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Unit Plan- We worked through this document a majority of the time (as it has the learning target/standards/assessments/vocab/etc). We continued to build and adjust this plan since the last learning lab. We have created the beginning of our Unit 3 plan that is identical to this, because it worked so effectively in the last few months.

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Unit Plan- We worked through this document a majority of the time (as it has the learning target/standards/assessments/vocab/etc). We continued to build and adjust this plan since the last learning lab. We have created the beginning of our Unit 3 plan that is identical to this, because it worked so effectively in the last few months.

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https://docs.google.com/document/d/19juu7qDbtjQLkmvCvVw6It1D0JC_pI1d6eByntiVuP0/edit

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See the link yo. This one is a work in progress, we just started today 12/16.

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Unit 4: Planning Document Social Studies 2020

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https://docs.google.com/document/d/1ExGzfY25SVOOPYW8NDnEY0ia9D0mzBajTA6jX05n2Qk/edit

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This is an adjusted assignment for students who struggled with the original book creator project.

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A New Era of Politics Slide Show

John Quincy Adams Video Clip

Jacksonian Democracy Slide Show

Andrew Jackson Video Clip

Jacksonian Era TextBook Readings:

Jacksonian Era Text

Indian Removal Text

Hero/Villain Graphic Organizer

Andrew Jackson Hero or Villain Video

Exit Ticket Question Posted in Google Classroom

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Oregon Trail SlideShow

Donner Party SlideShow

Oregon Trail -Story of US

Read Over the Journal of Amelia Stuart Knight and decide whether each day was cost or benefit for traveling the Oregon Trail. State evidence to support your answers in the Chart Below:

Cost/Benefit Analysis Chart

My Letter Entry - Using your Cost/Benefit Chart, write a letter to relatives back home sharing whether they too should or should not make the journey to Oregon

- share your entry to your Google Classroom

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http://www.ascd.org/publications/educational-leadership/mar18/vol75/num06/The-Power-of-Collective-Efficacy.aspx

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Harris reinforcing students answers. Reinforcing relationships.

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Asking for examples/allowing them to relate the text to themselves and the text.

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Building relationships/trust

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Equity that Harris brings to the classroom

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Relating back to the text

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Maintaining equity between all students to hear all voices/ represent all students

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Gradual release process/modeling. Different access points for students.

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Differentiation/reaching all students.

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Simplicity of learning target/ Use of learning target to explain what they were doing and, what they were doing with it, and why.

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Clarity and direction for students within the lesson and learning

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Effective lesson design

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Building of student independence and consistency for students

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Self-assessment

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Building autonomy/reviewing prior knowledge

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Use of names/ connection/ humor/ celebration

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Connecting students to this classroom and the learning

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Going over the learning target/ spending time with it

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Increasing student achievement toward the target/ clarity of teacher

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Wait time

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Allowing all student voices, no matter the obstacle.

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Elliott: Harris has kids that are comfortable socializing- Avenues to have dedicated social time?

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Freyta: Equity and wait time. Am I taking away opportunities by moving too quickly?

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Scritch Scratch: Wait time and chat use. How do I open up expectations on chat to help build connections?

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Swanson: Gradual release of lesson ("we do" specifically). That is the part to lengthen in my lessons before turning them loose.

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Orlandi: Agree with everyone else. Wait time, "we do", and chat expectations.

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Spivey:

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Johnson: Giving people a platform to "get the social out" and then another break later. Refocusing can be more effective this way. Funtivities are important.

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How else can students be involved in the lesson? Can they lead a section/ be an expert / etc?

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Swanson: If you had done this hybrid, how would you have done it to address the in-person vs. remote?

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Scritch Scratch: A lot of verbalizing with kiddos, is there any way to visually support those answers?