Period 1 – Criminal Behavior Lesson Plan (4-30-2015)

Criminal Behavior HeaderTopic:

Juvenile Criminal Offenders – Life Sentencing?

Unit:

Juvenile Offenders

Unit S.M.A.R.T. Goal:

Students will assist in determining the best legal course of action to help lower the juvenile re-incarceration rate.

Today’s Objective:

Students will be developing level 3 Costa’s Questions as groups of four and then answering each other’s questions.

Behavioral Norms (Student Developed):

  1. “Respect others opinions”- Selena (20 votes)
  2. “Staying on task” – Israel /Ally/Kenny ( 21 votes)
  3. “Only one person is allowed to talk at a time” – Charles (22 votes)
  4. “If you feel like you are going to lose control or getting irritated you need to let Mr. Tyler know and stand outside his door” – Tyler (23 votes)

Vocabulary:

Antecedent

Agenda:

Task #1 – Follow these directions for today:

1 – Form the desks into the standard groups of four that you know.

2 – Use the copy paper in the center to write your group number and your names on.

3 – As a group develop three level 3 Costa questions about Juvenile justice and/or Kenneth’s life sentence case.

Resource -> costas-levels-of-thinking-and-questioning

4 – Once you have developed your three questions and they are approved by me I will give you a large post it paper to write your questions largely on. Leave space for people to answer them below.

5 – Once all groups are ready you will be moving table to table in a clockwise manner answering the Costa’s questions the other groups developed. You will have five minutes at each station.

Student Work Evidence:

Criminal Behavior - Costa's Questioning - Juvenile Offenders

Period 3 – U.S. History Lesson Plan (4-30-2015)

U.S. History Header 2Unit:

Unit #2 – Imperialism and Progressivism

Chapter 6 – World War I & its Aftermath

Unit S.M.A.R.T. Goal:

Students will be able to identify the causes of the Great War, its affect on American Society, and its impact on international alliances to 80% accuracy in 3 of 4 trials.

Today’s Objective:

Students will be exploring the purpose and messages of the Harlem Renaissance as well as its reoccuring themes.

Behavioral Norms (Student Developed):

1.  “Only one person talks at a time” – Noah  (23 votes – approved)

2. “Respect others opinions/ideas” – Rob (31 votes – approved)

3. “Stay on task” – Andrea ( 27 votes – approved)

Vocabulary:

Click HERE to be taken to a list of commonly used vocabulary words for this unit.

Agenda:

Task #1 – Continue introduction to Harlem Renaissance. Get out the paper the we started yesterday as we will be finishing it up today.

Downloadable Notes File -> Harlem Renaissance

We will be further exploring the following:

Literature -> Letter from Aaron Douglas to Langston Hughes

Poetry – > Theme for English B – Langston Hughes

Art – > Harlem Renaissance Artists

Music -> Louis Armstrong & Duke Ellington samples will be played today as well.

Student Work Evidence -> Harlem Renaissance Work Introduction (V2)

Task #2 – What themes can you see from the Harlem Renaissance present in this music from the 90s?

2Pac – Changes lyrics

2Pac – Keep Ya Head Up Lyrics

Homework:

Go home and track down a singer and song tonight that is even more current that reminds you of the same intent as what you saw in material from the Harlem Renaissance and in 2Pac’s song “Changes” in 1998. Make sure to write a paragraph under the singer and song name explaining why you think it is trying to send the same message. You are welcome to look beyond singers though to poets, writers, and artists.

World War I Online Exam

This exam is 50 questions long and closes Sunday the 3rd at midnight. It begins easy with 40 true/ false and multiple choice and ends with 10 short answer. Make sure you do not begin unless you intend to finish because you can not come back in to start the test. When you are ready go to M.Socrative.com and type in your real full name. Type in “A89559B4″ when it asks for the room number. When you finish hit “Log Out”.

Period 1 – Criminal Behavior Lesson Plan (4-29-2015)

Criminal Behavior HeaderTopic:

Juvenile Crimal Offenders – Life Sentencing?

Unit:

Juvenile Offenders

Unit S.M.A.R.T. Goal:

Students will assist in determing the best legal course of action to help lower the juvenile re-incarceration rate.

Today’s Objective:

Students will be analyzing the issue of if juvenile’s should be eligible for life sentences. This will be day #2 for this objective. Yesterday we only got midway though the example case of Kenneth Young in Florida.

Behavioral Norms (Student Developed):

  1. “Respect others opinions”- Selena (20 votes)
  2. “Staying on task” – Israel /Ally/Kenny ( 21 votes)
  3. “Only one person is allowed to talk at a time” – Charles (22 votes)
  4. “If you feel like you are going to lose control or getting irritated you need to let Mr. Tyler know and stand outside his door” – Tyler (23 votes)

Vocabulary:

Antecedent

Agenda:

Task #1 – Turn in 12 Step programs

Task #2 – Turn in 4 square activity

Task #3 – Turn in quick quiz

Task #4 – Overall question to consider: “Should juvenile’s be eligible for life sentences?”

Task #5 – Paper set up for case analysis of Kenneth Young’s case.

– Costa’s questioning

– Case evidence

– Arguments for and against why juveniles should be eligible for life sentences.

– Concluding paragraph – What are your thoughts on Kenneth Young’s case?