Daily Assignments and Homework


Assignments will often times be posted after each lesson, at the end of the school day.  Although I have lesson plans done each week, we are going through our new curriculum and finding their pacing calendar may not always coincide with what can get done during a class period.  Students who are absent need to check this page each day to see what was covered in class and contact the teacher for any worksheets upon their return.  Students with excused absences have 2 days to get assignments completed.  This also includes students who are out due to family vacations with prior approval. It is difficult to get work together before a long trip since much of our lessons are in-class learning and homework builds on what was done in class.



Feb. 13
Bell Work: Revisit last week's editing worksheet.  Many corrections were missed.  As table teams, work together.  
In-Class:  Reviewed editing worksheet.  Discussed answers to Chapter 1.  Students found new appointment partners.  Watched a video titled, "Life in the South After the Civil War."  We discussed the vocabulary:  tenant farmer, sharecropper, carpetbagger, and scalawag. 
Homework:  Make sure you have read Chapter 2, write the gist statement on reading log and answer the 3 questions. 
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 Feb. 14  Bell Work:  Review last night's homework with your table team.  (Chapter 2 Questions)
In-Class:  Discussed Chapter 2 questions.  Students also used a rubric to assess two to three Character Narratives to look for required objectives in the writing piece. They were then asked to critique their own Character Narrative using the same rubric.  Students who turned in their Character Narratives received their grade.  If any student is not happy with their grade, s/he can rewrite it for more credit.  Rewrites are due by February 21st.
Homework:  Start reading Chapter 3 (Pages 44-54)
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 Feb. 15 Bell Work:  Look closely at Carlotta's paternal and maternal family trees and write down 3 observations about the trees. 
In-Class:  Reviewed discussion question expectations.  We created a Frayer Chart to break down the word "Justice."   ( Definition, Examples and Non-Examples)  The teacher re-read pages 38-43.  Then students answered and discussed two focus questions: 1.  Carlotta states that she saw Little rock as different from Mississippi; she knew how to play by the rules.  Was Little Rock really different?  Explain. 2.  Carlotta read a lot about her "she-ro" Rosa Parks in newspapers.  How did this exposure to media prepared Carlotta for taking her own stand?
Homework:  Finish reading Chapter 3.  Answer the questions and vocabulary, and gist on the reading log.  Reading Log due tomorrow.

  3B Chapter 3 questions.docx

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 Feb. 16
No 5th Period today due to the movie  Screenagers
6th Period: 
Bell Work:  In table teams, discuss the answers to Chapter 3 questions.  Make any revisions or add on as needed.
In-Class:  Students are to work on a Close Reading activity.  Students are self-guided to read to certain pages of the novel and respond to 6 questions.
Homework:  Start reading Chapter 4

Close Reading Activity.docx
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 Feb. 17
5th Period: 
Bell Work:  In table teams, discuss the answers to Chapter 3 questions.  Make any revisions or add on as needed.
In-Class:  Students are to work on a Close Reading activity.  Students are self-guided to read to certain pages of the novel and respond to 6 questions.
6th Period:  Catch-up period. Finish Close Reading Assignment if not finished yesterday.  Students behind on assignments can work on getting those items done.  Students who are done can work on homework to get ahead for the weekend.
Homework: (Both periods)  Read Chapter 4.  Answer the questions and vocabulary.  Write a gist statement. Finish Close Reading assignment if you did not finish in class. (Due Tuesday 2/21)
Anyone doing Character Narrative rewrites for a better grade needs to turn them in Tuesday, February 21st.   (Optional)
Planning ahead:  Chapter 5 will be due on Thur., Feb. 23, Chapter 6 will be due on Monday, Feb. 27.  I encourage you to read ahead over the long weekend.

