Warm-Up: Take a ¼ sheet from the tan bin. Place your homework on your desk. Read the following sentences. Then, answer the questions below. "It was very funny because one day we were getting ready to toss all this stuff out, and the next day they were telling us what steps to take to preserve the items," said campaign volunteer Edward Gerwin, Jr. Gerwin served as manager at the Falls Church office. "Suddenly the items we used have become historical artifacts. We were obviously very honored." 1. What words or phrases in the sentences might be context clues that help you determine the meaning of “artifacts”? 2. What do you think the word “artifacts” means?
Artifact: an object of historical value
Artifact an object of historical value Term: Story: Picture Artifact Story: Picture Definition: an object of historical value Reminding Word:
Agenda Objective: Primary: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI.1.1) I can determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (RI.1.2) Secondary: I can prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively (SL.1.1). Essential Question: What is the common central idea in the texts? Use evidence from the text(s) to support your response. Warm-Up: Context Clues: Artifact Vocabulary: Artifact Whole Group: Clean out folders from Quarter 1 Discuss background knowledge of Barack Obama: Read: “An American Story” Stations: Achieve: Achieve 3000 (Who is Barack Obama? , Obama Online) On the Record: Family Ties: Chapter One, Book-Mind-Heart 3. Independent reading (fill out a “book” for books you have finished reading) 4. Teacher-led: Monitoring Station Work, answering questions and concerns; DAR test Closing: Vocabulary Review
Book: Who is telling the story? What does the author want you to know? What did you notice about how the author told this story?
Mind: What surprised you? What connections did you make? What images were most important to you? What lines created the surprise or connection?
Heart: What did you discover about yourself? What matters most to you in this text or in your conversation? What did you take to heart?
Station Groups Pd 5 TL 1 2 3 4 5 6 7 8 Diego Jazmine Josh Montana Xavier Jatavia Kayla Jayden Jonah C. Adri Mercedes Kefrain Derrick J. Jaden W. Kris F. Duncan Autumn Ivan Paige Aiden
Whole Group Discussion: Chapter 3 Book: Who is telling the story? What does the author want you to know? What did you notice about how the author told this story?
Whole Group Discussion: Chapter 3 Mind: What surprised you? What connections did you make? What images were most important to you? What lines created the surprise or connection?
Whole Group Discussion: Chapter 3 Heart: What did you discover about yourself? What matters most to you in this text or in your conversation? What did you take to heart?
Higher Order Thinking Questions (Chapter 1) 1. Does Obama have a right to be “confused and hurt” by his grandmother’s reaction to the man at the bus stop? Use at least two pieces of evidence from the text to support your answer.
Closing What is the most priceless artifact of your life?