A Close Look at Lochner v. New York

Slides:

Advertisements

Similar presentations

Is this book right for me?

Advertisements

GRADE 5, MODULE 1: UNIT 3, LESSON 3 Readers Theater and the UDHR

New York State 2013 Grades 3-8 Common Core ELA Rubric and Scoring Introduction.

SHORT STORY SHARING. Story Time  Today we are spending some time sharing our work  Find a small group (3-5) that you feel comfortable with  Feel free.

Designing Supplemental Focus Lessons Session 4 October 2014 NTI.

First and Last Name Date10/25/13 Hour 1

September 16, 2009 It’s a ‘Work with the Text’ Wednesday!” Mr. Houghteling.

Current issues in Brazil Objectives: students will discuss a current topic in Brazil. Work cooperatively in small groups. Organize a three-to-five minute.

Common Core Where have we been and where we are going…

4. ( min.) Introduce Vocabulary – T.E. Pgs. _____________ Read the word alone, then whole class reads the word Read aloud, “What Does It Mean?” (Back.

ACT Test Prep English and Reading Tests English – 75 questions – 45 minutes Reading – 40 questions – 35 minutes.

Analyzing Douglass’s Purpose: Learning to Read.  Opening  Reviewing Homework (5 minutes)  Work Time  Preparing for Small Group Work (10 minutes) 

Welcome to our 6th Grade Parent Breakfast

Session 7, Conferring Section 3, Assessment 8 sessions 45 minutes

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Building a Framework to Support the Culture Required for Student Centered Learning Jeff McCoy | Executive Director of Academic Innovation & Technology.

Your teacher has announced that the class will be taking a field trip

MATH VOCABULARY & GUIDED QUESTIONS DAY 3.

LearnZillion Notes: --This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll.

Meeting the Reading Standards in Secondary Classrooms

Common Core Aligned Writing

Rule: double the number and add 1

Sally sells sea shells by the sea shore

Video 3: Scoring Policies and

LearnZillion Notes: --This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll.

For example: The dog bit the boy. Actor focused The boy was bitten.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

7 x 2 5 LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Revision- Paper 1: unseen non fiction EDEXCEL certificate English language Saturday, 24 November 2018.

Imagine your family is trying to decide whether or not to get a pet

A Guide To Reading Tips for Parents U. S. Department of Education

Solving Systems of Equations

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Implementation in a Transition Year

Implementation in a Transition Year

--This is our lesson objective

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Super successful surveys

Grade 8: Module 1: Unit 1: Lesson 9 Building Background Knowledge: Vietnam as a “Battleground in a Larger Struggle”

Implementation in a Transition Year

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Question 3 Q3 – read the whole text and answer a question about structure [8 marks] The mark scheme is the same as for Q2 What types of things could you.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Implementation in a Transition Year

Welcome to our Phonics check meeting.

Welcome! April 17th, 2017 Monday

Reading a College textbook

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. Try to be as concrete as possible. --You can fill in an example.

Differentiating Mathematics Instruction

Welcome! August 28th, 2017 Monday

Peer Support in the Classroom

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

75 previous answer What is of 37.5? ? go to.

For Example: Write a letter to your teacher explaining where you would like to go on a field trip and why. LearnZillion Notes: --This is your hook. Start.

Introduction Welcome! I am sure you all know a little something already about the four seasons: Autumn, Winter, Spring, and Summer. You will be working.

Text-Dependent Questions

Articles of Confederation 11/15/17

What can you do to solve a really tricky word problem?

x ft 30 ft 40 ft LearnZillion Notes:

Annotation and note taking

1 2 ÷ 4 LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?”

For example: How do you show an increase of 12% over the original cost, if the original cost is $x? LearnZillion Notes: --This is your hook. Start with.

I wonder…2 _ 1 2 ? LearnZillion Notes:

75 previous answer What is of 60? ? go to.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

6/1/2018 Module 10: Mind the Gap [Estimated time of this module: at least 40 minutes. More time will be needed depending on how many re-groupings of teachers.

You’ve been asked to set up chairs for both the rocks paper scissors championship and the basketball banquet.

Presentation transcript:

A Close Look at Lochner v. New York We are going to spend some time annotating a portion of the Lochner v. New York case in small groups. This will look a lot like our previous experience “Super Annotating.” Groups of five will work through the annotation guide, which aligns with four Common Core reading standards that reach across grades.

Annotation Guide What are these shifts all about? These are the directions for your work. Annotation Guide

Important Notes You may feel discomfort with this document. The opinion of the case is not easy to understand. Remember: this is how most of our students feel most of the time when we give them difficult text. IT’S A GOOD THING! FAVOR THE PROCESS OVER THE ANSWERS. Talking through a difficult document is one of the very best ways to make sure that all students have access. Scott and John have modeled this well several times with whole group analysis. Do the same thing together in small groups.

Steps in Annotating (25 minutes) Step 1: (Already completed as homework.) Do a cold read of the document. Step 2: Nominate one person to read each sentence of the document aloud. Annotate for all four areas of the guide as you read with all group members participating. Step 3: Go back and annotate further after you have read through the entire document. Step 4: Answer the questions that follow the document.

Post-Annotation Discussion How does Lochner address the question: Did the 14th Amendment end federalism as it was known? How did the Supreme Court grapple with the question: How broadly should the 14th Amendment be applied? How does annotation force you deep into a document?