3B Chapter 4 questions.docx

Close Reading Activity.docx

Videos watched on Feb. 21:  Please note they are Youtube and sometimes can display inappropriate comments.

https://www.youtube.com/watch?v=xERXusiEszs  (Only watch 6 minutes into video)

https://www.youtube.com/watch?v=X46XuWzpFgA

Video watched on Feb. 22nd:  https://www.youtube.com/watch?v=Hhk4N9A0oCA

Feb. 20   No School:  President's Day
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 Feb. 21 Bell Work:  New Editing Worksheet (yellow)-due Thursday
In-Class:  We reviewed answer for Chapter 3.  We watched two short videos and discussed in class.  Students were asked to write in their composition book:  Write a summary of Elizabeth Eckert's attempt to attend school her first day.
Homework:  Read pages 82-92. 

Bell Work Feb 21-Feb 23.doc

(See links above for videos that were watched in class today.  For some reason, I cannot insert them in this grid.)
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 Feb. 22  Bell Work:  Finish summary from yesterday if you didn't get it finished in class.  Continue work on the yellow editing worksheet.
In-Class:  Students reviewed the 14th Amendments and wrote a gist statement for each of the 5 sections in their composition books.  Those who utilized their time wisely finished early and were able to get started on the questions or continue reading Chapter 5.  Following the group work, there was a class discussion on the 14th amendment.  We watched a short video on "A Hero's Journey" which will lead into Thursday's lesson.  Students can click on the link above Monday's lesson to watch the short video.  (I cannot attach it inside the grid here.)
Homework:  Finish reading Chapter 5.  Answer the questions and write a gist statement.  Reading Logs will be collected Thursday.

14th Amendment.docx

3B Chapter 5 questions.docx
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Feb. 23  Bell Work:  Students finished the yellow editing worksheet.
In-Class:  Students self-corrected editing worksheet and turned it in.  We reviewed "A Hero's Journey."  Students took notes in their composition book.  Students were then put in teams of two to fill out the first 4 sections of A Hero's Journey as it relates to Carlotta's life.  Students then went back to their table teams and shared what they recorded with their other person.  Students were to collaborate and decide on the first 4 steps of her journey.  Students then started a poster of Carlotta's journey and looked for text evidence to back up their choice of her journey. 
Homework:  Read pages 99-110.  Each student is responsible for citing one box of text evidence on Carlotta's Journey to share with their table team tomorrow.

A Hero's Journey Note Catcher Page 1.docx
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 Feb. 24  Bell Work:  Students were given a worksheet with the song "A Change is Gonna Come."  Students were asked to read the song and write down the refrain/stanza that repeats. 
In-Class:  We listened to the song and discussed its meaning.
Students then worked in their teams to complete the Hero's Journey Note-Catcher that was started yesterday and complete  12:00-3:00 on their Hero's Journey poster for Carlotta.  The teacher read pages 88-89 aloud, then we watched the last half of the video that we started to watch on Tuesday.  (See link above.  We watched from 6min 30 sec. to the end.  (@ 3 minutes.) 
Homework:  Finish reading Chapter 6.  Answer questions for Chapter 6 and write the gist statement on reading log. 
Planning ahead:  Chapter 7 will be due March 1st and Chapter 8 will be due March 3rd.  Reading logs will be collected again on March 3rd for gist statements for Chapters 6-8.  ASSESSMENT is planned for Wednesday, March 1st.  Make sure you have read chapters 1-6.

3B Chapter 6 questions.docx
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Plessy v Ferguson video.
https://kcts9.pbslearningmedia.org/resource/bf09.socst.us.const.plessy/plessy-v-ferguson/
Feb. 27 Bell Work:  New editing worksheet (green)
In-Class:  Students reviewed the summary for Chapter 5, question 1 and saw two exemplary examples of summaries with cited texted embedded in the paragraphs.
Students watched a short video of Plessy v Ferguson and answered questions in their compostion book. (See video link above) Questions are listed below.  Students then started to review excerpts from the actual case and write gist statements to help with comprehension of the difficult text.  (To be continued tomorrow.)
Homework:  Read pages 124-134.
Reading Log adjustment:  Chapter 8 is not due until March 6th. I will collect reading logs that day as well.

