Monday 3/28
Advisory CESAR CHAVEZ
DAY NO SCHOOL
TODAY
Tuesday 3/29
Wednesday 3/30
Thursday 3/31
Friday 4/1
Social Psychology: Brain
Games
Current events:
Huffpost: Good News
Backpack Check
Club: Social Psychology
ELA CCS:
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.6.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-LITERACY.RI.6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Vocabulary taught in context:
Activists see problems in the world and instead of sitting on the sidelines, they take action.
English
ELA:
Objective:
Objective: Writers study
topics with pen in hand, not
only taking in information,
but also putting out responses
to the information.
Objective: Students read No ELA on Tuesdays
and analyze a wide variety Objective:
of sources to develop a bigpicture view of a topic.
Objective:When writers
want to become expert on a
topic, they analyze each new
piece of information to
determine how it fits into the
topic as a whole
Agenda:
1)
Agenda:
Lesson:Before writers write
about any subject, they
first take in a broad cross
section of information
about that topic, making
sure to read different
kinds of materials from
different kinds of
sources. Writers write to
explore the topic, often
asking themselves these
focusing questions;
•
What patterns do I
notice?
•
What are the
important things to
say about this overall
topic?
Agenda:
Activity: Before writers
write about any subject,
they first take in a broad
cross section of
information about that
topic, making sure to read
different kinds of materials
from different kinds of
sources. Writers write to
explore the topic, often
asking themselves these
focusing questions;
•
What patterns do I
notice?
•
What are the
important things to
say about this
overall topic?
Agenda:
1) Lesson: When writers
want to become expert on
a topic, they read, trying to
build a mental model of
the whole topic. This
means that if they read
about one example or one
part of the topic, they
think, “How does his go
with what I know about
the whole topic?”
Agenda:
Homework: Read 45
minutes and fill out
reading log.
Homework:
Read 45 minutes and fill out
reading log.
• Research by reading
several articles,
interviews, video clips.
newscasts and more so
that I can learn about
teen activism quickly, in
a day or two. As I
research, I am asking
“What is it that I want to
teach others about this
topic? What do others
need to know most?”
Homework:
Homework:
Read 45 minutes and fill
Read 45 minutes and
out reading log.
fill out reading log.
•
Practice looking at the
bigger picture by
researching teen
activist
(Text package they
already have) and
coming up with broad
ideas/statements about
the topic. (Example:
“One small person can
make a big difference
in a country. “
“Education is the key
to stop child labor and
can keep the world
evolving”
Homework:
Have a great weekend!
Read 45 minutes and fill out
reading log.
• Begin to think about ways
to teach others about the
whole topic of teen
activism. To do this I ask
myself, “What does teen
activism look like,
overall? What are the
main key parts of the
topic?” (Example: what
was the catalyst for their
cause, who is in the
background supporting
them?).
Weekly Theme: The Rise of Democracy
Essential Question: How did democracy develop in ancient Greece?
Social Studies
• examine forms of government in ancient Greece.
• identify the advantages and disadvantages of monarchy, oligarchy, tyranny, and democracy as ways of governing in ancient Greece.
• explain key differences between direct and representative democracy.
Key Content Terms monarchy, aristocrat, oligarchy, tyranny, democracy, citizen, assembly
Academic Vocabulary insist, ignore, hostile, reverse
Social
Studies
Period 1&2
Objective:
Period 3
Objective:
Students will read and
analyze article on Achieve
3000
Period 3&6
Objective: Students will
identify the advantages and
disadvantages of monarchy
and oligarchy, as ways of
governing in ancient
Greece.
Period 6
Objective:
Students will read and
analyze article on
Achieve 3000
Period 3&6
Objective: Students will
identify the advantages and
disadvantages of tyranny, and
democracy as ways of
governing in ancient Greece.
Students will explain key
differences between direct and
representative democracy.
Agenda:
Agenda:
Class Activity: Achieve 3000
Agenda:
Activity:
1) Experiential Exercise
Phase 1: Monarchy
2) Experiential Exercise
Phase 2: Oligarchy
Agenda:
Class Activity: Achieve
3000
Whole Class: How did you
feel during this part of the
activity?
Who makes decision in this
time of government?
How did an individual
become a king?
Whole Class: How did you
feel during this part of the
activity?
Who makes decision in this
time of government?
What are the advantages and
disadvantages of these forms
of government?
What are the advantages
and disadvantages of these
forms of government?
Homework:
ELD
Agenda:
Activity:
3) Experiential Exercise
Phase 3: Tyranny
4) Experiential Exercise
Phase 4: Democracy
Homework:
Review: Chapter 26.2-26.3
and
Section 2 and 3 on Student
Interactive Notebook
Homework:
Per 3:
Review Chapter 26.4-26.5
and
Section 4 and 5 on
Student Interactive
Notebook
Per 6:
Review: Chapter
26.2-26.3
and
Section 2 and 3 on
Student Interactive
Notebook
Homework: Per 6:
Review Chapter
26.4-26.5
and
Section 4 and 5 on
Student Interactive
Notebook
Homework: TBA
TO BE ANNOUNCED
NO ELD ON TUESDAY
Agenda:
Lyrics to Build Fluency
Agenda:
Lyrics to Build
Fluency
Project
Agenda:
Lyrics to Build Fluency
Project
Library time
Achieve 3000