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Fill out the "Work Submission" form quickly and securely on Airtable.

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Given the upcoming unit on imperialism and resistance, I anticipate students will be challenged to differentiate examples in the 4 I's of Oppression framework.  This is foundational to the unit, so I want to be sure students are clear here.

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Based on the misconceptions in the past, I think I will use the "3-2-1 Bridge" strategy to activate students' prior knowledge and have them re-assess after we look at examples of the 4 I's.

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I predict using the "3-2-1 Bridge" strategy will help me find patterns in both students' points of clarity and misunderstanding about the 4 I's.  Historically, students struggle most with differentiating between Ideological and Institutional oppression, so I want to use some of the strongest "3-2-1 Bridge" answers as models for students to engage with.

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This strategy will work best after we have introduced the 4 I's and some examples but before we go into our formal formative assessment.  I anticipate I will do the "3-2-1 Bridge" strategy between Dec 12-14 depending on our pacing.

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I will have students complete the "3-2-1 Bridge" write-up on a piece of paper because I want them to look at one another's afterwards. SO, students will upload to AirTable through the "take a picture" feature.

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How can I leverage the "3-2-1 Bridge" strategy to illuminate students' levels of comprehension of the 4 I's of Oppression and adjust my Stage 3 instructional approach accordingly?

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Unpacking everything wrong they learned about black history

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I'd stick to just 2-3 protocols for them to build familiarity with and make it routine. I'm more planning for discussions, these MTV will be to deepen their understanding prior

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We are going to do the word meaning making tomorrow with the word disobedient and go from there

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I'm going to record all their discussion and post them in the google drive like I have been

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Essential Question:

1. How do we uproot centuries of oppression and collectively fight the beast?

2. In what ways can we honor black sacrifice and leadership in our own styles of resistance?

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I anticipate that students might have difficulties with incorporating evidence into their museum exhibitions. Evidence can be incorporated with paraphrasing, quotes, images, etc! I think the term "evidence" can be confusing at times, so I anticipate this as a challenge

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I think students will need targeted support with close reading strategies including determining why authors make specific decisions and inferring the affect on the readers and developing their own inquiry questions that they can apply to sources

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CER (Claim, Evidence, Reasoning) as a repeatable writing structure for students to practice with

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Students struggled with creating claims. Claims were either too vague or lacked a "because" statement.

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Given the students that I work with in class present a better behavior in their studies than when at home, how can I introduce a room that places them to work together?

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Given the students that I work with in class present a better behavior in their studies than when at home, how can I introduce a room that places them to work together?

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I anticipate some challenges and/or areas of support will be having student understand the ideas they are reading in primary text.

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I imagine students will need targeted support with being able to read strategically for 15 minutes at a time.

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From what we see so far, they're having trouble distinguishing evidence from claims in someone else's writing. Students will need targeted support with connecting their evidence to their claim in the analysis sentences that follow.

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I think Chalk Talk, Compass Points, and 4Cs so students can see their own reactions and questions and use that to connect to author's decisions

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Based on the anticipated areas of struggle, I'm considering using "talk to the text" strategy, to allow students to make connection, ask questions and paraphrase what they understand

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The strategy that I would use to support students with evidence is See-Think-Wonder. I will use this strategy for students to use as they read or watch videos to learn about their topics. This will allow students to understand evidence by "picking it apart" and exploring it. This will hopefully offer a different perspective on how to engage and understand what evidence is and how they can use it to support.

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I anticipate students will need targeted support with implementing brainstorm
/research into their digital work before creating/using any applications online.

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I think "word-phrase-sentence" is one reading strategy to help students have a purpose for their reading.

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With the current unit focused on democracy reform, I anticipate students could experience challenges with connecting gerrymandering and the filibuster to power and enabling/continuing systems of oppression

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I think it will help them visualize their thinking so they can use it as a resource for close reading and inquiry question design

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The more often they have to write claims, the more specific our feedback can be and the more they can improve. It will help identify strong claims in their and other peoples writing.

Consistent rubric across assignments will solve all of our problems

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I anticipate that this will allow students to view evidence in a different way by engaging with it. My hope is that this will allow students the opportunity to understand evidence differently and understand how to use it within their work.