Bell Work Feb 27-Mar 1.doc

Plessy v Ferguson HW.docx

Plessy v Ferguson Excerpts.docx
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 Feb. 28
 Bell Work:  Continue working on editing worksheet
In-Class:  Plessy v. Ferguson continued.  Finish gist statements and group correct.
Homework:  Finish reading Chapter 7.  Questions and gist statement.
Assessment for chapters 1-5 tomorrow.  Open notes.

3B Chapter 7 questions.docx
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 Mar. 1
 In Class Assessment for Chapters 1-5.  Open Notes/Book.
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 Mar. 2
Bell Work: Finish editing worksheet (green)
In-Class:  Self-Correct editing worksheet and turn in.  Students required more time to finish their assessments.  We had a work period for students to finish.  Those that were done could work on late/missing assignments or work on Chapter 8.  Questions for Chapter 8 were passed out to all students.
Homework: 
Continue reading Chapter 8. (Due 3/6)
           
3B Chapter 8 questions.docx
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 Mar 3  Bell Work:  Students received their green editing worksheet back, graded.  They were to look for the circled errors and make corrections.
In-Class:  Students were introduced to The Jim Crow Laws.  The laws were cut into strips.  Table teams were to read and sort them according to categories that they felt they belongs.  The goal was to familiarize themselves with some of the laws.  Class discussion.  The question paper was passed out and we worked on the side with the grids.  Students only had 10 minutes to get started.  It will be continued on Monday.  We went to the library to check out the supplemental book Little Rock Girl 1957.  I checked out books for absent students.
Homework:  Finish reading Chapter 8.  Questions are due on Monday as well as gist statement.  I will collect reading logs on Monday.
Planning ahead:  We will be reading Little Rock Girl 1957 next week.  Chapters 1&2 will be due March 8th and Chapter 3 will be due Mar. 10th.

Jim Crow Laws.docx
Jim Crow Laws questions.docx
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Brown v Board of Education Video: 

https://www.youtube.com/watch?v=aX9Dmo24_cc

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Mar. 6 Bell Work:  Start new editing worksheet. (Lavender)
In-Class:  Students responded to the first two questions on the Jim Crow Laws question worksheet from last Friday and continued working on the grid on the back side of the paper in their table teams.  Students had plenty of time to list four Jim Crow Laws that pertain to either AMLW and/or Plessy v. Ferguson and list evidence/examples.  Not all Jim Crow laws will be addressed in both pieces of text, but a few will. 
Homework:  Finish the Jim Crow Law grid if not finished in class.  (Only the first two questions on the back were answered.)
Read Chapter 1 of Little Rock Girl 1957.  Try to get through Chapter 2 if you have time.  Questions will be given tomorrow. 

Bell Work Mar 6-8.docx
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 Mar. 7  Bell Work:  Continue editing worksheet
In-Class:  I checked to student to see who did the Jim Crow Law grid that we worked on in class yesterday.  I had told them yesterday that it needed to be done; I am not accepting it late if you were in class.  Student were to self-correct their Jim Crow Laws during class discussion and projected notes.  As a class, we then discussed and drew the rest of the diagram of "A Hero's Journey."
5th Period:  Students were given time in class to fill out the first column of A Hero's Journey for Carlotta.  (Yellow worksheet)  Text evidence was not necessary at this time.  It is to be completed at home if not finished in class.
6th period:  We looked at exemplary examples of written responses to questions.  I went over details on how to embed text evidence again and discussed the quality that is expected at this level of the school year. 
Homework:  Read chapter 2 in Little Rock Girl 1957.  Answer the 2 questions and write a gist for Chapters 1 and 2.

