{"id":1125,"date":"2016-03-16T07:02:41","date_gmt":"2016-03-16T11:02:41","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/juliamartin\/?p=1125"},"modified":"2016-03-16T07:02:41","modified_gmt":"2016-03-16T11:02:41","slug":"march-16-2016","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/2016\/03\/16\/march-16-2016\/","title":{"rendered":"March 16, 2016"},"content":{"rendered":"

HLA 4:<\/strong>
\nCO: Students will demonstrate evaluation of TKAM by stating and defending opinions using the text.
\nLO: Students will speak and listen using the discussion rubric.<\/em>
\n1. Get out your AOW on “affluenza.”
\n -Identify a conflict from this article:
\n -human beings in conflict with nature
\n -human beings in conflict with one another
\n -human beings in conflict with fate
\n -human beings in conflict with society or the law
\n -human beings in conflict with themselves
\n -two universal forces in conflict (good and evil, passion and reason, vengeance and compassion, etc.)
\n2. Pick up discussion rubric & theme sheet from the table under the Promethean Board.
\n3. Read over the rubric carefully. Use this information to help you prepare for our discussion.
\n4. Graded class discussion (formative)
\n –To Kill a Mockingbird<\/em> Ch.1-10 and predictions.
\n -Examine certain characters.
\n -Identify themes and their development.
\n -Identify symbols and their meaning\/development.
\n -Share golden lines from the text.
\n5. Reflect on discussion
\n -Give yourself a score for each item on the rubric.
\n -Look over your notes from the discussion and keep them in your binder.
\n______________________________________________________________________
\nELL 4B:<\/strong>
\nCO: Students will demonstrate analysis of informational text by contrasting presidential candidates.
\nLO: Students will read and write using the Part I guidelines.<\/em>
\n1. Get a laptop and sign in quickly.
\n2. AOW: Create a Double-Bubble Thinking Map comparing and contrasting Trotsky and Stalin and their beliefs for Russia.
\n -Create an appropriate guiding question.
\n -You must have a frame of reference.
\n3. Propaganda project part I:
\n -Make sure you have examined issues you feel strongly about.
\n -Take the presidential candidate matching quiz.
\n -Use Google to look up laws and acts with which you are unfamiliar.
\n -Help neighbors who are figuring out Google Classroom and the website.
\n -Choose your candidate.
\n -Check with me that you have submitted Part I correctly.
\n______________________________________________________________________
\nLA 4:
\nCO: Students will demonstrate evaluation of TKAM by stating and defending opinions using the text.
\nLO: Students will speak and listen using the discussion rubric.<\/em>
\n1. Get out your AOW on “affluenza.”
\n -Identify a conflict from this article:
\n -human beings in conflict with nature
\n -human beings in conflict with one another
\n -human beings in conflict with fate
\n -human beings in conflict with society or the law
\n -human beings in conflict with themselves
\n -two universal forces in conflict (good and evil, passion and reason, vengeance and compassion, etc.)
\n2. Pick up discussion rubric & theme sheet from the table under the Promethean Board.
\n3. Read over the rubric carefully. Use this information to help you prepare for our discussion.
\n4. Graded class discussion (formative)
\n –To Kill a Mockingbird<\/em> Ch.1-10 and predictions.
\n -Examine certain characters.
\n -Identify themes and their development.
\n -Identify symbols and their meaning\/development.
\n -Share golden lines from the text.
\n5. Reflect on discussion
\n -Give yourself a score for each item on the rubric.
\n -Look over your notes from the discussion and keep them in your binder.<\/p>\n","protected":false},"excerpt":{"rendered":"

HLA 4: CO: Students will demonstrate evaluation of TKAM by stating and defending opinions using the text. LO: Students will speak and listen using the discussion rubric. 1. Get out your AOW on “affluenza.” -Identify a conflict from this article: -human beings in conflict with nature -human beings in conflict with one another -human beings […]<\/p>\n","protected":false},"author":526,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1125","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/posts\/1125","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/users\/526"}],"replies":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/comments?post=1125"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/posts\/1125\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/media?parent=1125"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/categories?post=1125"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/juliaorzechowski\/wp-json\/wp\/v2\/tags?post=1125"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}