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AVID 12 - Safety/Reach/Match Notes Sharing (Slide 11)

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AVID 12 - Safety/Reach/Match Notes Sharing (Slide 11)

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Puente 10 Warm up before reading class novel

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Puente 10 Warm up before reading class novel

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Puente 10 Warm Up for lesson on Push/Pull factors for immigration

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Puente 10 Warm Up for lesson on Push/Pull factors for immigration

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AVID 9 Warm Up for continued lesson on tutorials

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AVID 9 Warm Up for continued lesson on tutorials

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Puente 10 Intro to Immigration and the American Dream Unit

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Puente 10 Intro to Immigration and the American Dream Unit

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Puente 10 Jigsaw reding of 7 immigration stories (students presented their information to the rest of the class after)

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Puente 10 Jigsaw reding of 7 immigration stories (students presented their information to the rest of the class after)

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Digital Photography - Shoot For: Full Frame Shiny Objects

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Digital Photography - Shoot For: Full Frame Shiny Objects

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The Great Gatsby Discussion Questions for Give One Get One activity. Directions: Divide a sheet of paper into two columns, labeled "Give One" and "Get One".

1. Answer Question #1 in the "Give One" column.

2. Students pair up with a partner.

3. Partner A shares their ideas, and Partner B listens and writes them down in the "Get One" column.

4. Partner B shares their ideas, and Partner A listens and writes them down in the "Get One" column.

5. Find another partner and repeat the process.

6. After each student has shared twice, we will move on to question #2.

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Great Gatsby Discussion Questions 9-25-24, 9-26-24

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AVID 9 Two column notes while watching a video about AVID Tutorials

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AVID 9 Two column notes while watching a video about AVID Tutorials

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Sr. Lit/Comp Hero's Journey Student Work

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Sr. Lit/Comp Hero's Journey Student Work

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The Great Gatsby Discussion Questions given to the class for Give One Get One and a sample of student work.

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Student Answers to Great Gatsby Give One Get One Questions

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AVID 11 Decisions About College Philosophical Chairs

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AVID 11 Decisions About College Philosophical Chairs

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A11 10/15 - College Pro/Con Philosophical Chairs 

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Students work with partners at the piano responding to the prompt: How do you recognize the difference between a G7 chord and an F Major chord given that they use the same finger numbers.

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Recognize and understand own and others' emotions

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Recognize and understand own and others' emotions

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Self-reflection/Respecting others

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English 9 To Kill a Mockingbird Review Slide 1

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English 9 To Kill a Mockingbird Review Slide 1

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Students worked with seat partners at the beginning of class to check in about the previous chapter (which they had been responsible for reading independently) and to make predictions about the rest of the book.

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Students worked with seat partners at the beginning of class to analysis(Close Reading) and discuss Federalist #10

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Students reflect on how they did with their goal for this week. Answers vary per student.

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Multimedia Literacy (English for juniors) - Podcast peer feedback

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Multimedia Literacy (English for juniors) - Podcast peer feedback

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_This I Believe_ - Peer Feedback - Pair_Share - Fletcher - MML

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The students were in pairs with a nutrition label to read. They were to determine the total calories on the label and then talk to the other pair at their table. They needed to discuss and decide which label was the healthier label.

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Securing and Packaging Evidence Close Read

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DBQ Andrew Jackson - Evaluate the extent to which  Andrew Jackson and his supporters viewed themselves as fostering the spread of Democracy during the period from 1828-1850.

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Individually, students analyze primary and/or secondary source documents on the same topic. Students compare and contrast the disparate viewpoints expressed in the documents, and, given the evidence presented, and in the context of the applicable historical period, determine which side of the argument they agree with. Students then form two groups representing each side of the argument. Persuasive oral arguments are exchanged by selected students from each group. At any time during oral statements, students may change sides by moving into the opposing group and stating their justification for their reversal of opinion.

