 Complete the Final Draft of your Biography
View 13th Amendment Write down the 7 Habits of Highly Effective Teens Break down into 7 groups to do research on the 7 Habits
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Students were paired with a classmate and followed these instructions:
Here are the prompts:
1. Some things I have a lot of information about 2. Some things I particularly value or cherish 3. Some things I oppose or reject 4. Some unusual or interesting things I have seen 5. Something I daydream about 6. Some things I have learned from important people in my life 7. Not to brag, but three things I do well 8. Something that bothers me (a question, a mystery, a problem) 9. Some unusual things that have happened to me 10. Unusual things about my background (places I have lived or visited, experiences of family members, family history, etc.) 11. Something I would do if I knew I had only one year to live 12. Something that recently made me happy ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.
Performance Based Objectives 1. I am able to cite textual evidence to support an analysis of what the text says explicitly. 2. I am able to cite textual evidence to support inferences drawn from the text Activator: ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT. Performance Based Objectives 1. I am able to cite textual evidence to support an analysis of what the text says explicitly. 2. I am able to cite textual evidence to support inferences drawn from the text Activator:toto Learning Objective: Is to understand and practice identifying the 8 different parts of speech, grammar & mechanics 1. Review Self-Determination Oath Class work: Learning Objective: Is to understand and put to use the 12 Close Reading Strategies 1. Complete Final Star Test Homework: None ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.
Performance Based Objectives 1. I am able to cite textual evidence to support an analysis of what the text says explicitly. 2. I am able to cite textual evidence to support inferences drawn from the text Activator: ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT. Performance Based Objectives 1. I am able to cite textual evidence to support an analysis of what the text says explicitly. 2. I am able to cite textual evidence to support inferences drawn from the text Activator:toto Learning Objective: Is to understand and practice identifying the 8 different parts of speech, grammar & mechanics 1. Review Self-Determination Oath Class work: Learning Objective: Is to understand and put to use the 12 Close Reading Strategies 1. Complete Act 5 Scenes 8 of Macbeth by William Shakespeare [Spark Notes - No Fear Shakespeare] w/ writing & comprehension packet 2. Complete Study Guide for Macbeth Final Test 3. Watch To Kill A Mockingbird the movie. Homework: Complete the reading of "Wrinkle in Time" and complete the "Wrinkle in Time" hyperdoc posted in Google Classroom. ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.
Performance Based Objectives 1. I am able to cite textual evidence to support an analysis of what the text says explicitly. 2. I am able to cite textual evidence to support inferences drawn from the text Activator: ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT. Performance Based Objectives 1. I am able to cite textual evidence to support an analysis of what the text says explicitly. 2. I am able to cite textual evidence to support inferences drawn from the text Activator: Learning Objective: Is to understand and practice identifying the 8 different parts of speech, grammar & mechanics 1. Review Self-Determination Oath Class work: Learning Objective: Is to understand and put to use the 12 Close Reading Strategies 1. We began Act 5 Scenes 1-8 of Macbeth by William Shakespeare [Spark Notes - No Fear Shakespeare] w/ writing & comprehension packet 2. Complete The Mask of Friendship for Macbeth Homework: Complete the reading of "Wrinkle in Time" and complete the "Wrinkle in Time" hyperdoc posted in Google Classroom.  ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.
Performance Based Objectives 1. I am able to cite textual evidence to support an analysis of what the text says explicitly. 2. I am able to cite textual evidence to support inferences drawn from the text Activator: ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT. Performance Based Objectives 1. I am able to cite textual evidence to support an analysis of what the text says explicitly. 2. I am able to cite textual evidence to support inferences drawn from the text Activator: Learning Objective: Is to understand and practice identifying the 8 different parts of speech, grammar & mechanics 1. Review Self-Determination Oath Class work: Learning Objective: Is to understand and put to use the 12 Close Reading Strategies 1. We began Act 4 Scenes 1-6 of Macbeth by William Shakespeare [Spark Notes - No Fear Shakespeare] w/ writing & comprehension packet 2. Complete The Mask of Friendship for Macbeth Homework: Complete the reading of "Wrinkle in Time" and complete the "Wrinkle in Time" hyperdoc posted in Google Classroom.  ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.
Performance Based Objectives 1. I am able to cite textual evidence to support an analysis of what the text says explicitly. 2. I am able to cite textual evidence to support inferences drawn from the text Activator: ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT. Performance Based Objectives 1. I am able to cite textual evidence to support an analysis of what the text says explicitly. 2. I am able to cite textual evidence to support inferences drawn from the text Activator: Learning Objective: Is to understand and practice identifying the 8 different parts of speech, grammar & mechanics 1. Review Essential 55 - Positive Rules for Creating Successful Students Class work: Learning Objective: Is to understand and put to use the 12 Close Reading Strategies 1. We began Act 4 Scenes 1-3 of Macbeth by William Shakespeare [Spark Notes - No Fear Shakespeare] w/ writing & comprehension packet 2. Complete The Mask of Friendship for Macbbeth Homework: Complete the reading of "Wrinkle in Time" and complete the "Wrinkle in Time" hyperdoc posted in Google Classroom.  ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.
Performance Based Objectives 1. I am able to cite textual evidence to support an analysis of what the text says explicitly. 2. I am able to cite textual evidence to support inferences drawn from the text Activator: ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT. Performance Based Objectives 1. I am able to cite textual evidence to support an analysis of what the text says explicitly. 2. I am able to cite textual evidence to support inferences drawn from the text Activator: Learning Objective: Is to understand and practice identifying the 8 different parts of speech, grammar & mechanics 1. Recite Self Determination Oath Class work: Learning Objective: Is to understand and put to use the 12 Close Reading Strategies 1. We began Act 3 Scenes 1-5 of Macbeth by William Shakespeare [Spark Notes - No Fear Shakespeare] w/ writing & comprehension packet Homework: Complete Wrinkle in Time Hyperdoc  ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT.
Performance Based Objectives 1. I am able to cite textual evidence to support an analysis of what the text says explicitly. 2. I am able to cite textual evidence to support inferences drawn from the text Activator: ELA - R1 STUDENTS WILL BE ABLE TO 'CITE TEXTUAL EVIDENCE THAT MOST STRONGLY SUPPORTS AN ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT. Performance Based Objectives 1. I am able to cite textual evidence to support an analysis of what the text says explicitly. 2. I am able to cite textual evidence to support inferences drawn from the text Activator: Learning Objective: Is to understand and practice identifying the 8 different parts of speech, grammar & mechanics 1. Review Essential 55 - Positive Rules for Creating Successful Students Class work: Learning Objective: Is to understand and put to use the 12 Close Reading Strategies 1. We began Act 2 Scenes 1-4 of Macbeth by William Shakespeare [Spark Notes - No Fear Shakespeare] w/ writing & comprehension packet Homework: Complete Wrinkle in Time Hyperdoc |
Mr. Marc
Hello World! I am from South Florida. I graduated from Florida State University with my Bachelor's Degree, and Kennesaw State University with my Master's Degree. Categories |
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