Drafting, Drafting, Drafting...

Agenda:

• Do Now
• Poem 4
• Drafting time

Today was another normal day. We piked up and started the Do Now. In our Do Now we had go to our Humanities folder and open the document called "Triangle Fire poem". We had to skim through our pre-writing. It was the information that you found about your character last class. Link to see the list of victims. We had to think about what poetic techniques we had not tried to use yet that might fit with the tone of your poem. We had to jot down some ideas about what poetic techniques you would like to try to use. Then we had to check in with a partner.

After this we had time to improve our poem. When we thought that we were done with the poem. We could move to start drafting (Draft of the triangle shirtwaist fire). This took the rest of the class.



HW: No homework!!
That's all I have to say
                                                       

                                                                             Tarik and Raj working on there poem

Class scribe

Date: 13th of February

Class scribe: Rachel H

Agenda:

• Do now: Poem 2
• Literature circle quiz #4
• Literature circle #4
• Debrief
• Close Read Jig saw
• Cause + Effect chart

Sofi working on her poem.

Doing a great job discussing about the book

As usual we started with the Do now and the Do now was about the poem that we are writing and to continue drafting. The main idea is to incorprate all the five senses (see, fell taste, smell, hear), also juxtaposing and finally to describe the object that Ms. V chose. After we took the literature circle quiz and we were suppose to read chapter 9 and answer the literature circle questions. 

After taking the literature circle quiz, we started to discuss about the book with the class for a minute. We talked about a part of a book and we had to think what were the problem that Gopal was facing and also what they were expecting when they came to Jama's house. After we saw a video about latrine. 

Now we entered in our literature circles and discussed about chapter 9. My group talked about 

Now we are going to discuss about the jig saw and also discuss about the reading. We finished the Jigsaw and discussed about the question and the answer that we wrote.

Have a nice Carnaval!!!!!

Hw: Finish our 2nd poem and do the lit circle for chapter 10-14!!

Class Scribe - 11/24/14 - Nic L.

   Agenda:

* Do Now
* Critique for L.T. 3.0
* Track + Process Feedback
*Writers Workshop: Style
* Writing Time
--------------------------------------------------------------------------
BLT:

3.0: I can write a clear + engaging historical fiction narrative that takes place during Apartheid.

SLT:

3.7: I can use figurative language to enhance my description.

The Do Now

------------------------------------------------------------------------
     First, we started with the Do Now. The Do Now was an example of someones story plan. We had to read the plan and see what is believable about the story and what is not believable about the story. We also had to see if this story clearly teaches about the Apartheid, and if it could be told in 3 to 4 pages.

   Then we went to the back of the Do Now to see two blog posts that two people in our class made. Then we got a rubric for a Example 1 and a rubric for example 2. With our partners we had to grade both of the blog posts. By highlighting what the blog post shows, on the rubric. Self-grade the blog posts from 1-7. We did this to see if we made the same mistakes in our blog post and if we should add some things we didn't have. We all figured out that Example 1 was the best. And that example 2 had no real style.


   

The Rubric for the Blog Posts.

   Now we are taking time to talk about figurative language and how we could/should use it in our writing. We were shown a very intricate picture and we had to on our desk write a metaphor, a personification, etc about all the nouns we could think of that were in the picture.

   Now we started to track our learning targets. We took out our learning target tracker from our accordion folder. We took the pink dots and put our score one the poster board with the learning target. Also, for the people that did the blog post we got feedback from Ms. V. Then we went back to our blog post and on another piece of paper we put down what feedback we got, and what I think about the feedback.

Thats all we got to today.
We don't have any homework.

Class Scribe, November 14, 2014

Class Scrbe: André Hu

First we needed to log in into quizlet then go check the questions we did the class before this one so we could ask Mr. Fernandes. Mr. Fernandes is a teacher who lived in South Africa during apartheid.

What we should do/don't do during Mr. Fernandes present:

• Pay attention
• Don't talk to your neighbor
• Ask good questions.

His dad was supposed to go to South Africa because of his job. After a time his family had to move over there too. When he got there the prime minister was killed. When he got there the city was white. During the day the blacks were in the city.  When it was 5 PM the blacks needed to get out of their jobs and had to go to their homes. When he was in college his teacher was arrested because he attended a funeral of a black man. He was considered a white in South Africa. He couldn't vote because they were foreigners. Time for questions.

How were houses in Soweto?

Answer: It was like "favelas" here in Brazil,but not all blacks were poor because there was a black man that had a mansion with three stories.

