Walk the path or trail on either side of the Bow River with fantastic views of Bow Valley and surrounding mountain peaks.
Here is a lesson that was quite successful last year in getting the students familiar with grouping and analyzing documents. You can find the graphic organizers and evaluation forms as well as a printable copy of this lesson here.
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Materials 1 small plastic buckets or large Styrofoam cupsfor each group of students 2 markers to write on buckets 3 A DBQ for each student, and one DBQ with the documents cut apart as individual cards.
If differentiating, make sure groups combine students of each learning style. In small groups, students read the prompt and decide what it is asking for parse the prompt.
Then they discuss each document individually and decide how it answers the prompt. In these discussions they should group the documents by some criteria relevant to the prompt.
This involves placing the documents in buckets and labeling each bucket. The group will need to explain how each bucket label is relevant to the prompt. When all documents are placed in buckets, each student needs to fill out a Bucket List DBQ worksheet 1.
Now students break out of their groups and work individually. Students should work on turning their bucket labels into topic sentences, then summarizing each document and telling how it answers the prompt.
This is informal essay writing time; they should be allowed to ask each other question and get feedback from the teacher. Homework is to finish the essay at home and bring it in the next day. Each one cuts in half to make two. Students grade a random essay from someone else in the class using this sheet.
Then two people exchange the essays they just graded and grade one more without letting the next grader see what the first grader gave it. Each essay has been peer graded by two people. The two people share the grades they gave it and discuss any rubric differences in their grading.
Pass essays back to the essay writer along with the two peer evaluations. Now each student has their DBQ and two peer evaluation forms. Each student rewrites the essay being careful to fix any rubric points they lost on their first attempt. This should only take 10 minutes or so. Take up essays with Self Evaluation forms and check to see that students are correctly getting the thesis, POV and Additional Document.
And there it is. My students rated this as one of the most important lessons for teaching essays on their end-of-the-year surveys last year.
Additionally, DBQ scores went up. Hope you find it helpful.The bucket list movie essay on malcolm. Someone who has made an impact on my life essay essay about online shopping benefits hazards hervorhebung im original beispiel essay miles davis sketches of spain analysis essay working with groups essays bulletin of volcanology and geothermal research paper aauw gender wage gap essay ozone depletion.
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10 Ways To Write a Meaningful Bucket List 1. Take the Time to Actually Write Out Your Bucket List Florence Mendoza is a content writer at Buy an Essay.
She loves searching for new ways of getting motivated. Related Items: bucket list, goal setting, setting goals. Share. Tweet. Share. Share. Email. Recommended for you. The Bucket List Maybe you’ve seen the memes on Pinterest or the movie with Jack Nicholson and Morgan Freeman.
Maybe you know someone with an insane ucket List or someone who died before they could finish theirs. Apr 12, · What kind of adventures produce goodness, rather than build résumés?