Today students wrote mock letters requesting President Trump to rescind one of this executive orders.
Students are practicing the family roots that we took notes on this past Monday.
In groups, students tackled the above listed article, and answered the questions below in the text.
1. pg 91--What are examples of "government interventions?"
2. pg 91--Clarify--What are the "Two Americas" that the author refers to?
3. pg 92--Evaluate--What is problematic about women choosing to have children outside of wedlock, in terms of poverty?
4. pg 93--Clarify--Why is education the second greatest characteristic of poverty?
5. pg 92--Connect-- Based on what you have read, how does this connect to the poverty we've seen in Gang Leader for a Day?
Today we finished chapter one and began chapter two of our novel.
Students completed the storyboard worksheet from last Thursday as well. It was due at the end of the period.
Students wrote a paragraph, using paragraph structure, explaining the examples of poverty Sudhir witnesses in our novel, Gang Leader for a Day.
Today we begin a new adventure in root words...family roots!
You assessment will be Friday, Feb 3rd
Today is the alpha/omega roots assessment.
Below are the leveled assigned reading comp #5.
Today, we began the novel Gang Leader for a Day, which is a sociologists' research study into the heart of the Black Kings during the 1980s and early 1990s.
We began a storyboard activity while reading, and will finish it next week.
For this TW, students revised what was crafted last week. It must be turned in with the original assignment to receive additional credit.
This is the seventh year Mrs. DeWitz has taught Freshman. It is her eighth year at Thornton.