KCC

Socratic discussion about Loewen's Chapter 5!  If you were absent, pick up a sheet for the make-up work.

World History

New subtopic on "Basic Notes," "E.Q." and "C.Q." pages -- "Buddhism."  We added notes from the text pages 216-217 and from my slideshow.  (Email me and I will reply with a Google share of the slides.)  We continued adding notes about the Dalai Lama by use of a map handout, article, slideshow, and brief video.  (Email me for the slides and video.)

U.S.

6th hour finished their Crash Course analyses.  5th & 6th hours read aloud excerpts from the S. Carolina secession document.  (1st hour did both of these things yesterday.)  All hours were provided an handout "Outline of Some Famous Civil War Era Stuff" -- read through the list, marking the 5-10 items you find the most curious, and then make a note on your C.Q. page "See Outline of Famous Stuff handout."  We then began work on the Loewen Chapter 5 excerpts reading packet and accompanying work page.  Students completed the front side in small groups and then edited per whole-class discussion.  Then, do the back side with the packet reading individually -- to be finished in class tomorrow and then used on Monday or Tuesday for a Socratic discussion.

KCC

Crash Course Claim/Evidence work pages were returned and discussed, and then students added notes to their E.Q. pages (collaboratively) based on BOTH of the Crash Course episodes on the Civil War.  HW reminder -- "gut" pages 343-375 from the textbook by Friday.  Time was then provided to finish the analytical work on Loewen's chapter 5 -- Socratic discussion tomorrow.

World History

We continued our Context/Lens work pages with the Bhagavad Gita packet of information.  We then began our studies of Buddhism with "Basic Notes" from the text pp.216-217 and from my slideshow (with discussion).  Email me and I will reply with a "share" via Google of the slideshow.  

U.S.

We finished our Crash Course Civil War II analyses (claim/evidence circles page).  See me to schedule a time to make up the missed viewing if you were absent.  We also read aloud excerpts from  the primary source secession document from South Carolina for first-hand evidence that the secession was based on the issue of slavery.

KCC

A handout was provided with much discussion for how to "gut a book" (speed reading nonfiction), and the assignment given to speed-read w/ note-taking in the core textbook pages 343-375 by the start of class Friday.  We spend out in-class time today working on Chapter 5 excerpts from Loewen's book in preparation for a scored Socratic discussion -- to be finished in class tomorrow.  (Discussion will be Thursday.)

World History

We finished recording bullet-point notes (3-5 main ideas) about Ganesh onto our "Basic Notes" page (working collaboratively).  I shared some images of Ganesh on the SMARTboard, explaining the symbolism of various elements of the way he is depicted, emphasizing that Hindu are is rich in symbols and is not a realist/literal depiction of life.  Email me and I will "share" with you via Google the slide.  Students then took bullet-point notes from the article about Amma.  Students collaborated to pull ideas and examples/evidence from their notes page onto the E.Q. page for the two E.Q. questions.  (We also captured curiosities on the C.Q. pages along the way.)  We began a scored Context/Lens work page about the Hindu scripture (primary source) -- the Bhagavad Gita -- to be continued in class tomorrow.

U.S.

We continued with the slow-view round of "Crash Course: Civil War I" while completing our claim/evidence work pages (circles).  We then discussed the answers on the SMARTboard while students edited their pages.  Keep this page!  We began the next analysis of the same type, but for a different episode -- for a score.  This will be continued in class tomorrow.  If you were absent, see me to set up a time to make up the viewing and work.

KCC

We did the final viewing of the scored Crash Course episode and turned in the analysis pages.  Students who needed more time filled out passes to come in during Advisory.  We read aloud, together, excerpts from the primary source document of South Carolina's secession from the Union, noting clearly, that the cause cited was to preserve the institution of slavery.  I previewed the planned instructional activities for the unit, and then we began the work page to prepare excerpt from James W. Loewen's Chapter 5 for a Socratic discussion.  See a reliable classmate to copy down the info for the front side, and then read carefully to complete the back side on your own.  

World History

We began work on our "World Religions Basic Notes" page, recording key facts from the textbook about Hinduism (pp.222-223), and then added to those notes via a slideshow.  (Email me and I will then "share" via Google the slideshow.)  We began to read about Ganesh (as a case study of one of the deities) -- we'll continue this in class tomorrow.

U.S.

We discussed the John Brown reading excerpts from Loewen and added a bit to our note pages as needed from that discussion.  We then looked at the questions on the John Brown page, crossing out any that have since been answered and then transferring any remaining questions to a new "Civil War Era Curiosity Questions" page that we set up today.  We also set up our new E.Q. page; "Civil War Era Essential Question:  Why was the Civil War significant?"  I gave an overview of the instructional activities planned for this unit, and then we began with the next activity -- "Audio-Visual Claim & Evidence" (circles page for a Crash Course episode).  This first one will be a practice, and the immediately next one (Civil War, Part 2) will be for a score.  So, do this first one well so that you (1) get the info, and (2) are ready for the next, scored one in terms of skill performance.  

KCC

We began the A/V Claim/Evidence skill (video analysis w/ circle page) for a score -- new episode of Crash Course.  This will be continued in class Monday. (See me to make up the missed viewing.)

