Instructional Rounds SS by Beedlow

jbeedlow — 2014-12-04 19:35:17 UTC

jbeedlow — 2014-12-04 19:35:18 UTC

Discourse/Justification/Explanations

jbeedlow — 2014-12-04 19:35:18 UTC

Productive Struggle Time

jbeedlow — 2014-12-04 19:35:18 UTC

Reflections on thinking (verbal or written)

jbeedlow — 2014-12-04 19:35:18 UTC

Academic Vocabulary/Prior Knowledge

jbeedlow — 2014-12-04 19:35:19 UTC

High-Level Tasks Assigned

jbeedlow — 2014-12-04 19:35:19 UTC

Questioning Strategies

jbeedlow — 2014-12-04 19:35:19 UTC

jbeedlow — 2014-12-09 19:05:24 UTC

2014-12-09 20:56:22 UTC

T asked: How did Lincoln feel about the spread of slavery and what did he compare it to?

2014-12-09 20:57:12 UTC

Explain change over time sequencing and characterizing events.

2014-12-09 20:57:33 UTC

Students working in peers writing answers on white board to T read questions.

2014-12-09 20:59:23 UTC

Ticket out the door: Come up with two of the five causes of the Civil War and why.

2014-12-09 21:00:06 UTC

Teacher giving feedback on student writing as rotates around room

Feedback

2014-12-09 21:00:29 UTC

2014-12-09 21:02:18 UTC

Students creating their own question in relation to how the Civil War started

2014-12-09 21:02:32 UTC

Outline of essay on board for references

2014-12-09 21:02:41 UTC

Students writing essay on who they'd support in the election of 1800. Must give 3 reasons why and provide historical evidence

2014-12-09 21:04:11 UTC

Students split into pairs to become the "expert" on their topic

2014-12-09 21:04:27 UTC

Teacher asks students to create their own question about the Civil War using "what would have happened if..." format.

2014-12-09 21:05:03 UTC

Teacher asked "Was this proof that Sam Houston was a man of his word?

2014-12-09 21:06:52 UTC

Teacher asks students questions out loud. In pairs, they discuss and write answer on whiteboard. Teacher is able to give I mediated feedback.

2014-12-09 21:07:14 UTC

Students asked to write about 2 of the 5 causes

of the American Civil War and to justify their response

2014-12-09 21:07:49 UTC

T asked "Which political party do you agree with more?

S - John Adams

T Asked "What's one thing you like about him?"

2014-12-09 21:10:02 UTC

Bell work referring to prior knowledge learned the previous day

2014-12-09 21:11:19 UTC

S to S - It's the South because they seceded

S to S - No, it is the West because that was where the US was expanding to

2014-12-09 21:14:39 UTC

Justify your answer with historical evidence

2014-12-09 21:20:59 UTC

Students using vocabulary in their answers on the white boards

2014-12-09 21:23:57 UTC

O - Why would it be important to learn this?

S - It is important in history so we don't repeat the bad.

jbeedlow — 2014-12-10 17:50:36 UTC

Teacher stated that begin result was to write essay on how countries impact us today

jbeedlow — 2014-12-10 17:51:36 UTC

Who would you vote for? Defend your answer.

jbeedlow — 2014-12-10 18:00:34 UTC

Teaching kids how our culture

is a combination of other

earlier cultures in history.

jbeedlow — 2014-12-10 18:01:13 UTC

Students share out writing at

9:54 - 4 students share

jbeedlow — 2014-12-10 18:02:00 UTC

Switch papers at 9:55...you have

to see both parties point of view

.....supporting Jefferson and

Adams.....S will read peer paper

and now take opposite point of

view....if you need to look at

political chart you can

jbeedlow — 2014-12-10 18:04:30 UTC

Take a stand and defend

your reasoning

jbeedlow — 2014-12-10 18:04:52 UTC

If you were alive in 1800 who

would you vote for and give

one reason why and support

with historical evidence

jbeedlow — 2014-12-10 18:05:52 UTC

Kids switching with one another

and changing each other's

point of view

High-Level Tasks Assigned cont

jbeedlow — 2014-12-10 18:20:51 UTC

jbeedlow — 2014-12-10 18:21:59 UTC

Kids would be able to write

2-4 paragraphs at end of class

comparing cultures

jbeedlow — 2014-12-10 18:22:41 UTC

Comparing and contrasting

two different cultures using a

double-bubble map or venn

diagram

jbeedlow — 2014-12-10 18:23:14 UTC

Mercantilism

Lame Duck President

Democratic

Republican

Federalistss

Dual

historical evidence

points of view

jbeedlow — 2014-12-10 18:24:34 UTC

Asked kids to list culture traits

jbeedlow — 2014-12-10 18:25:29 UTC

analyzing political parties and

how they led to government

division

jbeedlow — 2014-12-10 18:26:08 UTC

Ties back into the LT and how

it impacted the US. T then

explains double-bubble &

writes on board. Now she

slows down and adds Greece

and Rome......then explains

Venn Diagram with

similarities and differences

jbeedlow — 2014-12-10 18:28:18 UTC

How does that help you?

jbeedlow — 2014-12-10 18:28:42 UTC

Continued to get feedback from students with questioning throughout lesson

jbeedlow — 2014-12-10 18:29:38 UTC

How did that lead to......?

jbeedlow — 2014-12-10 18:39:24 UTC

Started class with warm-up

questions

jbeedlow — 2014-12-10 18:40:13 UTC

Who are they going to put in

the court system? T question and S

answers. A judge serves for how

long? And who is the next

president? S answers Democrat...

Please study your Bill of Rights

jbeedlow — 2014-12-10 18:42:18 UTC

What was the big thing in Europe

that led to urbanization? S says

Industrial Rev. What did that do

to the economy? S answer What

was it about the IR that caused all

to move? S answered economic

opportunities

jbeedlow — 2014-12-10 18:44:27 UTC

Compare Greece and Rome and

think about culture traits that

civilizations have. Students respond

language, food, clothing, literature.

What else says T asks "What else?" S

says building and T clarifies

architecture. "What was it that we

got from them? S respond art, music,

dancing, religion. T asks "What else?"

"What about ours has 3 branches?"

S respond government

jbeedlow — 2014-12-10 21:59:26 UTC

jbeedlow — 2014-12-10 21:59:50 UTC