Welcome to Global Perspectives through Shared Inquiry! My name is Caryn Friedman Website: Welcome to Global Perspectives through Shared Inquiry! My name is Caryn Friedman Website:

Students in my class are expected to:  Come to class prepared to learn each day  Respect your classmates, teacher, and yourself.  Participate in all group activities  Complete assignments, projects, and take notes  Try your best Students in my class are expected to:  Come to class prepared to learn each day  Respect your classmates, teacher, and yourself.  Participate in all group activities  Complete assignments, projects, and take notes  Try your best Classroom Expectations

Supplies Your child will need: One section of their binder labeled “Global Perspectives” Pens and Pencils Loose Leaf paper (at least 10 sheets) Independent Reading Book Optional supplies to have at home: markers, crayons, colored pencils, glue, scissors, tape, and/or construction paper Your child will need: One section of their binder labeled “Global Perspectives” Pens and Pencils Loose Leaf paper (at least 10 sheets) Independent Reading Book Optional supplies to have at home: markers, crayons, colored pencils, glue, scissors, tape, and/or construction paper

Grading Policy Classwork and Participation: 45% Assignments: 40% Homework ( √ -, √, or √ +) : 15% The Infinite Campus portal is a great tool to help you and your child keep track of their grades! Classwork and Participation: 45% Assignments: 40% Homework ( √ -, √, or √ +) : 15% The Infinite Campus portal is a great tool to help you and your child keep track of their grades!

Participation Rubric 100 (√+)85 (√)70 (√-)  I participate more than one time each class period  I attempt to complete all tasks assigned to me.  I complete all of my work.  I follow directions.  I ask questions.  I track the speaker.  I am engaged in my learning  I ask for clarification if I need it.  I participate once each class period  I complete the task, but I have to be redirected more than one time.  I complete some of my work.  I follow directions most of the time.  I ask questions sometimes.  I track the speaker sometimes.  I am engaged in my learning, but some times I am distracted  I ask for clarification if I need it sometimes.  I do not participate every day  I make little or no attempt to complete the tasks assigned to me.  I do not complete all of my work.  I do not consistently follow directions.  I do not ask questions.  I do not track the speaker.  I am not usually engaged in my learning.  I don’t ask the teacher to clarify what is being asked of me if I am unsure.

Routines and Grades 1. Each day we follow a routine… When your child comes into class each day, they: Copy their homework into their planner Take out any homework that is due Complete the Do Now activity while Ms. Friedman checks homework 2. Your child will be given two projects or writing assignments in each unit! We will have four units of study this year. Each unit will last for one quarter Your child will receive a copy of the directions, expectations, and a rubric 1. Each day we follow a routine… When your child comes into class each day, they: Copy their homework into their planner Take out any homework that is due Complete the Do Now activity while Ms. Friedman checks homework 2. Your child will be given two projects or writing assignments in each unit! We will have four units of study this year. Each unit will last for one quarter Your child will receive a copy of the directions, expectations, and a rubric

Routines and Grades 3. Each daily homework assignment is worth 5 points. 0 points if the assignment is not completed √ - (1 point) if the assignment is somewhat complete √ (3 points) if the assignment is mostly complete √ + (5 points) if the assignment is fully complete At any time, I may collect and grade homework OR Cornell Notes sheets as classwork so it is best to be prepared! 4. Classwork assignments will be out of 50 or 100 points. 0 points if the class work assignment is not complete √ - (35/50 or 75/100) if it is somewhat complete √ (42/50 or 85/100) if it is mostly complete √ + (50/50 or 95/100) if is fully complete 3. Each daily homework assignment is worth 5 points. 0 points if the assignment is not completed √ - (1 point) if the assignment is somewhat complete √ (3 points) if the assignment is mostly complete √ + (5 points) if the assignment is fully complete At any time, I may collect and grade homework OR Cornell Notes sheets as classwork so it is best to be prepared! 4. Classwork assignments will be out of 50 or 100 points. 0 points if the class work assignment is not complete √ - (35/50 or 75/100) if it is somewhat complete √ (42/50 or 85/100) if it is mostly complete √ + (50/50 or 95/100) if is fully complete

Course Objectives By the end of this course, your children will be able to: Mark the text while reading fiction or non-fiction texts Take Cornell Notes about fiction and non-fiction texts Create questions about fiction and non-fiction texts Participate in Socratic Seminars and Shared Inquiry Discussions Read at least four independent reading books and complete an assignment about each book Share what has been learned from reading and analyzing texts through a variety of oral and written assessments including writing pieces, projects, skits, and videos. By the end of this course, your children will be able to: Mark the text while reading fiction or non-fiction texts Take Cornell Notes about fiction and non-fiction texts Create questions about fiction and non-fiction texts Participate in Socratic Seminars and Shared Inquiry Discussions Read at least four independent reading books and complete an assignment about each book Share what has been learned from reading and analyzing texts through a variety of oral and written assessments including writing pieces, projects, skits, and videos.

