Day 2: Introduce Essential Questions and Discuss and write on chart paper – How have others acted on their beliefs? How do we stand up for what is right? How do we know what is right? Why do others fail to act when they know something is wrong? Introduce Barbara Smucker and read Introduction by Lawrence Hill. Quickwrite – 5-10 minutes write everything you think or know about the essential question discussed earlier. Reflections: Need to keep discussions to power on a big stage, personal stories can be used in reflections. Can never be sure of right or wrong. Day 3: KWL Chart on Slavery/America in the 1860’s Introduce the Four Quadrant Graphic Organizer – explain images, emotions, words that have an impact, words that you do not know. Read Chapter One – Read orally, students taking turns. Students fill out the GO, reflect and discuss as a group Reflections: need to add Misconceptions chart to KWL, as there is a lot of “speculation”. 4-Q many had nothing down. Some had lots of little pics that represented all aspects. Day 4, 5, 6 – Essential Questions • How is descriptive writing unique? • How do the senses tell us about the world we live in?
the criteria and ask for help. Demonstrates good listening behaviors (before, during and after) Understanding the ideas You are highly engaged in the listening process. You clearly understand why you are listening and how to get the most of your listening experience. You ask good questions that enhance your understanding. You are able to focus on a speaker throughout, ready yourself for why you are listening and ask questions or seek further information when you need to and at appropriate times. You show good listening behaviors most of the time. You need a little help getting and/or staying focused. You sometimes ask questions and seek more information but more time should be deciding the purpose of your listening and acting on that purpose. You seem unsure of why you are listening and how to listen in a way that meets your needs. You need to spend more time figuring out how to listen well and for what reason. Listens purposefully Understanding the ideas You Have a very clear understanding of why your are listening and you use many techniques for keeping track of your thoughts and your newly You note information as you hear it in to help you later. You are able to identify important information and apply it to your You seem to have a sense of why you are listening but more strategies are needed for keeping track of information as it is presented as well as your thoughts You need to spend much more time thinking about why you are listening and then deciding how to keep track of what you are
gained knowledge. purpose for listening. about that information. learning and hearing Interprets themes, messages and point of view Responding to and interpreting texts You can recognize the complexity of what is being said. You have a high level of understanding of theme, message and point of view. You are clear about the theme or message of what you heard. You can identify the point of view of the speaker. You seem unsure of the theme or message of what you have heard. You needed some help clearly recognizing these elements. You are unsure of what you have heard in terms of its theme, message or point of view. You need to spend more time listening to the speaker. Makes connections Responding to and interpreting texts Connections are detailed, developed and varied; the link to the text is clear and relevant. Connections are strong and personal; reasons are given for connections and there are links to the text. Some connections are made but more attention could be paid to making them personal, relevant and strongly tied to the text. Help was needed to develop connections Much help was needed to make connections; more understanding of the text and how it might be relevant is needed. Title: Viewing Name __________________
work! This is going extra well for you! You did it and you did it on your own! Good start. You are beginning to make sense of this on your own. You can do it. Spend some extra time with the criteria and ask for help. Demonstrates good viewing behaviours (before, during and after) Understanding the ideas You are highly engaged in the viewing process. You clearly understand why you are viewing and how to get the most of your viewing experience. You ask good questions that enhance your understanding. You are able to focus on viewing throughout, ready yourself for why you are viewing and ask questions or seek further information when you need to and at appropriate times. You show good viewing behaviours most of the time. You need a little help getting and/or staying focused. You sometimes ask questions and seek more information but more time should be deciding the purpose of your viewing and acting on it You seem unsure of why you are viewing and how to view in a way that meets your needs. You need to spend more time figuring out how to view well and for what reason. Views purposefully Understanding the ideas You have a very clear understanding of why your are viewing and you use many techniques for keeping track of your thoughts and your newly gained knowledge. You note information as you see it in order to help you later. You are able to identify important information and apply it to your purpose for viewing. You seem to have a sense of why you are viewing but more strategies are needed for keeping track of information as it is presented as well as your thoughts about that information. You need to spend much more time thinking about why you are viewing and then deciding how to keep track of what you are learning and viewing You can recognize the complexity of You are about the theme or You seem unsure of the theme or You are unsure of what you have seen
Poster Rubric Name_____________________ Category Great work! This is going extra well for you! You did it and you did it on your own! Good start. You are beginning to make sense of this on your own. You can do it. Spend some extra time with the criteria and ask for help. Key information All key information is included Most key information is included Some key information is included Very little key information is included. Review the information and add missing details. Degree of detail Precise and descriptive details about the slaves Accurate and somewhat descriptive details about the slaves Partial details about the slaves Vague details about the slaves. Review the chapter and highlight all the details on the slaves. Visual Appeal The poster’s overall look is engaging and authentic to the time period The poster’s overall look is realistic to the time period The poster’s overall look is simple – some parts are true to the time period The poster’s overall look is vague - few or no details are true to the time period. Research details to include that are true to the time period. Design The design is organized and efficient in displaying information effectively The design is practical in displaying information effectively The design is workable in displaying information effectively The design is ineffective in displaying information effectively. How can you make the information effective in the display? Mechanics Capitalization and punctuation are correct in the poster There is 1 error in capitalization or punctuation There are 2 errors in capitalization or punctuation There is more than 2 errors in capitalization or punctuation. Have a peer proofread and edit your poster for capitalization and punctuation. Title: Representing Grade Six Name ________________
Responding – peer/group discussion Level Criteria Work! This is going extra well for you. You Did It!! You did it on your own! Good Start! You are beginning to make sense of this in your own way You Can Do It!! Spend some extra time with the criteria and ask for help. Is prepared to engage in discussion; has read, commented and reflected on the text Has read text more than once, completely understands all themes, made through notes and written a thoughtful reflection. Has read text more than once, understands purpose of discussion made notes on most questions and aspects, evidence of some reflection Has read text and made some notes. Reflection is minimal. Peer discussion may be beneficial. Has read text. Comprehension is questionable. Needs to reread and use focus questions to guide thinking. Is willing to and question, to speculate and to take risks during discussio Able to ask probing questions to purposefully move discussion forward. Takes risks with ideas and is able to justify own thinking with examples. Attempts to ask probing questions. Moves discussion along. Takes risks in discussion with some justification. Makes some attempt to go beyond surface ideas with questions and ideas. Not quite sure how to move discussion along independently Does not go beyond ideas. Is unable to focus on purpose of discussion and therefore does not understand benefit of group discussion. Student commenting and providing feedback on peer selection All comments are clearly connected to the student and selection. Comments are challenging and Comments are connected to the student and selection. Comments provide evidence that the student has considered Some evidence of a connection. Reader is not convinced the student has thought deeply Comments are out of place. Student needs to re-read and provide more evidence that they have read and understand the selection.