How do you compare South Africa from South Africa now?

Answer: In the past it was more safe than now.

If blacks entered the whites areas?

Answer: You couldn't. Whites couldn't enter blacks zone and blacks can't enter blacks zone.

Seeing things as a kid changed your point of view?

Answer: Yes, I teached Social Studies and I try to change their point of views.

How did they get arrange in the buses:

Answer: Whites had one bus and blacks had other buses.

Did you ever feel bad for the blacks?

Answer: Yes, because I saw them being beaten by the policemen's.

(Sorry, that I couldn't write down all the questions and all the answers)

After Mr. Fernandes had gone we worked on doing the summary and taking a little bit more of notes.

D6 Literacy Offices

By: Scribe Dominik

Agenda:

• Do Now
• Jigsaw
• Debrief Dialogue
• Writing time

BIG Learning Targets:

• 3.0 I can write a clear and engaging historical fiction narrative that takes place during Apartheid.
• 1.0 I can write an accurate historical fiction narrative that demonstrates a sophisticated understanding of Apartheid.

Supporting Learning Targets:

• 3.4 I can show not tell in my writing by using strong verbs, sensory details, and dialogue.
• 1.4 I can explain how the laws passed in South Africa in the 20th century affected the rights and responsibilities of groups of people.

Today where we usually would see a sheet of paper right under the "Pick up" sign, there were none. Instead, we saw a yellow sticky note that said, "Start Quizlet." So we obeyed the all powerful sticky note. Because what else were we supposed to do? Immediately we dorned our "Word Nerd" glasses and studied our vocab words for this week. 

Ok I have nothing to do since everyone is studying vocab so...

Don't judge me. Everyone's had writer's block.

As we began to wrap up the vocabulary work, people worked rapidly to cram as much information as possible. Andre, Marcos, Gabe, and Raj were working so hard, and those were only the people I could see. We got "Scholar Swag" for being awesome. A change of routine happened today. A student introduced our board such as pointing out learning targets and the agenda. Today it was Matt.

Matt Introducing the Board

Jigsaw worksheets were passed down. Everyone pulled out a packet called "The Rise and Implementation of Apartheid." Someone was so kind to "leave behind" a packet for a example. Thumbs up around the room confirmed the people that had the packet out. The Jigsaw is simply a table that has questions on one side about the reading, and you answer on the other side. It is made of paper(shocker). A few weeks earlier, the class each read different parts, so each side of the paper was for reading A and B. Everyone worked very hard, in fact, vote in the comments on who the two harder workers were.

Eu nao tenho uma adaptor. A total of 5
people forgot their adaptors.

Everybody checked with their partner on the accuracy of their answers and their understanding of the text. Shout-out to Victor and Takuma for great discussion about their discussion about the reading. I couldn't hear them exactly but they demonstrated good body language of a discussion.  Groups that read the two different reading met up to discuss the reading. Luisa, Rachel, and Gabe were at my table to discuss. Rachel explained pre-Apartheid South Africa and earlier Afrikaner law. She explained that the Land Act was the first act of segregation in South Africa and so on and so forth. She then helped Gabe answer the questions for reading A. Same routine for Gabe. I can imagine that it would be the same for many. The video shows one of the discussions.

We continued to summarize on our "Research Note-Catchers".

The homework is to read "The Gun", one of the many stories from Out of Bounds by Beverly Naidoo by friday. Ms. Vallillo demonstrated that anyone who forgets their adaptor will be taped to an adaptor. On that happy note, goodybye!

Layla

Catalina

 <Who is working harder?>

Answer Below!

Rachel - Acting as A Class Scribe

Agenda:

• Do Now
• Writer's Workshop Dialog



This is our Do Now activity. We put some New information
 in our Timeline.

• Writing Time

Homework:

Read: One Day Lily 

Due: Friday

We first started with our Do Now:

- We read our part (A or B)

- We discussed with the class

- We found important dates

- Filled in the Do Now sheet

         This video shows our Writer's Workshop Dialog. Ms.V gave us  a chat and we had to know things and purposes that the characters talk about. 

                  After that we discussed the character's lives and what and how they are talking about. We talked about different types of dialogs. We also talked about what are dialogs and how dialogs can make a difference in a piece of writing.

After 2 minutes, a group from their scavenger hunt came, so we had to dance with them! Here's a video!

Class Scribe

Today we started right away with our Do Now. The Do Now involved backtracking to our text to find important dates to add to our timeline. Then, Ms. V. asked us to talk with our peers about what we found. Next, we added the dates to the timeline. We talked a little about European colonization in South Africa and apartheid. Following that, we grabbed our learning target tracker and talked to our peers about what learning targets we had already accomplished.