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Puente 10 Rhetoric Unit- Students jigsawed the text, "Three Ways to Persuade"

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Puente 10 Rhetoric Unit- Students jigsawed the text, "Three Ways to Persuade"

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U.S History/RSJ Jigsaw on Progressive Movements

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U.S History/RSJ Jigsaw on Progressive Movements

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Link to Graphic Organizer: https://docs.google.com/document/d/14aHOAbd4Sm-q27SW_u3XWyx3VCEVCNeLKvCRjgDn-lM/edit?usp=sharing

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English 1A - Craggs - Self-Guided Reading Journal Page in Response to Narrative Memoir

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English 1A - Craggs - Self-Guided Reading Journal Page in Response to Narrative Memoir

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Weekly Reflection of Learning

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World Language- AP Spanish Language & Culture - Pendergraft

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World Language- AP Spanish Language & Culture - Pendergraft

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divided a reading by paragraphs, assigned each group a paragraph, each group member was given roles

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América Latina es la región más urbanizada del mundo en desarrollo

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These require students to form a thesis, support it with evidence, and counter opposing viewpoints, showcasing critical thinking skills and persuasive writing skills

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Write three facts from the Social Dilemma documentary. Write two questions you still have? Write one thing you'd like to know more about, or how you might use the information in a research paper.

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Each day at the beginning of class, students do a warm-up. Students sketch the week's featured artwork, then write about the artwork, reflect on the artwork and express personal opinions about the artwork.

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World History - Pedersen/LaBrie - Collaborative Group Analysis Lost Generation Stations followed by reflective writing Question in PEEL format

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World History - Pedersen/LaBrie - Collaborative Group Analysis Lost Generation Stations followed by reflective writing Question in PEEL format

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Sources students evaluated linked here - https://docs.google.com/document/d/1ybDA2YjOEfeCXkpNoNKlLarYI08JCRVN/edit?usp=sharing&ouid=104193257370562554630&rtpof=true&sd=true

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The Lost Generation Stations Questions and PEEL

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Biology- Achirica: Explaining Inheritance patterns as a genetic counselor

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Biology- Achirica: Explaining Inheritance patterns as a genetic counselor

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Students are tasked with reflecting on their assigned family tree where they tracked a disease, and now have to write their assigned family a letter to explain how this trait runs in the family. They must address if their disease is dominant or recessive, and how likely it is that the disease could impact future generations. They will reflect back on their model for our genetics unit to support their claims.

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Writing prompt for safety video

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This was an exit pass on a Friday after introducing graphing parabolas

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World History - LaBrie & Pedersen - Chinese History 1800s to Interwar Years

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World History - LaBrie & Pedersen - Chinese History 1800s to Interwar Years

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Students in groups of 4 took two large sections of their textbooks and broke it up into 4 parts. They worked on their individual sections and then came together to share their answers with each other. Students were not allowed to show each other their papers and instead were required to speak out loud to each other.

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Coach Coached Poem- PE 9&10-Hook, Bryson, SB, Allen, Merrida, Anglin- Students will pair up, read the Riddle out loud then attempt to work through the questions as a group.

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Coach Coached Poem- PE 9&10-Hook, Bryson, SB, Allen, Merrida, Anglin- Students will pair up, read the Riddle out loud then attempt to work through the questions as a group.

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Sr. Lit/comp- Sullivan, Notice and Note Signposts 

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Sr. Lit/comp- Sullivan, Notice and Note Signposts 

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Graphic Design, Mejia, Design a Cereal Box

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Graphic Design, Mejia, Design a Cereal Box

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students will have a Power Point assignment where they will design a cereal box after opening the enclosed template. You can either draw your design out by hand or use Canva. After the template is designed and filled out (pictures on front, box side information, appropriate game or information on back, etc.), the box will be cut out and assembled with tape, paste, or glue (tape is probably best).students will then complete the accompanying 4-question sheet which will be used as a guide for
step 3.

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Using the 5W questions (who, what, when, where, why) students wrote a note to their "host family" in France, telling them what their plans were.

After revising, students wrote their notes on sticky note paper and placed them on the whiteboard.

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Freshman Seminar- Deborah Asada- Marijuana Quickwrite- PBS video  

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Freshman Seminar- Deborah Asada- Marijuana Quickwrite- PBS video  

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The students watched a 14-minute PBS video on Marijuana and then were asked to write five sentences about what they learned.

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The article gets cut into sections that students read and then summarize for the group. We take turns explaining our part and discussing the challenges we face, agreeing or disagreeing with the author of the article.

