https://padlet.com/kelly_bovard/BrowardSummerAcademyMS062716 Broward Co Summer Academy 2016-2017 MS Plans en-us 2016-06-22 21:52:12 UTC 2025-11-06 04:42:06 UTC hello@padlet.com kelly_bovard https://padlet.com/kelly_bovard/BrowardSummerAcademyMS062716/wish/115272987 Grade Level:
Standard:
Implementation Model
How will you align Achieve3000 with Collections/Inside?
Plan-be specific (name of GO or article)
You can attach video/audio/documents...]]> 2016-06-22 21:51:12 UTC https://padlet.com/kelly_bovard/BrowardSummerAcademyMS062716/wish/115272987 https://padlet.com/kelly_bovard/BrowardSummerAcademyMS062716/wish/115526131 6-7th
Implementation Model: Teacher Led Instruction and Literacy Work Stations

Standard:LAFS.6.RI.4.10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Day 1 (55 min)
Close Reader Achieve 3000: "Teen Takes her Place in History"
Collections Article: "Doris is Coming"
Front Loading(whole group): Segregation slide show (definition of segregation, picture review) https://www.youtube.com/watch?v=5vTYyLqvYVQ  (8 min)

VIS Chart, Frayer Model, 4 Corners, Academic and Cross Disciplinary Terms (stations15-20 min)

Before Reading Poll: Individual (3min)

Preview: students will preview activity questions prior to reading article.

Article: Teacher models the first paragraph with note taking using reading connections.

Day 2

Article: second read of the article and complete any note taking. (10 min)

Activity: answer activity questions (15min)

After Reading Poll: (1min)
Thought Question: (4min)

Day 3
Stretch Article : separate students into small working groups. Divide the Stretch Article, including the Dig Deeper section (page 2 of the Read), and give a paragraph or two to each group. Have students read the paragraphs together to locate new information that they didn't read in the leveled Article about the integration of Montgomery buses and the events that led up to it. Have each group identify important facts to include in their Thought Question responses. Share that additional information with the whole class. If appropriate, students can use this information to revise their Thought Question responses. This information can also be used to facilitate a discussion about the role Claudette Colvin and Rosa Parks played in the Montgomery Bus Boycott.


Exit Ticket Reflection Question


]]> 2016-06-27 17:39:47 UTC https://padlet.com/kelly_bovard/BrowardSummerAcademyMS062716/wish/115526131 https://padlet.com/kelly_bovard/BrowardSummerAcademyMS062716/wish/115526653 Standard:  LAFS.6.RI.1.1 
Collections Theme: 
Animal Intelligence
Close Read Article: Can Animals Feel and Think? 
Achieve 3000: Moko the Hero

Teacher Directed Instruction: Teacher will pose the Poll Question to the class.  Students will move to the side of the room(Agree/Disagree). 
*Evidence Building handout
(5 - 10 mins.)
  
Small Group Instruction:  Students will Turn and Talk.  Discuss why you chose your response to the poll question and explain. Spokesperson will share out to the class. (5 mins.)

Vocabulary Activity #1: playfully, stranded, rescuers, sandbar - differentiated based on students lexile levels.
*Context Clues graphic organizer 
(5 mins.)

Vocabulary Activity#2:
Standup Vocabulary Continuum activity.
(5 mins.)

Teacher Directed Instruction: Students will view the picture related to the article and make a prediction.
*student led discussion 
(5 mins.)







]]> 2016-06-27 17:48:54 UTC https://padlet.com/kelly_bovard/BrowardSummerAcademyMS062716/wish/115526653 https://padlet.com/kelly_bovard/BrowardSummerAcademyMS062716/wish/115529582 2016-06-27 18:42:38 UTC https://padlet.com/kelly_bovard/BrowardSummerAcademyMS062716/wish/115529582