         After we checked with Ms. V, we began the Perseverance Self Assessment. This self-assessment was to help us set goals for ourselves. We got our computers and began our research note catcher in our Google drive. We wrote a summary of the text we read: From Colonization To Apartheid. The summary had to include a clear summarization of the text with details and gists. We started an activity called Walk + Talk. At that moment, Ms. V. called upon me to do a great acting job in front of the class to act out words like stroll and blabber. We got our Do Now and flipped it over. This activity encourages us to use stronger words in our writing like stroll and mutter instead of lame words like walk and talk. 

             We discussed a little about how authors use stronger words instead of weaker ones. After that, we went to the Quick Write and began draft three.  After a little while, we had internet problems, so we accepted defeat and started the exit ticket and went to lunch. 

Marcos: Acting as Class Scribe.

Agenda:
Do Now: Blog Post
Review Close Reading Note-catcher
Writers Workshop: Description 1
Quick Write 2
Peer Critique
Debrief: Writers Toolbox

Big Learning Targets:
1.0 I can write an accurate historical fiction narrative that demonstrates a sophisticated understanding of apartheid.

3.0 I can write a clear and engaging historical fiction narrative.

Today in humanities we started of with the Do Now like everyday. On the Do Now, there was a question that we had to answer as a blog post on our blogs, the question was "How can language be a form of oppression?"They had to put evidence form the book, Out of Bounds or from the text, The Soweto Uprising. After this we quickly reviewed the learning targets. After that, Everyone took out their homework and they had to share their answer with the person sitting next to them and if they were not completely sure of their answers, they could use their partners to help them. Baltasar read aloud a paragraph that would help us on question number 2 on the homework and we talked about that paragraph. We talked about stereotypes that went on in apartheid and how that affected lots of people. We also talked about how race was a social construct. Now, Ms. V gave us a direction were a person has to read a slip of paper that was passed out and then the persons partner has to try and draw what they think the slip of paper is describing. Now the person who read the slip of paper is going to get a marker and draw what they think the paper that the partner is reading is describing. After that, Ms. V asked us to circle words on the two papers that were read and they had to circle words that they think that make it easier  to understand and draw. Then, people shared the words or phrases they circled and why. Next, Ms. V asked us to open a document on google drive called Writers Workshop Debrief were we had to answer some questions about the activity that we just did. After we shared the questions a bit from the doc, Ms V asked us to open another document another document called Quick write were we had to write about a picture as if you were a bystander and describe what it would be like.

Oct/23/2014










                                                                                                                 

Class Scribe: October 20, 2014

posted by Catalina

Agenda:
-Do Now: High Quality Summaries
-Intro to Summative Assessment
-The Bantu Education Act

Big Learning Targets: 
1.0- I can write an accurate historical fiction narrative that demonstrates a sophisticated understanding of Apartheid.
4.0- I can conduct high quality research about South Africa and Apartheid.

Congrats Rachel for being focused 24/7!

Do Now:
Today, we focused on summaries. On our Do Now, we had to compare three different summaries to each other. Apart from that, we had to: circle and info that is incorrect, box any info that you think is too insignificant, and highlight any info that is accurate. Also, we filled out a small box that asked: What was missing? 


Right before we got into the intro to the summative assessment, we finished the summaries we had begun on Wednesday.

Intro to the Summative Assessment:

Preparing List

First, we began with reading an introduction to the actual summative we were going to have. At the bottom of the page, we created a t-chart to answer what we noticed, and what we wondered. Next, we listed things we should do before writing the summative summary. Also, behind our sheet, we wrote down the most important things we should do in order to get ready for the summative. 

Good group discussion guys!

In between both activities, we received another sheet. In this one, we had to fill in about a quote we read before. Next, we swapped quotes with other people and wrote down what it told us about. We locked arms with our partners and had to look for a group that had a different reading than ours. You should've become a group of four at the end. Good job Rachel, Layla, Isabella, Rag, Artur, and Karishma for great discussions!





The Bantu Education Act:
Following up, we got into a google doc called: "The Bantu Education Act", read it, studied the graph, and answered the questions at the bottom. If you want to see the chart, go to: http://www.apartheidmuseum.org/resources.

Home Work:
Don't forget to finish reading chapter: The Typewriter in Out of Bounds and fill in the double entry journal for the questions, evidence, and analysis.