Course Outline Unit 1: Introduction to Questioning and Shared Inquiry How does inquiry help readers construct meaning as they interact with print and non-print texts? What strategies can I use to help me analyze and discuss texts? How can we learn more about topics we are learning about in Social Studies class by interacting with texts? Unit 2: Using Claim and Evidence to explore big ideas about government What makes a good government? What factors contribute to people taking government into their own hands? How can we support our claims by using text evidence?

Course Outline Unit 3: Social Commentary What is social commentary and what is its purpose in texts? How can speakers effectively expose, defend and debate a topic to persuade an audience on an issue? What does equality mean to you? What are the historical contradictions that exist within the definition of equality? Unit 4: Investigating Experiences beyond my own How does using texts and questioning to investigate the world around shape my view of the world? How do authors use point of view to convey theme and influence the reader? Why is it important that human rights are universal? What are factors that infringe upon human rights? What challenges inhibit human rights for all?

Some texts we will use…

Skills we will focus on this year  Critical Thinking  Close Reading  Inquiry: Generating Questions  Discussion  Formulating Positions  Writing  Using Evidence  Academic Strategies  Critical Thinking  Close Reading  Inquiry: Generating Questions  Discussion  Formulating Positions  Writing  Using Evidence  Academic Strategies

Fostering a Growth Mindset EFFORT What does it sound like? What does it look like? What happens when you use it? You get smarter. You get better at things. You are proud of yourself. You learn more. You can finish your work. You never give up. It is careful and neat. You try and think. You take the time. It does not matter if it is wrong or right if it is your best work. There is no fooling around. It is quiet. Asking for help Thinking out loud On task discussions Working collaboratively

Skills & Strategies #CUBA? Binder Checks SMART Goals Cornell Notes Shared Inquiry 30 Second Speeches Team Huddle Philosophical Chairs Four Corners Costa’s Questions One-Pagers #CUBA? Binder Checks SMART Goals Cornell Notes Shared Inquiry 30 Second Speeches Team Huddle Philosophical Chairs Four Corners Costa’s Questions One-Pagers

SMART GOALS “A goal without a plan is just a wish” -Antoine de Saint Exuperys

Marking the Text Marking a text is an excellent way to make the most out of the reading we do. Marking the text makes it easy to find important information quickly when we look back and review a text. Marking the text helps us to make reading an active process!

We will use Cornell Notes this year! You will use this space to record all of the important information (notes) such as people, places, dates, events, and vocabulary definitions This is where you will create questions based on the information that you wrote in the notes section. You can use these questions to help you study This is where you will summarize your notes. You will reflect on what you have learned

We use the strategy RAFFT to write short responses! R estate the question A nswer the question F act One- Write the text detail. Explain how it connects to the question. F act Two – Write the text detail. Explain how it connects to the question. T ie up your answer. R estate the question A nswer the question F act One- Write the text detail. Explain how it connects to the question. F act Two – Write the text detail. Explain how it connects to the question. T ie up your answer. Ask to see the RAFFT dance!

We will do Binder Checks this year! We will have binder checks twice per month to help your child keep their binder neat and organized. We will use checklists like this during the binder checks!

Binder Expectations

Upcoming Assessments New York State ELA Exam: Tuesday, April 14 –Thursday, April 16 PARRC Test: More information to follow! Resources for Parents and Students: New York State ELA Exam: Tuesday, April 14 –Thursday, April 16 PARRC Test: More information to follow! Resources for Parents and Students:

Your task for the rest of our time together: Read and mark the text of the article provided using #CUBA? If we have time, we will discuss this article using a Team Huddle Read and mark the text of the article provided using #CUBA? If we have time, we will discuss this article using a Team Huddle