Lesson Three
AIM: How do writers use reflection to communicate the meaning of their experiences?
DO NOW: Share your commute description with the person next to you. Be prepared to discuss your partner’s anecdote with the whole class. We will collect your HW!
AGENDA:
1. Do Now: Share HW with the person next to you
2. Whole class share of HW (share your partner’s)
3. Introduce David Gonzalez piece
4. Listen and watch
5. Getting to the gist
6. Read, code and annotate looking for reflection and significant moments
7. Listen and read
8. Interpreting the Ideas of the text
9. Open Forum discussion
HW: Brainstorm a list (at least 4) moments you have had in New York where you felt changed afterward (think about David Gonzalez’ example of coming back to the Bronx and having his experience there). Choose one of your ideas and 1) describe the experience, and 2) explain how it changed you.
Sunday, September 15, 2013
BK History Unit 1, Lesson 2 - 9.17.2013
Lesson Two:
Aim:
How do you distinguish between what a writer is saying and what a writer
is doing?
Do Now:
Jot answers
to the following questions in prep for the Open Forum discussion.
- What is Colson Whitehead saying about what it means to live in NYC?
- What is he saying about what it means to be a New Yorker?
- Where did you like his writing style? What techniques did he use?
AGENDA:
- Do Now:
- Open Forum Discussion
- Introduce the note-sheet: Model the sheet
- Author says, Author does, Author means – in class
BK History Unit 1, Lesson 1 - 9.16.2013
BK History
Unit One:
Personal Narrative
Lesson One:
AIM:
How do writers communicate their experiences?
DO NOW:
Vocabulary:
Anecdote: A short amusing or interesting story about a
real incident or person
Write down
one anecdote that you have experienced that could only have happened in New
York City.
AGENDA:
- Do Now
- Do Now Share – highlighting imagery (creating a picture for the reader by using descriptive language), sensory images (include details that bring to life the smells, sounds, touch, sights, and tastes for the reader), reflection (describing the impact something had on you and your idenity)
- Review the unit overview – expectations, assignments, summative assessment
- Hand out Whitehead reading and begin to read, discuss and code and annotate
- Choose a line that resonates with you and share
HW:
Finish reading, coding and annotating.
Choose a line that most resonates with you. Open Forum discussion tomorrow
Thursday, September 12, 2013
BK History Lesson 4 - 9.12
Aim: What are the questions we can ask that will help us explain how Brooklyn got to be the way it is?
DO NOW: In
your notes, make a T-Chart:
Observations:
|
Inferences:
|
Questions:
|
Come up with
a title for the image.
VOCABULARY:
CORRELATION: To establish the mutual relationships of
different data
DATA:
Factual information used as a basis for reasoning, discussion, and
calculation
AGENDA:
- Do now
- Do Now share
- Introduce next lens: historical
- Explain the task: viewing two historical maps and observing and generating Qs (use Gowanus Canal)
- Review Costa’s House and model Level 1, 2, 3 Questions with the map
- Students get laptops, handouts, and task to begin
- Independent/pair research and question-creation
- Stop and share observations as students go along
- Write Qs on post-its and stick on Costa’s house
Map 1 Link:
Tuesday, September 10, 2013
BK History 2013 Lesson 3 – 9.11.2013
Aim:
How has NYC changed under Michael Bloomberg’s tenure as mayor?
DO NOW: Which of these topics seems the most
interesting to you:
1.
Building
affordable housing for NYC
2.
New building development in NYC
3.
Who is moving in and out of NYC neighborhoods
AGENDA:
1. Share HW
in a discussion reviewing the coding
2. Hand out
different readings – by interest (ELL students get shortest reading)
3. Students
independently read, code and annotate
4. Hand out
Qs and students jot answers
5. Review
Open Forum protocol – we will use for any informal whole class discussion from
here on out
6. Start
Open Forum discussion with readings
Questions for readings (Complete on
worksheet)
1.
According
to your text, which issues are New Yorkers facing today?
2.
According to your text, how did Mayor Bloomberg
attempt to address these issues?
3.
Based on what you have read so far, and any
prior knowledge, how important is this issue for the city?
HW:
Answer AIM Question
BK History Lesson 2 - 9.10.2013
Aim:
How has NYC changed under Michael Bloomberg’s tenure as mayor?
DO NOW:
Answer the
following questions in your notebook or on a separate sheet of paper:
1.
How long
have you lived in NYC?
2.
What is one thing about the city that has
changed since you have lived here?
3.
Would you say that this change has been for the
better or for the worse? Why?
AGENDA:
Do Now
Share
HW: Turn-and-Talk with Questions; and
Whole Class
Discuss Do
Now answers
Introduce
Lens Two: Current NYC issues
-
Reshaping New York: NY Times interactive
-
Introduce coding and annotating text with “New
York Remade” article from WNYC
-
Independent Work: Coding and annotating article
HW2: Finish coding and annotating “New York
Remade”.
TURN-and-TALK DIRECTIONS:
1.
To the
person or persons next to you, explain who you interviewed, and the questions
that you asked.
2.
Which of the answers was most interesting or
surprising to you?
3.
How do your interviewee’s answers compare to
your own?
Monday, September 9, 2013
9-9-2013 BK History Lesson 1
Course Introduction
How do you see yourself in relation to where you live? What do you value about NYC and your neighborhood? What would you like to change?
DO NOW:
Choose ONE of the following questions and free write a response.
1. Do you see yourself as a New Yorker; a Brooklynite; or something else? Why?
2. What do you value about NYC?
3. What do you value about your neighborhood?
4. What would you like to change about NYC or your neighborhood?
AGENDA:
Work on Do Now
Discussion of Do Now answers.
Explain HW
Introduce Map Activity
Work on Map Activity
Share ideas and discuss the Map
HW1: DUE TUESDAY, SEPT. 10, 2013
Choose someone to interview using 2 of the questions from class, and one you make up. Summarize their answers and be prepared to share tomorrow.
MAP ACTIVITY DIRECTIONS:
1. With the person next to you, come up with several (at least 3) facts about Brooklyn.
2. After generating facts, come up with several perceptions you hold about Brooklyn.
3. Choose your strongest fact and write it on the yellow/green post-it.
4. Choose your most interesting perception and write it on the pink post-it.
5. Write your name and your neighborhood on the blue post-it.
6. Come up to the large BK map and place your post-its on the map.
How do you see yourself in relation to where you live? What do you value about NYC and your neighborhood? What would you like to change?
DO NOW:
Choose ONE of the following questions and free write a response.
1. Do you see yourself as a New Yorker; a Brooklynite; or something else? Why?
2. What do you value about NYC?
3. What do you value about your neighborhood?
4. What would you like to change about NYC or your neighborhood?
AGENDA:
Work on Do Now
Discussion of Do Now answers.
Explain HW
Introduce Map Activity
Work on Map Activity
Share ideas and discuss the Map
HW1: DUE TUESDAY, SEPT. 10, 2013
Choose someone to interview using 2 of the questions from class, and one you make up. Summarize their answers and be prepared to share tomorrow.
MAP ACTIVITY DIRECTIONS:
1. With the person next to you, come up with several (at least 3) facts about Brooklyn.
2. After generating facts, come up with several perceptions you hold about Brooklyn.
3. Choose your strongest fact and write it on the yellow/green post-it.
4. Choose your most interesting perception and write it on the pink post-it.
5. Write your name and your neighborhood on the blue post-it.
6. Come up to the large BK map and place your post-its on the map.
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