By C.O.
Class started with our silent Do Now. We gathered into groups of about 5 or 6 people per table. After reading through it, we annotated a text about an 8th grade Social Studies group contract. We did this by highlighting the five most important ideas in the text. My group also decided to condense a few of the wordier ideas. I thought that having a silent Do Now helped us focus more on the text and the ideas in it. After every group finished highlighting, we shared the ideas that we thought were important with the rest of the class. We took some of these ideas, added a title, and had everyone sign underneath the rules. After the Do Now, we copied down the learning objective for the day. Finally, we did a gallery walk where we read other people’s snapshot autobiographies. We used a graphic organizer to write some feedback that we had on the snapshot biographies. This was important since it helped us connect with our classmates and create a better learning environment.
Class started with our silent Do Now. We gathered into groups of about 5 or 6 people per table. After reading through it, we annotated a text about an 8th grade Social Studies group contract. We did this by highlighting the five most important ideas in the text. My group also decided to condense a few of the wordier ideas. I thought that having a silent Do Now helped us focus more on the text and the ideas in it. After every group finished highlighting, we shared the ideas that we thought were important with the rest of the class. We took some of these ideas, added a title, and had everyone sign underneath the rules. After the Do Now, we copied down the learning objective for the day. Finally, we did a gallery walk where we read other people’s snapshot autobiographies. We used a graphic organizer to write some feedback that we had on the snapshot biographies. This was important since it helped us connect with our classmates and create a better learning environment.