Class scribe

    Agenda:

• Do Now: high quality summaries
• intro to summative assessments
• The Bantn education act

Big learning targets 1.0: I can write an accurate historical fiction narrative that demonstrates a sophisticated understanding of apartheid.
Big learning targets 4.0: I can conduct high- quality research about South African plus apartheid.
Supporting learning targets 1.4: I can explain how laws passed in S.A. affected the rights plus responsibilities of groups of people.
   Supporting learning targets 4.1: I can write an unbiased
fact based summary of a text
   Guiding question: What is revolution?

Rachel and Victoria hilighting important sentences that shows what we will do on our writing piece.

      In class we always start with the Do Now as we did today.  The Do Now had 3 summaries about the government in south africa and theres schools, police man and students on streets protesting.  In the back of the Do Now it was written high quality discussion and lame discussions.  We had to choose witch summary is best. 1-2 or 3 and the best one is #2

sebastian writing his wonders and what he notices

this is the summative assessment sheet

After we worked on our note catcher revised it after looking at some other summaries.  After we got a sheet that said Quarter 2 summative assessment. We wrote what we wonder and notice.  Also we wrote down if the teacher said do the summative assessment, what would you do. Then with the class we wrote our steps to take before and while writing.  Some are gist, reread, research etc.

The Bantu education act

     Then we got a sheet of paper that we had to write about the Bantu education act.  There were people that read A, B, C and then people got in groups and discussed about what they read different then yours.  Example: I have A and I have to go with B or C.

3 causes of Soweto uprising

our Do Now is Read these summaries then go back to note catcher

DONT FORGET

DONT FORGET TO READ OUT OF BOUNDS- typewriter pg 72 - 95

Class Scribe, October, 15, 14

Class Scribe: Victor Vieira

On the Agenda Today

1. Do Now: Word Nerd 

2. Jigsaw Close Read 

3. Video Analysis 

4. Prepping for Lit Circle 1#

Guiding Question: What is Revelation?

Big Learning Targets: None (Miss. V keeps it to us)

Supporting Learning Targets: None 

Today on October,15, 2014 we start with the Do Now the class is working carefully to earn their Word Nerd Glasses. Any Student That works well on Word Nerd gets their Word Nerd Glasses. The Do Now is on Quizlet, The word set is called Apartheid. Thats is what the Do Now is about. The Do Now is short but Miss. Vallillo wants the class to really understand the words and gives 10 minutes to learn. Ms. Vallillo gives the class a 2 more minutes on the Do Now. Ms. Vallillo gave us Scholar Swag for coming in and working on the Do Now before class even started.

Andre did a good job on working right away on the Do Now

The Class moved now to the Jigsaw Close Read. The class took out The Soweto Uprising. Ms. Vaillillo told us to make sure we have the most information on the Jigsaw Note Catcher on the Google Docs.  Ms. Vallillo gave Scholar Swag because Karishma was working hard. Ms. Vallillo gave some extra time to edit our answers.  Two people from group A and B talk and discuss to give reasons. While the people from group A talk, group B will summarize what they said on their Doc. Ms. Vallillo gaves us 12 minutes. 6 minutes for group A and six minutes for group B. The groups are working and talking about the Soweto Uprising. I here Marcos talking about the Soweto Uprising with a lot of details. 

Marcos working with Isabela and Layla 

The Class is now talking about the Soweto Uprising. Ms. Vallillo passed sticky notes around and then we had to write our questions. Takuma asked a good question "what do we call a guy who is not white or black." Now we have summarize our sectors, then explain our answers. Ms. V is asking us what we have to include. Our class came up with this, Dates and Events (What), Groups Of People, Involved (Who), (Why?), Where, How. The class is now working on the Research Notecatcher. In our Docs. We have to write a box about the source and the summary of the source.  

Ms.  Vallillo told us to write our names in out new books. "Out Of Bounds" The class moved on to reading the back. The book was written by a Black South African. The author lived through the segregation in South Africa. Ms. Vallillo is talking about the homework.

The HW: Read The Typewriter, page 72-95 + Double-Entry Journal ( Due Next Tuesday)

Class Scribe, October 13, 2014

Written by André Hu
Agenda:
Do Now
Gallery Walk
Debrief: Quick Write 1
Close Read

Guiding Questions:
What Is Revolution?

We didn't have Big Learning Targets neither Supporting Learning Targets so we could think of what we are learning about today or the week.

