{"id":2267,"date":"2016-05-09T09:20:52","date_gmt":"2016-05-09T13:20:52","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=2267"},"modified":"2016-05-09T10:39:47","modified_gmt":"2016-05-09T14:39:47","slug":"monday-may-9th-2016","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2016\/05\/09\/monday-may-9th-2016\/","title":{"rendered":"Monday May 9th, 2016"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Monday-5\/09\/16:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What percentage of farm workers are migrant workers? 2.) What type of fruit might migrant workers pick in Michigan? 3.) During which months do migrant workers labor on the West Coast?<\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Presentation-<\/strong>Chapter 20-Section 2-The New Frontier<\/li>\n<li><strong>Video-<\/strong>JFK Assassination Zapruder Film Digitally Remastered (5:49 min)<\/li>\n<li><strong>Outline Notes-<\/strong> Chapter 20-Section 2-The New Frontier<\/li>\n<li><strong>Daily Objective-<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Content Objective:<\/strong><\/li>\n<\/ul>\n<ul>\n<ul>\n<ul>\n<li>SWD comprehension of the domestic policies and foreign agendas of the New Frontier and the tragic chain of events that led to JFK\u2019s death by outlining important information in guided note<\/li>\n<\/ul>\n<\/ul>\n<\/ul>\n<ul>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will read and record information pertaining the domestic policies and foreign agendas of the New Frontier and the tragic chain of events that led to JFK\u2019s death by reading through text and completing a set of student led guided notes.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Outline Notes-Chapter 20-Section 2-The New Frontier<\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/05\/Chapter-20-Section-2-The-New-Frontier.pptx\" rel=\"\">Chapter 20-Section 2-The New Frontier<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/05\/Notes-Outline-Chapter-20-Section-2.pdf\" rel=\"\">Notes-Outline-Chapter 20-Section 2<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Textbook PDF: Chapter 20-Section 2-The New Frontier<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/05\/The-Americans-Chapter-20-Section-2.pdf\" rel=\"\">The Americans-Chapter 20-Section 2<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video Link-JFK Assassination Zapruder Film Digitally Remastered (5:49 min)<\/strong><\/p>\n<p>https:\/\/www.youtube.com\/watch?v=P74Q2NUBmGk<\/p>\n<p>&nbsp;<\/p>\n<p>_____________________________________________________________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Monday-5\/09\/16:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>Grab your \u201cMy Learning Target Sheet\u201d from the front of the room and complete the following two tasks. 1.) Fill out the reflection portion for card marking five (2nd card marking on the sheet) 2.) Write a clear goal for 6th (3rd on the sheet) card marking<\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Presentation-<\/strong>Chapter 11-Section 1-The Expressed Powers of Money and Commerce<\/li>\n<li><strong>Vocabulary Frayer Activity-<\/strong>Chapter 11-Power of Congress<\/li>\n<li><strong>Daily Objective-<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses\u2019 ability to taxing various ways by listening to the teacher complete a short presentation then participating in a classroom discussion<\/li>\n<li>SWD analysis of key terms associated with the unit covering Chapter 11 by defining and personalizing vocabulary terms in a vocabulary based activity<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses\u2019 ability to taxing various ways by participating in classroom discussions following a short lecture by the teacher<\/li>\n<li>Students will read and record important vocabulary terms pertaining to our unit covering Chapter 11 through the use of a frayer model vocabulary activity<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials:<\/strong> Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce and Vocabulary Frayer Activity-Chapter 11-Power of Congress<\/p>\n<p><strong>Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/05\/Chapter-11-Section-1-Expressed-Powers-Money-Commerce.pptx\" rel=\"\">Chapter 11-Section 1-Expressed Powers Money Commerce<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Vocabulary Frayer Activity-Chapter 11-Power of Congress<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/05\/Chapter-11-Vocabulary-Terms-1.docx\" rel=\"\">Chapter 11-Vocabulary Terms<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Monday-5\/09\/16: Bell Work-1.) What percentage of farm workers are migrant workers? 2.) What type of fruit might migrant workers pick in Michigan? 3.) During which months do migrant workers labor on the West Coast? Attendance- While Class is Doing Bell Work Presentation-Chapter 20-Section 2-The New Frontier Video-JFK Assassination Zapruder Film Digitally Remastered (5:49&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2016\/05\/09\/monday-may-9th-2016\/\">&raquo;<\/a><\/p>\n","protected":false},"author":525,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-2267","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/2267","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/users\/525"}],"replies":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/comments?post=2267"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/2267\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=2267"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=2267"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=2267"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}