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We'll be working with some of this later this week and into next week, too

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Given the upcoming unit on CA propositions from the 2020 Election, I anticipate students will be challenged by the language used to describe the propositions from websites like ballotpedia and the arguments both sides use to convince the voter to vote for their given sides, which has a high lexicon level of comprehension.

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I predict that I'll discover some students have a hard time identifying what main ideas are in a text and how to distinguish them from supporting details.

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After practice and feedback, I'm going to assess students with a new text and have them choose a protocol that worked best for them to answer some close reading text dependent questions

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This unit will be covering events and people that have shaped the US Government. I anticipate that students may have difficulties with researching quality academic articles or finding content that will help them complete their tasks. This is where the teacher as a facilitator can aid in directing them in finding quality material.

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This could be done on any day where we do some reading, which is most days.

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I'll collect what they've written by hand. I don't know much about uploading to AirTable since I wasn't able to do this last time.

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I feel this will help students see that they understand a lot of what they text is saying, and that they have a lot of prior knowledge to bring to the discussion

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Based on the students' difficulty with one of the nonfiction texts (with claim/evidence identification), we could use the 4 C's to get them to think about the text in those four different ways (especially challenge and change). I like the idea of asking them what they would challenge about the text.

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I will use a 3:2:1 protocol wherein students share their thinking and content knowledge at the beginning of class as part of the strong start and then reflect on what they have learned and growth at the end of class as part of the exit ticket.

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Students will be able to practice CER (Claim evidence, reasoning) on the last day of Nation X when determining whether or not they achieved a fair and functional society.

Students will also be doing CER practice for SOAPS sourcing documents about their revolution.

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This week, I will lead students in exploring topics by engaging with videos that showcase some background information about Ancient India and Ancient Egypt. Students will be prompted to note what they see-think-wonder as we watch videos. NEXT WEEK, students will have more responsibilities as they conduct research with their teams. Again, they will note what they see-think-wonder throughout this process. This will allow students to gain familiarity with this strategy and it creates a gradual release of responsibility as it flows from a "teacher-to-students" model to a "students-to-teacher" model

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The "4 C's" could be a strategy which would be useful in understanding the propositions, especially the questions part where a class discussion after time to research may take place in order to clarify misconceptions, or affirm comprehensions.

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This can be done during the second half of week 2 after we have talked about the documents in class and done an example with a separate text. Since it is the 1st time they might be doing this, I will have them do it as a group activity

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How can I leverage Chalk Talk, 4Cs, or compass points to have students make their thinking while reading visible so they can use their thinking to question why the author makes specific decisions and its effect on the reader?

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Coming up with a story idea for their scriptwriting assignment

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We start "The Moral Logic of Survivor Guilt" next week

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Students struggled with knowing how and when to use different techniques to make their visual storytelling more dynamic.

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How can I use the "word-phrase-sentence" strategy to show students' levels of comprehension of reading about the rise and fall of West African medieval empires?

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I would use 'the 4 C's' to help activate prior knowledge and help students grasp the content of the articles they are reading.

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I think incorporating questions in each of the 4 C's into the questions we already have will help elevate their thinking and sorting of evidence

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I predicted the 3:2:1 protocol will help me identify patterns of misconception to help inform areas I need to focus on or engage with further in future classes

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The strategy I would use is CSI (Color, Symbol, Image) which is one good non verbal way/alternative way of thinking and understanding concepts. It also aids in their creative outcomes.

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A strategy I would lean on is the “3-2-1 Bridge” to take what students have seen from their favorite forms of media and applying it to their work, maybe even replicating it. I would also introduce the concepts earlier in order for them to build the visual vocabulary in their heads.

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The data collected will be reading what students have written on the "talk to the text" paper, and see how they are making connection or relating to the text. This will also give me information on if there is any misconceptions which need to be addressed

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Students will be taking notes in a Google Slides that is shared with them and their team. This way all of their notes and work are in one place. This creates an easy flow for student groups and for myself to monitor how their incorporation of this practice is going. Students will also pull together work (including the use of evidence) to create a museum project (this will be an in-person activity, but I will be able to take photos)

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How can we use the "4 Cs" to help with student identification and evaluation of  evidence in "The Moral Logic of Survivor Guilt"?

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I think that 'the 4 C's' activity could have a good impact on layering student learning so that you are asking them specific questions about these texts in a more structured way.

