The sun is setting on our school year! This is a collage of photos I took in 2013 at the Eiffel Tower in France.
Dear class,
As it was the day before finals week, I did not assign any new work - it was mostly a study day. Here's what we did today in class:
As it was the day before finals week, I did not assign any new work - it was mostly a study day. Here's what we did today in class:
Learning Targets:
Communication LT 1: I can use language and style that is appropriate to the content area.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts.
Knowledge LT 9: I can explain demographic changes in the world and their effects.
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements. Knowledge LT 21: I can explain how religious ideas impact the shaping of societies.
Communication LT 1: I can use language and style that is appropriate to the content area.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts.
Knowledge LT 9: I can explain demographic changes in the world and their effects.
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements. Knowledge LT 21: I can explain how religious ideas impact the shaping of societies.
Soundtrack: "One Day" by Matisyahu. Selected for today because it goes with our Israel and Palestine unit well. Lyrics here.
AGENDA 6/16/17:
News Brief – Alex
Final Questions
Clean Up
Work Time
Final Questions
Clean Up
Work Time
Homework: Read the blog! Your final project for the year is due on Thursday - upload it on Google Classroom (specific guide for what to do here). Finals for your period are Thursday at 9:19 AM. Next news brief: Reese.
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News Brief: Alex had the news brief today and selected an article about this story to talk about: NBCNews.com - ISIS Leader Al-Baghdadi May Have Been Killed, Russia Says. We found Syria in the world map and discussed what the implications of this story would be, if it were verified, as well as what is currently going on with the war in Syria. After that, we checked in about the weekend and what students were up to outside of class.
We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):
There is a few pages of timeline and introduction in that, and then the characters start talking on page 229. The two characters in the reading were David (representing Israel) and Daud (representing Palestine). I wanted students to partner up and go through the reading together. Here is the assignment that goes with the reading, to note each perspective and help you prepare for your final assignment:
Work Time: The rest of class was set aside for the final project. I was checking in with every student as to which learning targets they wanted to be graded on for the final. Speaking of the final project, this form clarifies what the expectation is going to be on the day of the final, as well as what students should be writing/talking about:
I'm going to keep it simple and have students just focus on this. You should already know what learning targets you need to work on. Use the chart at the top of the second page to focus your writing/speech notes on the specific issues in the conflict. I know there were a lot of questions on this - please let me know if I can continue clearing this up.
See you next class for finals week! Wow! :-)
We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):
Final Questions/Clean Up: I told the class to start taking down pictures and posters from the bask wall in order to help clean up the classroom for the end of the year. I also gave time to continue working on Through Middle Eastern Eyes and anything else related to the final. This was an excerpt from a book, which I made a class set of. The two characters are representing the perspectives of Israel and Palestine. Here's the online version if you want to keep working on this at home:
There is a few pages of timeline and introduction in that, and then the characters start talking on page 229. The two characters in the reading were David (representing Israel) and Daud (representing Palestine). I wanted students to partner up and go through the reading together. Here is the assignment that goes with the reading, to note each perspective and help you prepare for your final assignment:
Work Time: The rest of class was set aside for the final project. I was checking in with every student as to which learning targets they wanted to be graded on for the final. Speaking of the final project, this form clarifies what the expectation is going to be on the day of the final, as well as what students should be writing/talking about:
I'm going to keep it simple and have students just focus on this. You should already know what learning targets you need to work on. Use the chart at the top of the second page to focus your writing/speech notes on the specific issues in the conflict. I know there were a lot of questions on this - please let me know if I can continue clearing this up.
See you next class for finals week! Wow! :-)
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