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Sears - Senior Lit/Comp - Agree/Disagree Prompts about College

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Sears - Senior Lit/Comp - Agree/Disagree Prompts about College

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Intro to Business - Webb - Watching & Analyzing Commercials

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Intro to Business - Webb - Watching & Analyzing Commercials

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Watch each commercial.

After each one, answer these questions:

What was the main message?

Did it engage the audience effectively?

Was it persuasive? Why or why not?

What could be improved?

https://youtu.be/pcXTnyCmQbg?si=pE7a8fsxLh3pj09ILinks to an external site.

https://youtu.be/ym7_oefUhmM?si=64v12mupOYUsHG59Links to an external site.

https://youtu.be/-R-EEdvDrUU?si=bOpIkv0vd9kIwMZvLinks to an external site.

https://youtu.be/5yLXrWLvwAo?si=Ux0VarQfDBy6sYsgLinks to an external site.

https://youtu.be/rokGy0huYEA?si=rqT2awYBtKnKTKIyLinks to an external site.

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Guemmer History 4B - APPARTS - Mazzini write up

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Chemistry, Honors chemistry, Christopher Elizabeth, Gonzales, Anna 

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Chemistry, Honors chemistry, Christopher Elizabeth, Gonzales, Anna 

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after student look at vials of chemicals to look for patterns in naming/symbols they work on processing it more on this worksheet

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Henry - Directed Studies:  General Knowledge Quiz 2/25

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Henry - Directed Studies:  General Knowledge Quiz 2/25

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Students will write 3 important facts from the lesson; 2 things they found interesting, and 1 question they still have (or a question to get more information/go deeper)

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Students are broken up into groups of 4 and tasked with each reading a section about DNA, RNA, and proteins. They are required to summarize their sections on paper, and then share with their group members about their summaries and what they read.

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K K

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Indigenous Peoples of Mexico Think Write Share

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AP Spanish Literature; Villagrana; Literary journal

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AP Spanish Literature; Villagrana; Literary journal

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A journal entry is done for each reading. They have slightly different information to fill out depending if the reading is a story or a poem. The poem requires voice and metric.

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Copy Carolina R M work sample- Cuaderno de Lectura Revisión 17-20 on 2025-02-23

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Spanish 3 & 4; Villagrana; Reading summary

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Spanish 3 & 4; Villagrana; Reading summary

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After reviewing and writing notes as class on these slides (see link). They are asked to complete this 3-2-1 summary.

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World Languages - Span/SpanSp2 - Espinoza

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World Languages - Span/SpanSp2 - Espinoza

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Before reading texts, students look at vocabulary words by completing this worksheet to help them with definitions, which helps with text comprehension.

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Palabras clave: Vocabulario (Módulo 4: Fase I) 

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World History - Pedersen/LaBrie Students assess if Marie Antoinette deserved to be sentenced to the guillotine

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World History - Pedersen/LaBrie Students assess if Marie Antoinette deserved to be sentenced to the guillotine

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US History/RSJ - Pedersen exploring counternarratives and Manifest Destiny

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US History/RSJ - Pedersen exploring counternarratives and Manifest Destiny

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Math 2 - Schneider - Mental Math Open Middle Problem

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Math 2 - Schneider - Mental Math Open Middle Problem

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World History - Pedersen Vocab Square on the Treat of Versailles breaking down the acronym BRAT (Blame, Reparations, Army, Territory)

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World History - Pedersen Vocab Square on the Treat of Versailles breaking down the acronym BRAT (Blame, Reparations, Army, Territory)

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APUSH 11 How did American culture in the 1950s and 1960s shift due to the effects of World War II and the Cold War?

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APUSH 11 How did American culture in the 1950s and 1960s shift due to the effects of World War II and the Cold War?

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1. Students will choose 4 of the 5 Close Readings to create an American Culture Four Square.

2. In your group of 4, each student will share about one of the close reading assignments.

3. Closing Activity - Round Robin the closing question, How did American culture in the 1950s and 1960s shift due to the effects of World War II and the Cold War?

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Students will write about their weekend or share something they'd like their teacher to know. This activity is usually done on Mondays, but the prompt can be adjusted to cover any topic.