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This will implemented more each day. (CSI)

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The concepts may take a stronger hold on many students minds as they build associations with their prior knowledge, and hopefully it will translate directly into their work.

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Timed Write (same as last time)

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1) It could demonstrate a case for effective, or non-effective directions based on the average student's ability to complete said tasks.
2) It may demonstrate repetitive questions many students which show how the gap in a given sub-skill of reading of comprehension.

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This strategy will work best this week when we are learning about gerrymandering and potential gerrymandering reforms

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How does using the Claim Evidence Reasoning structure help to make students write better claims?

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How can I utilize the see-think-wonder strategy to assist students in knowledge and implementation of evidence into their projects?

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Next week I could integrate this into the research based portion of the lesson plans to provide extra scaffolding for the students.

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I will have students complete this information as part of their strong start and exit ticket assignments

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How can I use "talk to the text" to revel what connections and prior knowledge, and questions students have, in order to help them make to write strong claims for their evidence based articles?

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Chalk Talk; "What Makes a Good Story?"

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It would demonstrated better understanding before and after projects and less 1:1 guided help.

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This process will likely take place at the end of this week or beginning of next week as students prepare to create their first comic.

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Students have difficulty distinguishing credible resources to use as evidence to support their claims.

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I will use a small rubric and just grade them via Google Doc on Google Classroom as I usually do.

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Students are currently preparing for a debate on Prop 19 from the 2020 CA election. While it might not be plausible to try the 4 C's for this project, a similar upcoming proposition project could provide the opportunity needed.

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3-2-1 bridge as we're getting started this week, Headlines next week and What Makes You Say That? the end of next week and the third week when they're putting their argumentative essays together.

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I will have students complete exist tickets along with verbal/written group critiques.

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How can I get my students to maintain objectivity over research data.
The reason is to establish the authenticity of their work.

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How can I leverage the "3:2:1" strategy to evaluate students' levels of comprehension of gerrymandering and the filibuster to help inform my strategy when implementing stage 3?

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I think it will help them frame their story ideas and navigate what they want in the story they are going to write.

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Monday and Tuesday

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Individual end of project analysis exit thoughts with evidence based examples, logic and reasoning responding to an essential question.

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Students will have their first mini comic drawn on paper that can be photographed and uploaded.

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-What are your personal experiences that relate to this topic?

-Do you relate with the author of this text or understand where they are coming from?

-Do you believe that this topic has real world impact on your own life? Explain.

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Chalk Talk collection of responses; individual story ideas in Google docs

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How can I use the See, Think, Wonder strategy to make students think about the observational drawing techniques artists use in order to create realistic artwork, and apply those techniques to improve their own drawings?

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What Makes a Good Story? What Makes a Story Enjoyable? Think about: Setting, Characters, Plot/Events, Pacing, Language, Visuals

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How can I use the “3-2-1 Bridge” strategy to allow students to make connections between techniques they may have noticed in what they’ve seen in the media they consume and the art that they’re creating for their projects?

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I predict that using the 3-2-1 Bridge will help the class to access their prior knowledge and share it with one another and then use what they know to master the skill of identifying credible sources to use as evidence to support their claims.

I predict that using the Headlines routine will help the students to reduce the claim made in an article to a single sentence. This will help them to determine the bias that a source has.

I predict that using What Makes You Say That? will help students to determine whether or not the sources they have chosen are credible.

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How can CSI help students better understand concepts surrounding visual communication art

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How can I use STW to help students understand how to use elements of a story in their art?

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How can I use STW to help students understand how to use elements of a story in their art?

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I anticipate students having difficulty understanding the offensive and defensive concepts of football. Supporting them in this area will be necessary in order to have students feel comfortable participating in gameplay.

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students have difficulty corroborating evidences from different authors to determine who has a stronger evidence and why

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3-2-1 Bridge tomorrow and Friday.

Headlines next week.

What makes you say that? the end of next week and the beginning of the third week.

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Participating in all dialogue based assignments - structured controversy and the Industry speech

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hmm - these don't seem to be connected to the aspect of the assignment students are struggling with

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hmm - these don't seem to be connected to the aspect of the assignment students are struggling with

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How can I revise the Explanation Game to illustrate student thinking around understanding visual metaphor? Matt

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Digital exit ticket

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students may find it challenging to assume a specific role in a mock trial and produce a well-rounded academic argumentative essay as a final summative assessment