
   vary structure and length of sentences for effect
   6. The essay exhibits the standard conventional spelling, punctuation, para-                
   graphing, capitali-zation, grammar, and usage
   7. The essay has a compelling opening, an informative/persuasive middle and a               
   satisfying conclusion.


ising Suggestions: Record at least two things you would change if this was your paper.
-Evaluation: Based on my Peer’s Editing and Advice:




  Share Out!

  ASSESSMENT PROCEDURES: Student’s works is assessed through self-evaluation,
  peer, and product evaluation. Rubrics are provided.
  ACCOMMODATIONS/MODIFICATIONS:
  The essay can be a collaborative discussion and partner project. Collaborative pairings such as HP with LP
  Differentiation
  LP:
  Some students may find assessment of others work difficult. In this case teachers can sit and scaffold rather than
  having to offer qualitative feedback.

  Ms. Hyde/ Ms. Gardner

  E8 (Seniors) Mid-Winter Recess Writing Assignment Due: February 22nd.
  2010
  Quote #1 Martin Luther King, Jr.
  "Change does not roll in on the wheels of inevitability, but comes through continuous struggle. And so we must
  straighten our backs and work for our freedom. A man can't ride you unless your back is bent".

  Quote #2 Martin Luther King, Jr.
  "Freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed".


  Instructions: Read the following poem carefully. Annotate i.e. paraphrase each line in your own words for a better
  understanding of the poem. Then select one of Martin Luther King, Jr.’s quotes above and apply it to the poem and the
article we’ve studied in class Haitian Revolution: Black History and the Class Struggle No. 6. Toussaint L’Ouverture and the
Haitian Revolution.

The instructions and Rubric are located at mshyde.net.
Please type a one page paper 5 paragraphs, 12 pt. Font Times Roman. You must use evidence from both works to support
the quote.
Claude McKay: If We Must Die (1919)

In 1919 there was a wave of race riots consisting mainly of white assaults on black neighborhoods in a dozen
American cities. Jamaican-born writer Claude McKay responded by writing this sonnet, urging his comrades to fight
back. It had a powerful impact, then and later.

For what reason does McKay say even a doomed resistance is worth while?


If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursed lot.
If we must die, O let us nobly die,
So that our precious blood may not be shed
In vain; then even the monsters we defy
Shall be constrained to honor us though dead!
O kinsmen we must meet the common foe!
Though far outnumbered let us show us brave,
And for their thousand blows deal one deathblow!
What though before us lies the open grave?
Like men we'll face the murderous, cowardly pack,
Pressed to the wall, dying, but fighting back!