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After Reading San Manuel Bueno Martir

1. Students think about whether or not the main character should become a Saint.

2. They share their ideas with a partner.

3. Each students shares their thoughts with the class.

4. Discussion on Canvas- they answer the question of sainthood and write it on on the discussion board on canvas.

5. Each student must comment on 2 classmates postings on canvas.

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IM3 - Marquez - Learning Reflection / Summary

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IM3 - Marquez - Learning Reflection / Summary

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Students' sound is recorded while they play through an excerpt of the piece 'Go West.'

In small groups they respond to the following:

1. Where the articulation effective? If not, what could be performers do to make them more effective?

-Students then listen to a professional recording of the excerpt and respond to the following question:

2. What are the performers doing to create effective dynamics and phrasing? What could we do to imitate that in our playing?

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Students are given prompts that include compositional requirements along with an image. They have 5+ minutes to create a melody/song inspired by the image that uses the compositional requirements.

Students then played their short compositions for the class.

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We watched the video above- Technology Good or Bad. Then, the students each had 30 seconds to share their opinion on the video and whether they think technology is good or bad.

After finishing the "round robin," they were required to submit a written response in Canvas on their opinion, citing the video they had watched to support their opinion.

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Technology - a tool for good or evil | Darlene Damm | TEDxDanubia

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For the YPAR project that is occurring district-wide for the freshmen, students will need to interact with adults in order to change rules, systems, spending, or other authority structures in their lives. Different adult perspectives on youth activism were provided and students had to reflect on the readings for their exit ticket, "round robin-style."

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After reading about a few memorization techniques in an article. Students will write about 3 techniques that they learned, 2 they want to work on, and one they want to know more about.

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Sullivan, English 12, Round Robin- Socratic Seminar Prep

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Sullivan, English 12, Round Robin- Socratic Seminar Prep

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Geometric diagrams are placed around the room. The diagrams are accompanied by 3 statements (2 Truths & 1 Lie). The groups need to determine which statements are true and which one is false. They then need to edit the false statement to make it a positive true statement.

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Ash Math II

Sage and Scribe for Quadratics

Link to Assignment: https://docs.google.com/document/d/1pHXp-BrRgdIgM3d4wh9QbOERq3q6H0J6Y9VKMQMr-AQ/edit?usp=sharing

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Students work in small groups and research one topic from Shakespeare's. The groups write an essay together with the information they collected from the research. The focus was more on the writing process: thesis statement, evidence, analysis, and organization.

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Each person in your row give an example of a character in the story, Romeo and Juliet. Each person comes up with a bad decision the character made and potential way they could have made a better decision. Students share with group.

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Math 2 - Schneider - Problem Based Learning (Slides 5-14)

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Math 2 - Schneider - Problem Based Learning (Slides 5-14)

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Introducing scale factor. Students need to come up with how many times bigger Zoolander's model would need to be.

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Math 1 - Uebner - Solving equations with variables on both sides.

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Math 1 - Uebner - Solving equations with variables on both sides.

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notes, students copy down as they are slowly revealed on the TV at the front of the classroom

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Puente 9-Bless Me, Ultima Dialectical Journal- Rojo

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Puente 9-Bless Me, Ultima Dialectical Journal- Rojo

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Copy of Kayla Sandoval - Dialectical Journal-Bless Me, Ultima on 2025-03-18 10_48_37

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Students will read a story or short passage (lectura) and complete the Información del Cuento sheet. They will answer the Who, What, When, Where and Why of the reading.

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I give the students the task to turn and brainstorm an answer first before coming back to the class and sharing their answers out loud. I don't have it listed in the slides itself, but I come around and assign a person from each group to share their group's ideas to the whole class.

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World History - Using the Living Under Totalitarianism DBQ. - Guemmer

Break into groups of 3 or 4.

For groups of 3- each person choose 4 documents

For groups of 4 - each person choose 3 documents

Individually- Read your documents, answer the associated questions.

Group- Share your answers with each other

Individually- Complete Part Two Summary

https://drive.google.com/file/d/1fBoLOpVGTYbdDirPPafqdypPMcTFrX-D/view?usp=sharing

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DBQ- Living Under Totalitarianism 2021 edition.docx

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History 4B - Guemmer

Biography Research Essay

Find another student who has a biographical figure who was born within 20 years of your biographical figure. Using your figure's birth year and age- research the major events within 5 years of the target date.

Share your event findings with your partner(s) Use the events as a baseline to search for primary sources.

