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.

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

• 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.

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.

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?

Students then played their short compositions for the class.

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.

Sage and Scribe for Quadratics

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

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

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.

For example, talking about what happened during our weekend.

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!”

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?

Objective: Reflect with critical thinking on what you learned and took away from the lab. 

Directions: In your group take 5 minutes and reflect upon the lab using the question prompts below. After we will go around the class and each group will choose a reporter to share reflections aloud. 

If you are absent complete the reflection below by answering responses in the text box and they need to be in complete sentences.

The reflection should be a minimum of 130 words.

1. What new or revisited skills or techniques did you learn from the labs for Chocolate Babka and Chicken Gyros with Tzatziki Sauce and Greek Salad? Explain your response.

2. Explain what did you like and dislike about the labs for this week? Use multiple food descriptors to describe what you liked and disliked. Use this guide to help with explaining your response. Menu Descriptor Guide

3. What would you change and do differently with each dish? Explain your response.

4. Explain and discuss your group's teamwork, communication with each other, and behavior when in the lab?

5. Describe the flavors and textures of the Chocolate Babka and Chicken Gyros with Tzatziki Sauce and Greek Salad.

1. You will work in small groups described by Ms. Zallo and assigned a species per group.

2. Research for your species the LENGTH of each of the following parts of the digestive system.

3. Measure the lengths using INCHES.  Be accurate!

4. Cut a length of yarn for each part.  Use the following color code:

   –Mouth – RED

   –Esophagus – YELLOW

   –Stomach – GREEN

   –Small Intestine – BLUE

   –Large Intestine – PURPLE

5. Tie each piece of yarn in the correct sequence (order).

6. Next, outline the body of your animal (actual size) and fit your digestive system accurately into the body.  You will need to research the dimensions of the animal and draw an outline of it onto large butcher paper.  (You may use multiple sheets to have greater space if you have a large animal.)  Look at images online to help you fit the digestive system into the body drawn.

7. On your poster, label the following:

   -Species Name

   -Herbivore, Carnivore or Omnivore

   -Each part of digestive system AND actual length of each part of system

   -Total length of digestive system

   -Main Food/Feed Source

   -Group Members

8. When finished, as a class, you will perform a Gallery Walk where you will compare the animals and answer the questions on the handout provided.