Students were given a half sheet of paper in class today to submit their sequence maps on “Selma, Lord, Selma”. They had some class time, and could work with other students. It is due Thursday morning. This is a formative assignment, but their formative grade will be in the grade book.
Please use this rubric when completing any sequence map.
http://blogs.ksbe.edu/pekono/files/2018/01/Sequence-map-rubric-Jan-2018.docx
Today we reviewed the annotations, central ideas and facts from the Newsela Gandhi article. We reviewed examples of work, as well as the rubric. We discussed the requirements of the assignment and the due date. I am available after school this week today and Thursday. This is a summative assignment.
3- Completely and thoroughly answered the prompt, including explicit text citations
2- Answer is incomplete, check Write for feedback
1 – Many problems with your answer, check with me for help and detailed feedback
Identify the central idea, and cite three paragraphs that support the central idea.
This is an example of a 3 answer. The answer not only is completely and thoroughly answered, with strong supporting explicit text evidence with citations, the language used is of a higher academic level, and grammatically correct.
Martin Luther King was a leader and not a follower and his actions affected the public. In the text it states that “He graduated first in his class in 1951 and was elected student body president,” so he led his class in p4. Also in p7 it said, “Led by King, the African-American community boycotted Montgomery and refused to ride the bus.” Also it stated that “the city of Montgomery gave in and ended segregated public transportation.” Lastly in p12 it states that “His life and work are honored with a national holiday. Schools and public buildings have been named after him, as well as a memorial in Washington, D.C.”
This is another example of a 3 answer. This answer is correct, but the language used is more elementary, and the supporting evidence is not as strong.
I think that the central idea is that Martin Luther King Jr. was a very smart and brave person and is remembered to this day. In paragraph 3 it says that he skipped two grades in high school and entered college at the age of 15. In paragraph 8 it says that he led protest at lunch counters and marches, and that when he was jailed with other demonstrators MLKJr. “explained that nonviolent protest is designed to create a crisis, so that a community is forced to face its problems and deal with them.”. In paragraph 12 it says that “His life and work are honored with a national holiday. Schools and public buildings have been named after him, as well as a memorial in Washington, D.C.”.
This is a 2 answer, because there is little evidence of “freedom”. You must find evidence to support everything you are saying in the central idea. Also, the answer does not not correctly use capitalization.
In my opinion i think that, the central idea is that Martin Luther King Jr. brought freedom and brotherhood to his community. In p.1″He had an enormous effect on the way Americans of different races interact and helped end the unequal treatment of African-Americans in the South.” also in p.9 “It emphasized his belief that someday all men could be brothers.” and in p.10 ” Kingʻs actions strongly affected public opinion.”
Sorry, but Mrs. Kono is lame and made a mistake. It is Department of Hawaiian Homelands, not OHA, that administers Hawaiian homes.
Follow this link for OHA.
Students began reading the Newsela article on Gandhi and his ideas on nonviolent protest. They began their annotations in class. Please finish your reading and annotations for tomorrow’s discussion.
Students read and discussed this message in class today:
OHA Trustee Keli’i Akina: My Martin Luther King Day Message to You
As your OHA Trustee-at-Large, I daily strive to honor Dr. Martin Luther King and make his dream a reality for Hawaii. All of us in Hawaii are the reason Dr. King and his fellow marchers wore garlands of lei during the famous march in Selma. King visited our islands in 1959 and addressed both houses of our newly formed state legislature, telling them: “As I think of the struggle that we are engaged in in the South land, we look to you [Hawaii] for inspiration and as a noble example, where you have already accomplished in the area of racial harmony and racial justice, what we are struggling to accomplish in other sections of the country. ”
Today, there is a growing stereotype of Native Hawaiians as a monolithic group that opposes all that is American and asserts exclusive rights against the majority of others who have made Hawaii their home. This stereotype is clearly not the true picture. The majority of Native Hawaiians are also of Japanese, Chinese, Caucasian, Filipino, and countless other racial backgrounds
All the people of Hawai`i deserve a future where King’s dream is realized by our keiki.
As your OHA Trustee-at-Large, I will strive to honor Dr. King and make his dream a reality for Hawaii.
E hana kakou/ Let`s work together!
Keli`i Akina, Ph. D.
Trustee-at-Large,
Office of Hawaiian Affairs
DISCLAIMER: The contents of this message are the personal views of Trustee Keli`I Akina and not necessarily the position or views of the Office of Hawaiian Affairs or its Board of Trustees.
Last week was spent working on basic skills they will be using throughout the semester. We reviewed the vision statement, and made sure students know what the 21st century skills are, and some Hawaiian and Christian values. They joined a Social Studies Newsela account, and did their first reading on the 6th grade lexile level, did a Write and took a common core reading quiz. They were assigned a blog assignment, which was to read the syllabus with a parent/guardian, and reply to the blog. They learned how to present an effective tableau as a means of my assessment of their understanding of various content, and practiced helpful roles, and working on eliminating unhelpful roles. Students began their evidence log of Aloha, Kuleana, and Ho’omau in social studies, for the EHLL grade at the end of the semester.
This week they will be introduced to the universal human rights, and do a class read of the novella by Laurence Yep, called “Hiroshima”, which was unexpectedly timely, given the “mistake” made by the government Saturday morning. I am also introducing mini English lessons. Today we reviewed plural versus possessive.
It will be helpful if you talk to your student about what they learned and ask them to elaborate and provide factual detail. You can ask them about details of Martin Luther King Jr, universal human rights, WWII. We consistently review in class, but additional home review is so helpful.
The first assignment that was due on 1/15, was assigned on 1/8. This was the blog reply from the student and guardian/parent. If the student did not turn it in by the 15th, it will be marked as missing, even if the student turns it in late. This is a formative assignment (not for a summative grade), and it serves as a record of student kuleana.
Sometimes there are technical glitches in turning in online assignments. The day after an assignment is due, I will let students know what is missing, and we can work together to determine what the problem was.
I am in the process of formatively assessing their first attempt at finding the central idea with supporting text evidence after reading the MLK Jr. Newsela article last week together. Students also took a common core reading standards quiz on the same article. Total points possible were four. I am putting the student score on the grade book for information purposes, however, it is a formative grade as well.
This homework assignment is due by January 15, but can be submitted earlier. This is a formative (non-graded) assignment. If you run into technical difficulties, let me know so I can help you. Sometimes students run into glitches.
The class syllabus is below. Each student and a parent/guardian should agree on who will read to the other. As evidence that this has been completed, please submit one reply per family. In your reply, please share one hint or suggestion that will help me to teach your haumana, as well as one thought you have after reading the course objectives. All replies will be kept private.
I have also added the link to join the free Remind text service. I send homework reminders, deadlines, hints, to make student/family lives a little easier by improving communication. You can always unsubscribe if you choose.
By completing this assignment, I will know that the student and family understands the goals of this semester, as well as how to succeed. I will know the student has the skill to check the blog, and to reply.
Students will be tested on Wednesday and Thursday this week, on their ability to identify the governments of modern countries, based upon their analysis of informational text. They were given some reading to practice with over the weekend. They should show their understanding in bubble maps, instead of extended responses. We will review their responses on Monday, and practice with more on Tuesday.
They will also be able to put their thinking maps on yellow index cards given in class, and then use them during the test.