     Ms. Hyde/ Gardner’s Reading and Writing for Information and Understanding Rubric
                                                                                                                                                   1
                            6                       5                         4                       3                       2
                                                                                                                                              Responses
    Quality        Responses at this        Responses at this        Responses at this       Responses at this       Responses at this
                                                                                                                                               at this
                          level:                  level:                    level:                  level:                  level:
                                                                                                                                                 level:
Meaning: the       -provide an            -provide an               -provide an             -provide an             -provide a vague or      -don not
extent to          interpretation of      interpretation of the     interpretation of the   interpretation of the   confusing                refer to the
which the          the "critical lens"    "critical lens" that      "critical lens" that    "critical lens" that    interpretation of the    "critical
response           that is faithful to    clearly establishes the   establishes the         suggests the criteria   "critical lens"          lens"
exhibits sound     the complexity of      criteria for analysis     criteria for analysis   for analysis
understanding,     the statement and                                                                             -may allude to the          -reflect
interpretation,    clearly establishes    -make clear and           -make inplicit          -make few or         "critical lens" but do      minimal
and analysis of    the criteria for       explicit connections      connections between     superficial          not use it to analyze       analysis of
the task and       analysis               between the criteria      the criteria and the    connections between the chosen texts             the chosen
text(s)                                   for analysis and the      chosen texts            the criteria and the                             texts
                   -make insightful       chosen texts                                      chosen text*
                   connections
                   between the criteria
                   for analysis and the
                   chosen texts
Development:       -develop ideas         -develop ideas clearly    -develop ideas          -develop ideas          -are incomplete or       -are
the extent to      clearly and fully,     and consistently,         inconsistently, using   simply, using some      largely undeveloped,     minimal,
which ideas        making effective       using relevant and        relevant details from   details from the        hinting at ideas that    with no
are elaborated     use of appropriate     specific references to    both text               texts                   are sketchy, vague,      evidence of
using specific     literary elements      appropriate literary                                                      irrelevant, or           development
and relevant       and techniques in      elements and                                                              unjustified
evidence from      both texts             techniques in both
the text(s)                               texts
Organization:      -maintain focus        -maintain the focus       -maintain a clear and -establish, but fail to -lack an appropriate       -show no
the extent to      established by the     established by the        appropriate focus     maintain, an            focus, but suggest         focus or
which the          critical lens          critical lens                                   appropriate focus       some organization          organization
response                                                            -exhibit a
exhibits           -exhibit a logical     -exhibit a logical        rudimentary           -exhibit uneven
direction,         and coherent           sequence of ideas         structure but may     organization
shape, and         structure through      through the use of        include some
coherence          effective use of       appropriate devices       inconsistencies or
                   appropriate devices    and transitions           irrelevancies
                   and transitions
Language Use:      -are stylistically     use language that is      -use appropriate        -use basic              -use language that is    -are minimal
the extent to      sophisticated, using   fluent and engaging,      language, with some     vocabulary              imprecise or
which the          original and precise   with some awareness       awareness of                                    unsuitable for the       -use
response           language with a        of audience and           audience and            -rely on sentences      audience or purpose      language
reveals an         notable sense of       purpose                   purpose                 that are unvaried in                             that is
awareness of       voice and                                                                length and structure    -rely on sentences       incoherent or
audience and       awareness of        -show consistent use         -occasionally vary                              that lack variety and    inappropriate
purpose            audience and        of sentences that are        length and structure                            may be constructed
through                                varied in length and         of sentences                                    incorrectly              -violate
effective use of   -vary structure and structure                                                                                             basic rules
words,             length of sentences                                                                                                       of sentence
sentence           for effect                                                                                                                structure
structure, and
sentence
variety
Conventions:       -demonstrate           -demonstrate control      -demonstrate partial    -demonstrate partial    -demonstrate a lack      -are minimal
the extent to      control of the         of the conventions,       control, exhibiting     control, exhibiting     of control, exhibiting
which the          conventions            with very few minor       some sentence-level     errors that             many errors that         -may be
response                                  errors that have no       errors that do not      occasionally hinder     make comprehension       illegible or
exhibits                                  effect on                 hinder                  comprehension           difficult                not
    Aim: How can we best show our understanding of the Toussaint L’Ouverture and the Haitian Revolution Article?                     CONTINUE TO WORK ON YOUR GRO
    DayII: How can we best analyze the antecedents of the revolution and clarify some of the complex and shifting positions of the   THE END OF CLASS PERIOD ON FRID
    various interest groups which participated in it?                                                                                WORK AS A GROUP AND TURN IT IN

                                                                                                                                     THIS PROJECT WILL BE WORTH 15%
    Day I Do Now:
                                                                                                                                     GRADE.
    Vocabulary in Review
            Ms. Gardner/Ms. Hyde                                                                                                     Rubric for Group Work (The Haitian Revo
            E8
            2nd Period
d                                                                                                                                    Students:___________________________
                                                                                                                                     Period:________
                                                    Vocabulary in Context
e                                                                                                                                                     Beginning          Develop
            1.        Coercive= Force to act or think in a given way by pressure, threats, or intimidation.                                           1 Point            2 Points

            2.        Greater Antilles= a group of islands in the West Indies comprised of Cuba, Jamaica, Hispaniola, and             Contribution    One or more        All mem
                                                                                                                                                      members do not     contribu
                      Puerto Rico.                                                                                                                    contribute         some co
d                                                                                                                                                                        more tha

            3.        Lesser Antilles = a group of islands in the West Indies comprised of the British and American Virgin
h
                      Islands, and the Leeward and Windward islands.                                                                  Cooperation     Teacher            Member
                                                                                                                                                      intervention       well toge
                                                                                                                                                      needed often to    some of
            4.        Diaspora = any movement of population sharing common national and or ethnic identity.                                           help group         time. So
                                                                                                                                                      cooperate          teacher
            5.        Toussaint L’Ouverture, Henri Christopher, Jean Jacques Dessalines = slaves who led fights for                                                      intervent
                                                                                                                                                                         needed.
                      freedom in Haiti.                                                                                               On Task         Team needs         Team is
                                                                                                                                                      frequent teacher   some of
                                                                                                                                                      reminders to get   time. Ne
    The following are additional vocabulary words we should know: Define these Words                                                                  on task            teacher
                                                                                                                                                                         reminder
    Beset: to surround or attack from all sides
                                                                                                                                      Communication   Members need       Member
    Neocolonialism: Function: noun                                                                                                                    frequent teacher   some tea
                                                                                                                                                      intervention to    intervent
    Date: 1961                                                                                                                                        listen to each     be able t
                                                                                                                                                      other and speak    to each o
                                                                                                                                       to each other      and spea
: the economic and political policies by which a great power indirectly maintains or extends its influence over                        appropriately.     each oth
other areas or people                                                                                                                                     appropri
                                                                                                                  Fulfills Aim         Group does not     Group an
                                                                                                                  Question: Why        answer question.   question
Despotism: Function: noun                                                                                         did colonists use    Group states       only giv
                                                                                                                  slave labor in the   only 1 example     example
Date: circa 1727                                                                                                  Caribbean?           from text. Does    the text.
                                                                                                                                       not include        Includes
1 a : rule by a despot b : despotic exercise of power                                                                                  image.

