Content Objective:
Students will demonstrate understanding of the brain as a contributor to human behavior by taking notes into a brain diagram.
Language Objective:
Students will read and record functions of the brain in a brain chart and notes.
Bellwork:
Name 3 parts of the brain we’ve discussed and their functions?
US History
October 15, 2015
Content Objective:
Students will demonstrate evaluation of the consequences of the construction of the Panama Canal writing a micro-argument.
Language Objective:
Students will read and record evidence of the consequences of the construction of the Panama Canal by responding to a micro-argument with the question, “Were the economic and political gains enough to justify the death and destruction caused by the construction of the canal?”
Bellwork:
Look up the word justify in a dictionary or on your phone. Define it, use it in a sentence, and draw a picture for it.
When you are done with your micro-argument, please define all the terms in Chapter 11.
US History
October 13, 2015
Content Objective:
Students will demonstrate understanding of the positive outcomes of building the Panama Canal by watching a documentary and filling in a tree map
Language Objective:
Students will record the political, economic, scientific, and cultural gains of building the Panama Canal in a tree map with the leading question, “What did America have to gain from the Panama Canal?”
Bellwork:
If a boat full of goods wanted to go from New York to San Franciso, which routes could they use?
Tree Map: Use book/article/documentary
“What did America have to gain from the Panama Canal?” (leading question)
Branches:
(political, economic, scientific, and cultural)
US History
October 14, 2015
Content Objective:
Students will demonstrate analysis of the positive and negative consequences of the construction of the Panama Canal by annotating texts and completing a thinking map.
Language Objective:
Students will read and record the positives and negatives of the construction of the Panama Canal in a tree map after annotating texts including primary documents.
Bellwork:
How do you think the citizens of Panama felt about the fact the canal was built in their country?
Annotate the following to prepare for tomorrow’s micro-argument:
US History
October 12, 2015
Content Objective:
Students will demonstrate evaluation of the Platt Amendment by peer editing micro-arguments.
Language Objective:
Students will read and record edits to a micro-argument about the Platt Amendment looking for claims, two reasons, two supporting evidence, and a conclusion.
Bellwork:
Do the standardized practice on page 369 in your textbook. Write the entire answer with the letter.
No homework
Today you guys worked in your groups in order to finish up your experimental research project. I saw that many of you have worked very hard and I can’t wait to hear what you all have discovered. They are due tomorrow October 13. Presenters will be picked at random, so please be prepared. Email me tonight @ ayoubs@dearbornschools.org if you have any questions.
US History
October 9, 2015
Content Objective:
Students will demonstrate evaluation of the consequences of the Platt Amendment for both the U.S. and Cuba by writing a micro-argument.
Language Objective:
Students will read and record evidence of the consequences of the Platt Amendment for both the U.S. and Cuba by a micro-argument with the question, “Take the position of a Cuban or U.S. patriot, do you feel the U.S. was right or wrong to insist that Cuba add the Platt Amendment to its constitution?”
Bellwork:
If China were to take over Canada, how could it affect the United States?
Classwork/homework:
Answer the following questions:
What were the reasons for that difference? (p. 355-358)
Psychology
October 9, 2015
Content Objective:
Students will demonstrate application of research in psychology and psychotherapy v. medical treatment by cooperating annotating a research article and completing a thinking map.
Language Objective:
Students will read and record the various components of psychological research such as hypothesis, variables, results, etc. in a tree map after annotating a scholarly article.
Bellwork:
What was most difficult about annotating yesterday’s article?
Projects are due Tuesday October 13!!
US History
October 8, 2015
Content Objective:
Students will demonstrate analysis of America’s involvement in Cuba by annotating texts and completing a thinking map.
Language Objective:
Students will read and record the positives and negatives of America’s involvement in Cuba in a double bubble map after annotating texts including primary documents.
Bellwork:
Please sit, and immediately begin annotating the texts that have been handed to you. We will have a reading quiz if everyone is not on task. As you read, keep the following question in mind, “What were the positive and negatives of America’s involvement in Cuba?”
Classwork/Homework:
Double Bubble Map
Leading Question:
“What were the positive and negatives of America’s involvement in Cuba?”
US and Cuba in the middle bubbles
3 Negative consequences to Cuba on one side
3 Positives to US on the other side
3 ways both US and Cuba benefitted from America’s involvement in Cuba in the middle bubbles
Psychology
October 8, 2015
Content Objective:
Students will demonstrate application of research in psychology and psychotherapy v. medical treatment by cooperating annotating a research article and completing a thinking map.
Language Objective:
Students will read and record the various components of psychological research such as hypothesis, variables, results, etc. in a tree map after annotating a scholarly article.
Bellwork:
What was so unethical in the Stanford Prison Experiment?
Classwork:
For each of the following, put in your own words AND the direct evidence/quote from the article:
“What are the research components of the study on Psychotherapy and Pharmacotherapy in depression?
Hypothesis
Independent Variable
Dependent Variable
Procedure
Results
Bias or hidden variables
Operational definitions