     As always we start by doing our Do now's. The Do now is about a quote that Nelson Mandela said. The quote is, "Education is the most powerful weapon you can use to change the world." Do you agree or disagree? I agree because the world is a place where you can change things and if you study you can change the world and make it a better place. We also needed to look at a picture and write 3 things that you notice about the photo and write 3 questions about the picture. We shared our peers and then shared with the whole class.

Rules for Gallery Walk:

Silent, just use six inch voices if needed
Don't step on the pictures
No running

The gallery walk was awesome! We respected the rules, but sometimes people didn't see the pictures in the ground and stepped on the pictures.

Felipe Verdi is being concentrated.

Marcos is writing about the picture. 

Takuma writing noticing and wonders.

Picture: White Police Men are killing or hitting black men.

Tarik and Gabriel have a lot of writing done.

When we finished our Gallery Walk we needed to open our Google Docs and go onto the doc Quick Write. Here are the instructions and the prompt. You are a young adult, approximately your own age, living during this time period in South Africa.  Review your notes during the gallery walk and use this picture for inspiration.  In a letter to your close friend, describe what is going on around you.  When a writer describes something they are expected to show what is going on by writing about what a character sees, hears, feels, smells, and even tastes.  Strong writers show us what they see instead of telling us what they see.  Strong writers say, “the dark alleyway was empty and silent except for a tin can that rolled back and forth with the wind.  I took a deep breath and walked forward.” instead of “there was a can making noise in alleyway.  I was scared.”  As you write, describe the scene the way a strong writer would. We are inspired in a picture where a mother is carrying a son who is dead and her daughter is screaming and crying because of her brother who is dead in her mother's arms. The family are native americans (black people).

Nic and Sofia also have a lot stuff written.

Rachel is concentrated to get a lot done.

Next step to do is a Close Read. The reading had super challenge and challenge. Before we could start reading we needed to make the title into 3 questions. Some questions were what is the Soweto Uprising? Another one is what brought the children together? When we got our 3 questions done we got right into the reading. There was part A and part B. Part A needed to read paragraphs 1-5. Part B needed to read paragraphs 6-11. Some things we need to to do during we read is,

1. Use Fix Up Strategies

2. Note Important Info

3. Gist each paragraph

Homework:

Close Reading Note Catcher 1.

The Soweto Uprising

   

           

Rachel S.'s Class Scribe 3rd Post

Agenda:                                                               Homework:

• Do Now                                                      Finish close reading note catcher
• Gallery Walk                                             Our Section - questions 1-4
• Debrief: Quick Write 1
• Close Reading

  

  I liked how Giulia came in, got her Do Now, and started to work.

    

         This Video bellow shows people sharing their thoughts, questions, and answers from the Do Nows that they just made. 

     Something interesting I noticed about the discutions that people had was that the students had great thoughts and opinions about the image on the Do now.

Ms. V. is showing us our schedule for today.

        After the Do Now, Ms. V. showed us what we were going to do today, and she said that we had to discover our learning targets today.

     By Rachel acting as a Class Scribe

            In our gallery walk, we saw many images that represented different things. Everybody was very concentrated doing the gallery walk sheet that was given. In this sheet we were supposed to write our notices and wonderings about the images.

           After the gallery walk, we started to do our quick write. We had an image in a document and we had to write a letter for a friend about the image and we had to still write in a not formal way.

Class Scribe- Thursday 25 of September

Agenda: 

• Do Now
• The Sneeches
• Vocab connections 
• Practice Essay Work

sorry its the wrong way!! :(

           First we did our Do Now that talks about symbolism. Some people understood what it means, and some people didn't, but most of the class was in the middle which is a very good thing because thats what we're learning and the point is for you not to know. I really liked how Thereza was really working hard on her Do Now. 



         Then we started to read "The Sneeches". Then we had to talk about this question : What is one important symbol in the story? and, What does it represent? One thing that I liked was what Felipe Dias said : I think that sneeches with a star would be a person with bound feet, and sneeches with out  a star are people with bound feet.

                  =         

       After we read "The Sneeches" we started to play a game that we had to get a vocab word and connect it to another persons' word in less then 7 min the other class did it in 6 1/2 min lets see if we can beat that!

This was just the beginning!

Now the moment you are all waiting for............................!!!!!!.....................

This is the END!

Then, when the game ended we got our computers out and started to write practice claims for our essay ( remember the dance move - fists up ). I personally think we did really well






HW: FIND 4 + ANALYSIS IN THE DOC "PRACTICE ESSAY" (DUE TOMORROW)

Characterization

September 23, 2014 By: Guadalupe working as class scribe

Day B

Learning Target

1) 5.0 I can effectively engage in high-quality, text-based discussions with diverse partners

2) 3.0 I can write in order to learn about Chinese history.