2 a : a system of government in which the ruler has unlimited power : ABSOLUTISM b : a despotic state
                                                                                                                  Evaluator:_________________________
Dictators: Function: noun
                                                                                                                  Comments:_________________________
Etymology: Latin, from dictare
Date: 14th century                                                                                          __________________________________
                                                                                                            Resources:
1 a : a person granted absolute emergency power; especially : one appointed by the senate of ancient Rome b Haiti
: one holding complete autocratic control c : one ruling absolutely and often oppressively
2 : one that dictates


Bourgeois Function: noun
Inflected Form(s): plural bourgeois \-ˌwä(z), -ˈwä(z)\
Date: circa 1674
1 a : BURGHER b : a middle-class person
2 : a person with social behavior and political views held to be influenced by private-property interest :
CAPITALIST
3 plural : BOURGEOISIE


Mercantile Function: adjective
Etymology: French, from Italian, from mercante merchant, from Latin mercant-, mercans, from present
participle of mercari to trade — more at MARKET
Date: 1642
1 : of or relating to merchants or trading
2 : of, relating to, or having the characteristics of mercantilism <mercantile system>


Agitate Function: verb
Inflected Form(s): ag·i·tat·ed; ag·i·tat·ing
Etymology: Latin agitatus, past participle of agitare, frequentative of agere to drive — more at AGENT
Date: 15th century
transitive verb 1 a obsolete : to give motion to b : to move with an irregular, rapid, or violent action <the
storm agitated the sea>
2 : to excite and often trouble the mind or feelings of : DISTURB
3 a : to discuss excitedly and earnestly b : to stir up public discussion ofintransitive verb : to attempt to
arouse public feeling <agitated for better schools>
synonyms see SHAKE, DISCOMPOSE
— ag·i·tat·ed·ly adverb

Caste Function: noun
Etymology: Portuguese casta, literally, race, lineage, from feminine of casto pure, chaste, from Latin castus
Date: 1613                                                                                                         http://briefings.dadeschools.net/files/98344
1 : one of the hereditary social classes in Hinduism that restrict the occupation of their members and their
association with the members of other castes
2 a : a division of society based on differences of wealth, inherited rank or privilege, profession, occupation,
or race b : the position conferred by caste standing : PRESTIGE
3 : a system of rigid social stratification characterized by hereditary status, endogamy, and social barriers
sanctioned by custom, law, or religion
4 : a specialized form (as the worker of an ant or bee) of a polymorphic social insect that carries out a
particular function in the colony

Day II
1) What causes wars?
2) What drives human behavior?

       Work Period

       1) Vocabulary
       2) Recall of Time Line (Students will be instructed to take notes using KWL Chart or plain sheet of paper) (Fill in L
          column of chart)
       3) Read Aloud (Teacher will read first paragraph of article for guided instruction then students will work in groups)
       4) Activity/Assessment (Group Activity)
                  a. Students will be divided into groups of 2 or 3 based on their ARIS Data Levels.
                  b. Students will select Literary Roles for each group member. Groups will discuss with central focus on the
                      Aim Question.
       5) Distribute Rubric for Oral Presentation to students. (Formal Assessment)

                                            Summarizer-Literature Circles
Name: _________________________ Book: ______________________________
Date: __________________ Assignment: _______________________________
Summarizer: Your job is to prepare a summary of the reading. Don’t tell the whole story, just focus on the important
parts. The other members of your group will be counting on you to give them a quick statement that tells about the story
(the summary), and the key points.
Summary:
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Key Points
1.______________________________________________________________________
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2.______________________________________________________________________
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3.______________________________________________________________________
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4.______________________________________________________________________
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5.______________________________________________________________________
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Vocabulary Synthesizer
Name:____________________________________ Period:______ Date:______

