Class #10 - Artifact Inference Assessment

Class #9 - Artifacts Artifacts Artifacts

For today's DO NOW, please view this blog entry on your iPad. Next, type your DO NOW on a Pages document. Title the document: Do Now Organizer #2.

DO NOW #6
Directions:
1) Examine the following artifact.
2) What observations can you make?
3) What connections can you make with the clues that you find?
4) When you put those clues together, what inferences can you make?


Today's Game Plan

1. Finalize peer critique - Make our goals for revision (Approved by Mr. Shaddox)
2. Type 2nd draft on iPads > Use Pages
3. Measure width of cereal box to determine width of artifact description
4. Peer Edit (Brainstorm with class - What should we be looking for in our work?)
5. Print Artifact Descriptions
6. Paint your cereal box (first coat, dry, second coat)
7. Design/Illustrate your name for the Personal History Box

Class #8 - Revising Artifact Descriptions

Today's Game Plan

1. Finalize peer critique - Make our goals for revision (Approved by Mr. Shaddox)
2. Type 2nd draft on iPads > Use Pages
3. Measure width of cereal box to determine width of artifact description
4. Peer Edit (Brainstorm with class - What should we be looking for in our work?)
5. Print Artifact Descriptions
6. Design/Illustrate your name for the Personal History Box
7. Early Finishers: TapQuiz Map - Southern Africa

Class #7 - Artifact Description Peer Critique

Class #6 - Artifact Descriptions

DO NOW:
STEP 1: Place your "Malinda Russell's Cookbook" homework in the HW basket on the back table. Make sure your name is on it.
STEP 2: Select all images of your artifact from a table. They are distributed around the room.

Personal History Box
Today we will begin writing our Personal History Box Artifact Descriptions. Let's analyze Mr. Shaddox's model and brainstorm some sentence starters.

Class #5 - NYTimes Article Conclusion & Personal History Box Rubric

LT: I can utilize artifacts to make inferences about the past

AGENDA

1. Do Now
2. Apple ID announcement
3. Concluding article from last class
4. Personal History Box Rubric

Class #4 - The Significance of Artifacts

Do Now #2
What observations can you make about this artifact?
What inferences can you make based on these clues?

Today we’re going to read an article from the New York Times about a woman who makes a great discovery about history through an artifact…. a cook book!

Essential Question: What can we learn about geography and culture from Malinda Russell’s cookbook?

• Read aloud entire text to class
• Revisit paragraphs 1-3 - Group generates “gists”
• Underline instances of “geography” or “culture.”
• Next, in partners, students read and write gists for paragraph 4 > stop, share, discuss
• Students continue throughout reading.
• Exit Ticket:
• Claim: "Malinda Russell’s cookbook is an artifact that provides significant information about geography and culture."
• Use 3 supporting ideas, pulled from the text, to support this claim.

Class #3 - Interpreting Artifacts

DO NOW (5 mins)
Study this artifact. What inferences can we make?

What clues exist in this artifact?

LT: I can utilize artifacts to make inferences about the past

• Students place artifacts on 11x17 white paper (number on post-it note)
• Gallery Walk -> Students circulate around the room and fill in information on notecatcher
• Where did it come from? How was it used? What inferences can you make or what does it tell us?
• What aspect or part of personal history does this represent?
• Geography
• Family
• Culture

Class #1 - A Picture of the Past

LT: I can utilize artifacts to make inferences about the past

1. Unpack learning target > “artifact”
2. Random objects - incorporate it into a story about yourself or your experience over the summer.
3. Gallery Walk: Where did it come from? How was it used? What inferences can you make or what does it tell us? (Write thoughts on notecatcher)
4. Share findings
5. Knowledge Nugget - “Historians use artifacts to put together a picture of the past”
6. Upcoming project
7. Mr. Shaddox's artifacts













1. Where did it come from?
2. How was it used?
3. What inferences can you make or what does it tell us?
4. What aspect or part of personal history does this represent?
8. Debrief
• Popcorn ideas -> Chart Paper
• What kind of artifacts do you think we can bring from home?

Homework:

1) Bring in a cereal box

2) Bring in three artifacts significant to your personal history (geography, culture, family)

Due Next Tuesday (Sept. 8)