A Hero's Journey NC page 2 and 3 (002).docx
3B LRG Chapters 1-2.docx
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 Mar. 8  Bell Work:  Finish editing worksheet
In-Class:  Students self corrected editing worksheet.  Students continued to work on "A Hero's Journey" using Carlotta as the hero. 5th period also were given an opportunity to look at exemplary examples of written responses with text embedded in the answer.
Carlotta's journey was discussed up through her 10th grade year.
Homework:  Read Chapter 3 in Little Rock Girl 1957. (Questions given out tomorrow.)
Planning Ahead:  Assessment on Monday (see main page)
AMLW-Chapter 9 due 3/14, LRG-Chapt. 4 will be done In-Class, AMLW Chapt. 10 due 3/16.
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 Mar. 9  Bell Work:  In your composition book, write down everything you know about Brown v. Board of Education.
In-Class:  We watched a video about Brown v. Board of Education. (See above for link) Students were to take notes on the Who, Where, When, What did the Supreme Court Rule and another interesting fact learned.  After the video, students buddy corrected and shared as a class.  Students were then given three excerpts from the Brown v. Board of Education case.  Students were divided according to a number to meet in teams to learn about a specific excerpt and then to share back with their table team.  To be continued tomorrow.
Homework:  Answer the questions for Chapter 3 in Little Rock Girl 1957.
3B LRG Chapter 3.docx
3B Brown v BoE connections to AMLW.docx

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 Mar. 10  Bell Work:  Organize your 14th Amendment, Jim Crow, Plessy v Ferguson and Brown v Board of Education papers and notes for Monday's assessment. 
In-Class:  We finished the notes for Brown v. Board of Education and answered the Text Dependent Questions using text evidence from the Brown v. Board of Education excerpts from yesterday.  (see above)
Students received their assessment for Chapters 1-5 back.  Several questions were discussed and a few exemplary examples were shown. Students also received a paper progress report and parents were emailed a progress report if email is on Skyward.
Homework:  None.  Get caught up on any chapters you are behind in.  Assessment on Monday; open book/open notes.
Planning Ahead:  AMLW Chapter 9-Due 3/14, LRG Chapter 4 will be done In-Class, AMLW Chapter 10 will be due 3/16, Chapter 11 will be tentatively due March 17.

3B Brown v Board of ed text dependent (002).docx
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Mar. 13 Bell Work:  Started new editing worksheet; salmon colored
In-Class:  Open book/Open note assessment on Plessy v. Ferguson, Jim Crow Laws, 14th Amendment and Brown v. Board of Education.
If students finished early, they can start their homework or work on make-up work.  Most students were done with the assessment in 30 minutes.  
Homework:  Read Chapter 9, answer the questions and write a gist.
Bell Work Mar 13-15.doc 
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Mar. 14 Bell Work:  Continue editing worksheet; salmon colored.
In-Class:  Class discussion on Little Rock Girl 1957.  The questions from Chapters 1-3 were discussed in an open forum.  Opinions were shared for open ended questions.  We discussed the power of photographs; how they tell a story (or just part of a story.)  We started reading Chapter 10 in class.  The first three pages were read aloud.
Homework:  Continue reading Chapter 10; 175-185.  Feel free to read all of it. (Questions will be sent home tomorrow.)
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Mar 15  Bell Work:  Finish editing worksheet.
In-Class:  Graded Editing worksheet in-class.  Started working on Gathering Evidence Note-Catcher with the Focus Question:  How did the press contribute to shaping the story of the Little Rock Nine?
Each table team was responsible for one section to be ready to share out to class. 
Homework:  Finish reading Chapter 10; questions and gist statement.
3B Chapter 10 questions.docx
Gathering Evidence NC-Type of Mediums.docx
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Mar. 16 Bell Work:  Finish Chapter 9 questions if not finished or start reading Chapter 10.
In-Class:  We finished up the Gathering Evidence Note-Cather with the Focus Question from yesterday.  Each table team presented their section to the class.  Students were responsible for actively listening to the presenters so they could fill in their personal note-catcher.  We then went back to the Hero's Journey worksheet with 4:00-11:00 (Started March 7th).  Students were to have completed the sequence of events and today they continued on their poster and gathering text evidence to complete it. (The focus was her sophomore/10th grade year.)
Homework:  Read Chapter 11; questions and gist statement.

