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I can connected ideas whith supporting details abaut diferents climate in writing using academic vocabulary with the support of graphic organizer, coperative group and doing a lapbook.

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I can give examples from the text to support an argument using transition words after listing ideas on an anchor chart.

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I can evaluate the most reliable source for learning about the (people's experience during)Middle Passage using varied sentences in small groups  with the support of the La travesía del atlántico organizador gráfico.

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I can evaluate the most reliable source for learning about the (people's experience during)Middle Passage using varied sentences in small groups  with the support of the La travesía del atlántico organizador gráfico.

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Standard:  I can write a detailed paragraph about my interview partner’s experience with family expectations in which I introduce a topic,  develop it with relevant and concrete details and provide a concluding statement.  (W.6.2)

Content  :  I can write details supporting the central idea using transitional words.

Language target:  I can summarize a partner's family traditions using supporting details and transition words with the support of sentence starters.

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I can write a description of myself and my family using correct adjective - noun agreement with the support of activating prior knowledge and referring to anchor charts.

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I can compare and contrast the differences between the four main Pharaohs in Ancient Egypt. I will use sequence words in the past tense.

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I can recognize and use the words representation, growth factor, and y-intercept to evaluate and explain connections between problems to a partner using the template on given resource page.

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I can identify fake news using a reverse image search on my Chromebook with the help of my group members.

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I can identify fake news using a reverse image search on my Chromebook with the help of my group members.

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MATH- SPECIAL ED STUDENT. I can read a verbal problem and I can identify words that mean multiplication ( lots of , times, ...) or division ( share, divide by....) with the help of my list of words. I can decide what operation  I have to use.

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MATH- SPECIAL ED STUDENT. I can read a verbal problem and I can identify words that mean multiplication ( lots of , times, ...) or division ( share, divide by....) with the help of my list of words. I can decide what operation  I have to use.

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I can describe a time I felt courageous by talking to my partner about the characters in the stories we've read, and writing about it using sentence starters.

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Writing Language Target
With my peers, I can compare/contrast elements of segregation during Jim Crow Era, and Resegregation in our community today, using key academic vocabulary and creating a graphic organizer, (Venn Diagram), to explain my thinking.

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I can recognize and use the words growth factor and y-intercept, using my class notes, to evaluate and explain connections between representations.

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I can describe the plot in a paragraph using sequence words with the support of the sentence starters or a writing frame.