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English 9 Legal Rights Pre-learning Discussion Slide 1

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English 9 Legal Rights Pre-learning Discussion Slide 1

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Having a classroom discussion where all the students take turns talking about a topic.

For example, talking about what happened during our weekend.

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Choosing subject specific vocabulary. Having the students look up the definitions and find examples and non examples of the word, along with characteristics or how a word is used in a sentence.

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Students will use newly introduced vocabulary words to develop understanding through thinking, collaboration, and discussion.

1. Think (5 minutes)

Teacher presents 3–5 new vocabulary words (with visuals and student-friendly definitions).

Students are given a moment to think quietly about one word.

Prompt:
“Pick one word and think about what it means and how you might use it.”

Students may jot down a sentence or draw a picture related to the word (use sentence starters for support:
“I think this word means…” or “This reminds me of…”).

2. Pair (5–7 minutes)

Students are paired with a peer or placed in small groups.

Each student shares their word and what they thought about it.

Partners work together to create a sentence or a short skit using the word.

Provide support visuals and sentence frames like:
“We used the word ___ in this sentence: ___.”

3. Share (5–8 minutes)

Pairs share their word and sentence (or skit) with the class.

Teacher writes or displays student sentences to reinforce learning.

Encourage peers to give a thumbs up or say, “Nice job using that word!”

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Students are given a problem sheet with 4 Verifying Identity problems on it. Student A starts the problem and hands it to Student B. Student B verifies the entry and talk through it if it is wrong. Student B then adds the next step. The process continues until the group has completed each problem or the work time is complete.

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Sussman/RSJ Analyzing Executive Order 9066 answering text based questions

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Art and Culture - Partner Discussion and Written Response 

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Art and Culture - Partner Discussion and Written Response 

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After watching each segment (video by the MET shown for the the whole class, paused after each segment), you will be given one minute to discuss each question under the gallery segment (2 mins of discussion). Then, you will be given 3 minutes to create a written response in your journal to ONE of the questions you discussed (you choose which question to write about).

This will be repeated for each gallery.

You will have 10 minutes to openly discuss the Final Reflection with your partner AND add your written reflection in your journal.

***Be sure to include the question WITHIN your response. See the example below:

Gallery 1. The economic and social conditions of the 1920s in Harlem contributed to the flourishing of African American art and culture by....

Gallery 1: The Harlem Renaissance

How did the economic and social conditions of the 1920s in Harlem contribute to the flourishing of African American art and culture?

Why is it important for artists of any background to express their identity through their work? Consider how the Harlem Renaissance influenced future generations of artists.

Gallery 2: Transatlantic Connections

How did the Harlem Renaissance contribute to global movements like modernism? Consider the cross-cultural influences and exchanges.

Why is it important to recognize the role of global contexts in shaping art movements, particularly in terms of race and identity?

Gallery 3: The Art of Modernism

How did the visual style of the Harlem Renaissance differ from traditional or classical art forms? Consider the importance of abstraction and geometric shapes.

How does art reflect the social and political environment of the time? Think about how African American artists used their work to challenge racial stereotypes or make political statements.

Gallery 4: The Enduring Legacy

What do you think is the most significant legacy of the Harlem Renaissance, both for African American culture and for American society as a whole?

In what ways do you see the influence of Harlem Renaissance art and literature in today's world? Consider examples of current artists or movements that have been influenced by this era.

Final Reflection:

After viewing the entire video, write a brief summary of your thoughts. Discuss all of the following:

How did the Harlem Renaissance challenge the dominant narratives of race and culture in the early 20th century?

Why is it essential for modern society to study and understand movements like the Harlem Renaissance?

What connections can you draw between the Harlem Renaissance and current social movements advocating for racial justice and equality?

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The group meeting after I teach the hand-model of the brain I ask everyone to check-in with their hand brain indicating how close they are at the moment to "flipping their lid." After a mindfulness exercise we show again where we're at with our hand brain and share what contributed to the before and/or after brain.

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Multimedia Literacy (English 11) - Fletcher - In groups, students discuss and respond to 100-word memoirs published in The New York Times.

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Multimedia Literacy (English 11) - Fletcher - In groups, students discuss and respond to 100-word memoirs published in The New York Times.