3B Chapter 11 questions.docx
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 Mar. 17  Bell Work:  Read your Chapter 11 answers to your table team. Make corrections as needed.
In-Class:  We continued our lesson on different mediums used to present ideas and evaluated the advantages and disadvantages of using different mediums to present information on the Civil Rights movement.  We watched a short video from 1957. (listed below)  Students then made a T chart listing the advantages and disadvantages of gathering and gaining understanding of news events through video footage broadcast on television. Students were then given time to read Chapter 4 of Little Rock Girl 1957.  After reading, students responded in their composition books to the following questions:  1.  On page 42, the author states that the photo of Elizabeth Eckford and Hazel Bryan sowed the "American dream was a lie for African-American students."  With what evidence did the author expand on that claim on pages 40 and 41?  2.  How might the photograph on page 43 have shaped the story of the Little Rock Nine?
Students were given their Plessy/14th Amendment/Brown v. Board of Ed/Jim Crow assessment back for review.  Students received a new updated progress report.
Homework:  Get caught up on any late work or reading.
Planning Ahead:  AMLW-Chapt 12 will be covered In-Class on Monday.  Chapt 13 will be due 3/22.  Chapter 14 will be covered In-Class.
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Video Shown in Class March 17th:  1 min. 30 sec. https://www.nbclearn.com/portal/site/learn/freeresources/finishing-the-dream/1957-showdown/cuecard/1195

Mar. 20
Bell Work:  Started new editing worksheet
In-Class:  SLC reflection form.  Book Discussion.  Teacher read part of Chapter 12 aloud.  Students were given a half an hour to finish the last 5 pages silently and answer the text questions.
Homework:  Finish Chapter 12 questions if not completed in class.  Start reading Chapter 13.  It will be due Wednesday.
Bell Work Mar. 20-22.doc
3B Chapter 12 questions.docx
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Mar. 21
Bell Work:  Continue editing worksheet (ivory)
In-Class:  Students filled out their self-reflection papers for Student Led Conferences.  All tests were passed back from the school year to review and reflect on this year's progress.  Many students were able to get started on the homework.
Homework:  Finish reading Chapter 13.  Question and gist.  Reading Log is due tomorrow.
3B Chapter 13 questions.docx
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 Mar. 22
 Bell Work:  Finish editing worksheet. (We will correct tomorrow).
In-Class:  Students will listen to Chapter 14 read aloud.  Students will then have time to answer the 2 questions and start reading Chapter 15.
Homework:  Read 10 pages of Chapter 15. 

3B Chapter 14 questions.docx
 Mar. 23  Bell Work:  Get started reading the rest of Chapter 15 immediately.
In-Class:  An opinion question for chapter 12 was reviewed.  Three different exemplary examples were shown to point out that students can have different points of view and still back up their response with text evidence.  The remainder of the period was given to finish reading Chapter 15 and answer the two questions.  Students who read the night before were able to get it done in class.  Some even got started on the homework.
Homework:  Read Chapter 16 and answer questions
Planning Ahead:  Reading Log will be due one more time: March 27th

3B Chapter 15 questions.docx
3B Chapter 16 questions.docx
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 Mar. 24  Bell Work:  Start brainstorming pros and cons on "A Difficult Decision" worksheet.  The goal is 3 pros and 3 cons.  Do  not worry about text evidence today.  (Not meant to be homework; we will continue next week.)
In-Class:  Chapter 17 was read aloud by the teacher and discussed in class.  Students responded to two important questions in their composition books that might be on the test. (wink) 1. Why did Carlotta write the book? (Embed text evidence)  and 2. Why did Carlotta call it, "A Mighty Long Way"?  (Search for text evidence.) Students were allowed to check with their peers and discuss best text evidence.  I also introduced the worksheet we will work on Monday.  It is not meant to be homework, but I have several students who are going to be out Monday due to band.  This is the pre-writing activity to our assessment on Tuesday. 
Homework:  Get caught up on missing/late work.  Get reading log completed.  Reading log due Monday.

Pros and Cons for Carlotta's parents.docx
3B Assessment Pre-Write.docx
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Mar. 27  Continue with Assessment Pre-Write activity and the Pros and Cons for Carlotta's parents.
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 Mar. 28  Writing Assessment on A Mighty Long Way and Little Rock Girl 1957
   
   
   

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