 PARAGRAPH         WORD         SENTENCE FROM          DEFINITION     SYNTHESIZED WORD
  & PAGE #                     BOOK “use quotations”
                                              Connector-Literature Circles
Name: _________________________ Book: ______________________________
Date: __________________ Assignment: _______________________________
Connector: Your job is to find connections between the book you are reading and
the outside world. This means connecting what you read with your own life, to what
happens at school or in the community, to similar events at other times and places,
or to other people or problems. Once you have shared your connection to this
section of the book, each member of your group will also relate their own connection
to the book, although they may refer to a different passage.
Describe the part in the book, and then explain your connection.
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                                           Illustrator-Literature Circles
Name: _________________________ Book: ______________________________
Date: __________________ Assignment: _______________________________
Illustrator: Your job is to draw some kind of a picture related to what you read in
your section. It can be a sketch, cartoon, diagram, or stick figure scene. It can be
about something that you read, something that the reading reminded you about, or
an element of the story (plot, character, setting).
Presentation Plan: When the Discussion Director invites you to participate, you may show your picture without
commenting on it, and let the others in your group
individually guess what your picture means. After everyone has had a turn to guess, it is your turn to tell them what your
picture means, where it came from, or what it represents to you. You may make your picture on this sheet, or on a
separate page.




                                          Literary Luminary-Literature Circles
Name: _________________________ Book: ______________________________
Date: __________________ Assignment: _______________________________
Literary Luminary: Your job is to choose a paragraph or sentences from the book
to discuss with your group. Your purpose is to help other students by spotlighting
something interesting, powerful, funny, puzzling, or important from the text. You
can read parts aloud yourself, or ask another group member to read them. Include
your reasons for picking the paragraphs or sections you did. Please record the page
number and paragraph.
Paragraph and reason for choosing:
1.______________________________________________________________________
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2.______________________________________________________________________
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3.______________________________________________________________________
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5.______________________________________________________________________
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Rubric:
Rubric for Group Work (The Haitian Revolution) E8


Students:_____________________________________                               Period:________


                  Beginning              Developing           Accomplished         Exemplary
                  1 Point                2 Points             3 Points             4 Points

 Contribution     One or more            All members          All members          All members
                  members do not         contribute, but      contribute equally   contribute equally,
                  contribute             some contribute                           and some even
                                         more than others                          contribute more
                                                                                   than was required.
 Cooperation      Teacher                Members work         Members work         All members work
                  intervention           well together some   well together most   well together all of
                  needed often to        of the time. Some    of the time.         the time; assist
                  help group             teacher                                   others when
                  cooperate              intervention                              needed.
                                         needed.
 On Task          Team needs             Team is on task      Team is on task      Team is on task all
                  frequent teacher       some of the time.    most of the time.    of the time.
                  reminders to get on    Needs teacher        Does not need any
                  task                   reminders            teacher reminders.   Does not need any
                                                                                   teacher reminders.
 Communication    Members need           Members need         All members listen   Each member
                  frequent teacher       some teacher         to each other in     listens well to
                  intervention to        intervention to be   equal amounts.       other members.
                  listen to each other   able to listen to                         Each member
                          and speak to each   each other and                              speaks in friendly
                          other               speak to each other                         and encouraging
                          appropriately.      appropriately                               tones.
    Fulfills Aim          Group does not      Group answers          Group answers        Group clearly
    Question: Why did     answer question.    question but only      question but only    answers question.
    colonists use slave   Group states only   give 2 examples        give 3 examples      Group states more
    labor in the          1 example from      from the text.         from text to         than 3 examples
    Caribbean?            text. Does not      Includes image.        support their        from text. Includes
                          include image.                             response. Includes   image.
                                                                     image.

    Evaluator:_________________________                             Total Score_____________

    Comments:_________________________________________________________

    ___________________________________________________________________
  Teacher-Student Conferences: When completed with the self-assessment, meet with teacher for a conference in         Research Haitian Revolution
d which we discuss the self-assessment and goals/action plan.


n




  1. Do Now: Turn in all three forms--your contact information form, your student goal/action plan form, and the      Have your parents sit, read, and sign the co
d syllabus.                                                                                                           Friday.

  2. Work Period: Work on the Student Profile Survey and the following Self-Assessment--
n Self-Assessment: Write your answer to each question below in descriptive detail. You may want to include specific
  examples.
  1.) Describe your performance in high school thus far. Include any factors that have influenced your school
  performance, either negatively or positively.
  2.) Describe your academic and personal strengths.
  3.) What three characteristics or traits best define you?
4.) If you were writing yourself a recommendation for college, what would you say about yourself?
5.) What skills do you want to improve or acquire in English and other subjects before high school graduation?
6.) What are your future goals? What do you want to become? What area of study (in college) most interests you and
why?
7.) Share three random things about yourself that would be surprising or unique. Of course, this would be appropriate
to share with me, your teacher, and your classmates.

				
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