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The join code for the Pear Deck is EIFZN
https://docs.google.com/presentation/d/1qq9F2UeoUgwT5828oSRHZ6vxoXnDXtzVc7IhgGFBXO4/edit?usp=sharing

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My Experience With Reading and Writing Coach Logsdon Conclusion: College What I can say about my journey through school and how it affected it my reading and writing is that it may have been tough, and it may not have been the best, I will do my best to make your experience even

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Inquiry Project: Primary Sources and Culturally-Responsive Pedagogy 

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Primary Sources Create Culturally-Responsive Teaching Research Question How can the integration of primary source materials enhance student learning in secondary history classrooms? Research Question and Hypothesis Hypothesis Hypothesis By incorporating appropriately-selected A

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1. Why was the Declaration of Independence crucial to the development process of the colonies?

2. What can we infer the response from the motherland was? Why?

3. What would you change about the letter and why?

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Discussion and Supporting Materials

Thought starters

1. Why is the break up letter an effective way to engage students?

2. What strategies do Ms. Katznelson and Mr. David use to support students in constructing their own knowledge?

3. How are the four themes developed throughout the lesson?

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Making the Declaration of Independence Come Alive

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Team teachers, Jason David and Emma Katz-Nelson, bring the Declaration of Independence to life in an engaging lesson that examines the historical document and helps students to construct meaning based on its historical context and underlying themes. To open the lesson, Emma reads a fictitious break up letter that she later reveals is signed by the thirteen original colonies.

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11th Grade U.S. History STAAR Test (2019)

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11th Grade U.S. History STAAR Test (2019)

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Patrick, Santos, Tanner, Patrick, Mason

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Digital Literacy Comparison Graphic Organizer. 

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Digital Literacy Comparison Graphic Organizer. 

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ELA.SL.9-10.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-\x80\x9312

9-10: 9th & 10th Grades

1a:
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-\x80\x9310
topics, texts, and issues, building on others'\x80\x99 ideas and expressing their own
clearly and persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.SL.9-10.1c

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-12

9-10: 9th & 10th Grades

1c:
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10
topics, texts, and issues, building on others'\x80\x99 ideas and expressing their own
clearly and persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.

Download Common Core State Standards (PDF 1.2 MB)

|

Common core State Standards

ELA: English Language Arts

RH: Reading Standards for Literacy in History/Social Studies 6-12

9-10: 9th & 10th Grades

3:
Analyze in detail a series of events described in
a text; determine whether earlier events caused
later ones or simply preceded them.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

Use of tree analogy for contemporary problems Civic education Group poster work Group discussions on how to take action?

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Encouraging Students to Take Action: Complete Lesson

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ELA.SL.9-10.1a Common core State Standards ELA: English Language Arts SL: Speaking and Listening Standards 6-\x80\x9312 9-10: 9th & 10th Grades 1a: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-\x80\x9310topics, texts, and issues, building on others'\x80\x99 ideas and expressing their ownclearly and persuasively.