problem solve, or to complete a task/project Writing-to-Learn • summaries Process writing • using a rubric as evaluation On-demand/Timed writing • writing that is completed in class within a set amount of time • grade is evaluated using a rubric Cornell Notes • taking notes on the most important information • summarizing • using the notes to study Reflective writing • students write about what they have learned and what they still need Higher level questioning in classes • Costa’s Level 1: Students find the answers right there in the text. • Costa’s Level 2: Students must figure out the answer from information in the text. • Costa’s Level 3: Students apply what they have learned or use what they have learned to evaluate or create. Think Pair Share Sharing ideas with a partner or in a group Carousel/Gallery Walk Problem solving in groups Projects in groups Before reading activities • vocabulary activities • accessing prior knowledge • making predictions During reading activities • marking the text • Cornell notes • graphic organizers After reading strategies • summarizing • group projects Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda Allow student time to step out to de-escalate Testing in small groups Use of a planner/binder for organization English Language Dictionary Extended time on assignments =1 day Preferential seating Written direction given Break directions into chunks Read Aloud to Students Visual manipulatives Cooperative Learning, Vocabulary, Description, Introduction, .
Unit 8 Learning Goal: The student will be able to evaluate the causes, course, and consequences of the American Civil War LEVEL 4: I can describe and evaluate the causes, course, and consequences of the American Civil War and apply them to life today. LEVEL 3: I can: Evaluate the cultural, political, and economic issues that causes sectionalism in the United States Conclude a unique way to draw in a reader to your essay using an appropriate hook (Hook activity) Assess which analytical categories you will create arguments for in your essay (bucketing activity) Evaluate the relationship between slave density and cotton production and evaluate how economic differences led to war Assess Fredrick Douglass’ role in the abolitionist movement, assess how Southerners combated the northern movement and attempts at slave uprisings Conclude how the Dred-Scott decision became a cause of the Civil War Assess the impact of the election of 1860 Evaluate the cultural, political, and economic issues that caused the Civil War by developing a appropriate thesis answering the DBQ question (Thesis development) Ensure success for writing by making sure each essay component is included in essay outline (outline) j. Evaluate the causes of the Civil war by completing an analytical essay (essay) LEVEL 2: I can: Place the causes of the Civil War in a chronological timeframe Identify an appropriate hook to address, “What caused the Civil War?” Place the causes of the Civil War into analytical categories Determine if documents 1, 2, and 3 are either secondary or primary sources and why (Doc 1-3) Determine if documents 4, 5, and 6 are either secondary or primary sources and why (Doc 4-6) Determine if documents 7, 8, and 9 are either secondary or primary sources and why (Doc 7-9) Determine if documents 10 and 11 are either secondary or primary sources and why (Doc 10-11) Answer the analytical DBQ question by developing a usable thesis for an essay (Thesis development) Organize thoughts into a DBQ essay outline in preparation for writing (outline) Thoughtfully answer the DBQ question by completing a DBQ essay (essay) LEVEL 1: With help, I have some understanding of level 2 ideas with little or no understanding of level 3 ideas. LEVEL 0: Even with help, I have no understanding.