EdQuintana.ThursdayMarch21 History

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* '''How is the concept of freedom defined by these lyrics?'''
to:
* '''How is the concept of freedom defined by these lyrics and your knowledge?'''
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* '''How is the concept of freedom defined by these lyrics?'''
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->'''c. Level 3: Read beyond the lines. Students make connections to other readings, course content or lived experience. Students must provide evidence to support. In this level, utilize the sources that you researched to make connections to the lyrics of the song.'''
to:
->'''c. Level 3: Read beyond the lines. Students make connections to other readings, course content or lived experience. Students must provide evidence to support. In this level, utilize your knowledge from the Research Journal sources to make connections to the lyrics of the song. How does education and literacy connect to the lyrics? How do the lyrics connect to History lecture?'''
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->'''a. Level 1: Reading the lines (main ideas) - true/false, factual information; Is the author telling the truth? Does the statement make sense? Give examples.''

->
'''b. Level 2: Read between the lines (inference) - This is valid or not. What may the author be inferring or imploring? What is the author reasoning?'''
to:
->'''a. Level 1: Reading the lines (main ideas) - true/false, factual information; Is the author telling the truth? Does the statement make sense? Give examples.'''

->
'''b. Level 2: Read between the lines (inference) - This is valid or not. What may the author be inferring or imploring? What is the author reasoning? Explain or explain with examples.'''
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->'''a. Level 1: Reading the lines (main ideas) - true/false, factual information; Is the author telling the truth? Does the statement make sense?'''
to:
->'''a. Level 1: Reading the lines (main ideas) - true/false, factual information; Is the author telling the truth? Does the statement make sense? Give examples.''
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->'''c. Level 3: Read beyond the lines. Students make connections to other readings, course content or lived experience. Students must provide evidence to support. '''
to:
->'''c. Level 3: Read beyond the lines. Students make connections to other readings, course content or lived experience. Students must provide evidence to support. In this level, utilize the sources that you researched to make connections to the lyrics of the song.'''
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*%green%[++History++] '''''Read:'''''
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*%green%[++History++] '''''Read:''''' '''Lepore, Chapter 9 - "Man of the People"'''
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*%maroon%[++Seminar++] '''''Write:'''''
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*%maroon%[++Seminar++] '''''Write:''''' '''3 quotes and critically analyze them using the tri-level reading strategy''' %red%'''(Counts as Reading and Writing 6)'''
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*
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* [[http://www.youtube.com/watch?v=gYMkEMCHtJ4|'''Breaking Down "The Message"''']]
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->'''a. Level 1: Reading the lines (main ideas) - true/false, factual information, w/page reference'''

->'''b. Level 2: Read between
the lines (inference) - This is valid or not. Provide evidence to support.'''
to:
->'''a. Level 1: Reading the lines (main ideas) - true/false, factual information; Is the author telling the truth? Does the statement make sense?'''

->'''b. Level 2: Read between the lines (inference) - This is valid or not. What may the author be inferring or imploring? What is the author reasoning?'''
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[[Attach:AuthorsDay.pdf|'''Author's Day Celebration''']]
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[[Attach:AuthorsDay.pdf|'''Author's Day with Linda Hogan''']]
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[[Attach:AuthorDay.pdf|'''Author's Day Celebration''']]
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[[Attach:AuthorsDay.pdf|'''Author's Day Celebration''']]
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!Announcement
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[+'''Announcement'''+]

[[Attach:AuthorDay.pdf|'''Author's Day Celebration''']]
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!'''Good Day!'''

'''Objectives:'''

* '''Questions, comments, concerns, announcements'''
* '''Exam Discussion'''
* '''Breaking Down Freedom'''

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!Announcement

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!'''Breaking Down Freedom'''

!'''Reading Strategy'''

* '''Intensive Strategies: ''Reading guides built of statements, not questions.'''''

->'''a. Level 1: Reading the lines (main ideas) - true/false, factual information, w/page reference'''

->'''b. Level 2: Read between the lines (inference) - This is valid or not. Provide evidence to support.'''

->'''c. Level 3: Read beyond the lines. Students make connections to other readings, course content or lived experience. Students must provide evidence to support. '''

*
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!%red%'''Homework - Tuesday March 26:'''

*%green%[++History++] '''''Read:'''''

*%purple%[++Composition++]

*%maroon%[++Seminar++] '''''Write:'''''