Guiding Questions

• Which traditions should be be kept?
• How do readers make meaning from the text?

Agenda

• Do Now
• Inference About Characters
• Prompt Discussion
• Evidence Collection
• Quiz Quiz Trade

Homework

• Add 2 Pieces of evidence and analysis to your google docs

This is the Do Now

Today we started with our Do Now. The Do Now was about characterization and what it is. We discussed that characterization is when the writer shows the personality of a character in different ways. Ms.V told us that to remember what indirect characterization is, we could remember the word STEAL ( Speech, Thoughts, Effect on others, Actions, Looks).

This is the page we used to grade
 our partners on the last lit circle.

After that Ms. V decided to change our schedule and do Quiz Quiz Trade. Everybody was trying really hard to get as much words as possible and learn the words they had forgotten. Ms.V tried to make us play with all of the words from the past weeks but it was hard because we had more words than people, so we couldn't use all of the cards.

When we finished we went back to our Socratic Seminar Discussion and graded ourselves looking back at the feedback our partners gave us on the last Lit Circle.

Next we started to look at our SUMMATIVE ASSESSMENT ESSAY QUESTION (everybody has their own, if you want to find it it is in Google Docs, the Humanities folder, named "Q1 Summative Essay Prompt and Evidence - Your name").  This is a google document that has a prompt about an essay we are going to have to do later on in the Quarter.  The prompt was asking us to do an argumentative essay  to compare and contrast how Big Uncle and Father affect Ailin’s life and her decisions using a lot of evidence. With our partners we read the prompt and rephrased it in our own words so we could comprehend the task better. Then we had to try to answer the question using background knowledge. This took us a long time to finish so by the time it was time to go, most of us were done with this and started the second part of the project, finding evidence.

                                                         This is all we did today!!  :)  :)

We got more scholar swag and we are beating the other class

Gabe Class Scribe, 9/15/14

        Today our essential question was, I can effectively engage in high quality text based discussion.
First we started out with our do now. The do now was to refresh our memories about discussion and the strategies that we have learned and done. I think we did this to practice for our summative discussion assignment that we are going to have also today in class.

        The next thing we did was get ready for our discussion and find evidence to support the questions that we had to answer according to the group that you were in. You had to find evidence from the book Ties That Bind Ties That Break, to answer the question that you had to answer. Then you would write the evidence on the paper you had. I saw very good quiet work from everyone.

Then we all had partners to keep track of the good things that their partner did in the discussion, but they also gave them feedback that they can do better with, the next time. We had to put our discussion goals also so we were more motivated to do them. Then we were ready for our discussions. The first discussion was very good. I think that it had great details, textual evidence and everyone opened to the reading. One answer to the question of the discussion: What is the difference and similarities of big uncle and Father. Father can let Ailin bind her feet if she wants to. Uncle would not let her do that. In the discussion I want to give a shout out to Sofia, for explaining really well the difference of the two people and she used the text well. I think that our second discussion was also very good and we used good evidence and explanations.

Over all today we were very good and detailed. We have no homework. Have a great time at CWW!!!!

Enzo's Class Scribe

Agenda:

                               Tuesday September 2, 2014

• Do Now

• Lit Circle Quiz 5

• Lit Circle 5

• High Quality Questions

• Selecting textual Evidence 1: writers workshop:   

We first started doing our Do Now, that was to revise chapter 5 of  Ties That Bind book using the the book to answer the questions.

Then we started our Lit Circle quiz and after we finished we gave them to the teacher.

Then Ms. Vallilo gave us the discussion sheets for us to write our goals for today's Lit Circles. I saw the class writting their goals for Lit Circles 5.


When Litture Circles start I saw someone from a group discussing the main character, Alian. I think that their was an important women in China's history.  Also I saw lots of students discussing important information to their groups.      
                                           

After Lit Circles we left our groups and went back to our own desks. Now it was time to do High Quality Questions. We made a chart of our in our desks that had questions of our  Lit Circle. Also the chart that had the questions had characteristics with two categories. That were lame and high quality questions. Then after some time the class help make a list.

Finally we went to ed-puzzle that was our exit ticket. We look for evidence in looking in a video and filling out a chart. It was a good day at Ms.Vallilo's class.

Homework: Go to edpuzzle and watch the video called Evidence Workshop 1 and fill out the sheet when watching the video