students in my class are expected to: come to class prepared to learn each day
DESCRIPTION
Welcome to Global Perspectives through Shared Inquiry! My name is Caryn Friedman Email: [email protected] Website: http:// www.wpcsd.k12.ny.us/Domain/704. Classroom Expectations. Students in my class are expected to: Come to class prepared to learn each day - PowerPoint PPT PresentationTRANSCRIPT
Welcome to Global Perspectives through
Shared Inquiry!
My name is Caryn Friedman
Email: [email protected]
Website: http://www.wpcsd.k12.ny.us/Domain/704
Welcome to Global Perspectives through
Shared Inquiry!
My name is Caryn Friedman
Email: [email protected]
Website: http://www.wpcsd.k12.ny.us/Domain/704
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
SuppliesSuppliesYour 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 PolicyGrading 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 RubricParticipation Rubric100 (√+) 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 GradesRoutines 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 GradesRoutines 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
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 OutlineCourse OutlineUnit 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 OutlineCourse OutlineUnit 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?
Skills we will focus on this year
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
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 & StrategiesSkills & 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
Marking the TextMarking the TextMarking 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!
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!
We use the strategy RAFFT to write short
responses!Restate the questionAnswer the questionFact One- Write the text detail. Explain how it connects to the question.Fact Two – Write the text detail. Explain how it connects to the question.Tie up your answer.
Restate the questionAnswer the questionFact One- Write the text detail. Explain how it connects to the question.Fact Two – Write the text detail. Explain how it connects to the question.Tie up your answer.
Ask to see the RAFFT dance!
We will do Binder Checks this year! 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!
Upcoming AssessmentsUpcoming Assessments
New York State ELA Exam:Tuesday, April 14 –Thursday, April 16
PARRC Test:More information to follow!
Resources for Parents and Students: https://www.engageny.org/
New York State ELA Exam:Tuesday, April 14 –Thursday, April 16
PARRC Test:More information to follow!
Resources for Parents and Students: https://www.engageny.org/