World History

We finished discussing and editing out symbols work page.  We set up three pages:  E.Q., C.Q. and a "World Religions Basic Notes" page.  The E.Q. page has two (2!) questions this time -- one on the front and the other on the back (see board).  A handout was provided ("Outline of Popular Details") -- read over, mark things of particular interest, and then make a note on your C.Q. page that says "See Outline of Popular Details page."  A map handout was also provided and discussed; use the dates given for the 5 assigned religions and translate that into a linear timeline on the bottom of the map page.  Read the information about Hinduism on the backside.

U.S.

We finished our collaborative work about John Brown from the packet of excerpts from Loewen -- borrow a packet and finish for homework.  Remember, each piece of work is one of those bullet-point steps toward a skill score!  

KCC

We continued the Crash Course practice analysis and had much discussion over it.  The work pages for the next one (for a grade) were distributed -- to be started in class tomorrow.

World History

We finished work on the symbols worksheet (see details posted yesterday).  Then, we went through a slideshow (email Mrs. Cluver so she can share it with you digitally) while discussing and editing, also, our symbols work page (see classmate for reliable edits/answers) -- to be finished in class tomorrow.

U.S.

We read the scholarly source on John Brown -- excerpts from James W. Loewen's "Lies..."  We read aloud in groups, using phones and dictionaries as needed for terminology, and discussing each paragraph for comprehension and to help each other out with notes before moving to each new paragraph.  This will be finished in class tomorrow.

KCC

Folder organization -- time and paper clips provided....sort out your Revolution Era papers according to the skills, and KEEP the materials you used for the final exam, as that content (minus Constitutions) will also be on the May exam.  Essays were returned and time provided to ask questions.  We began the Civil War Era unit of study with a practice analysis of Crash Course Civil War I (#20) -- to be continued in class tomorrow.

World History

Folder organization -- time and paper clips provided....sort out your Revolution Era papers according to the skills, and KEEP the materials you used for the final exam, as that content will also be on the May exam.  7th hour received their paragraphs and we spent time using highlighters and our "Edit" page -- with discussion.  (See me for help as needed.)  We began our World Religions unit -- pick up a symbols page, and starting with your memory, and then using the web and/or textbook, list the following for each:  The religion, the name of each symbol, and the meaning of each symbol.

U.S.

Folder organization -- time and paper clips provided....sort out your Revolution Era papers according to the skills, and KEEP the materials you used for the final exam, as that content (minus Constitutions) will also be on the May exam.  Pick up the work page and reading packet about John Brown -- follow the instructions on there and finish.

KCC

New seating chart!  Remindet -- there will be no dropped scores second semester, as there will be more than plenty skills repeats by May.  Complete the "Exam Self-Evaluation" and turn it in to Mrs. C.   Reading Claim/Evidence work pages were returned to the students and the theses were discussed via SMARTboard.  We set up our new C.Q. page (Civil War Era Curiosity Questions), and students added their curiosities for later research as we discussed some elements of one or two of the essays that were part of the collection read for the aforementioned work pages.

World History

New seating chart!  Remindet -- there will be no dropped scores second semester, as there will be more than plenty skills repeats by May.  Complete the "Exam Self-Evaluation" and turn it in to Mrs. C.  The scored E.Q. paragraphs were returned to the students and they were given instructions and time (and markers) to go through them with the editing page I've provided and to make notes to "their future selves" for the next time they write.  Students who did not turn in their papers in hard copy and via turnitin.com (was due Monday, Jan 4th -- two weeks ago) were given a last-chance reminder that I have to have their writing submitted in both forms absolutely no later than the end of the school day TODAY.  (Finalized semester grades are due tomorrow morning!)  Finally, students completed a Metacognitive Skills Self-Evaluation -- go through, carefully, the bullet-point lists of skills for each of our core, scored skill areas, and CIRCLE the items with which you've not yet had much success, and check-mark the bullet points that you've mastered successfully.  Turn this in to Mrs. C.

U.S. History

New seating chart!  Remindet -- there will be no dropped scores second semester, as there will be more than plenty skills repeats by May.  Complete the "Exam Self-Evaluation" and turn it in to Mrs. C.  I checked in with students who need to retake the Constitution Exam; they should begin getting passes to come into my room during Advisory to study for it; when they are ready, they can then sign up to retake the test.  The scored E.Q. paragraphs were returned to the students and they were given instructions and time (and markers) to go through them with the editing page I've provided and to make notes to "their future selves" for the next time they write.  Students who did not turn in their papers in hard copy and via turnitin.com (was due Monday, Jan 4th -- two weeks ago) were given a last-chance reminder that I have to have their writing submitted in both forms absolutely no later than the end of the school day TODAY.  (Finalized semester grades are due tomorrow morning!)  Finally, students completed a Metacognitive Skills Self-Evaluation -- go through, carefully, the bullet-point lists of skills for each of our core, scored skill areas, and CIRCLE the items with which you've not yet had much success, and check-mark the bullet points that you've mastered successfully.  Turn this in to Mrs. C.

KCC

In-class work day to prepare for the final exam  .  .  .

When you arrive to your final exam, be sure you know your log-in user name and password for the school computer system AND to log into Google, as you will enter your exam answers into an assigned, on-line Google Form instead of answering onto paper.

Bring a pencil with you, however, as an emergency back-up.

Also bring with you study materials for your exams for other courses to review should you have time remaining after completing your History exam.

I checked in with students signed-up to re-do skills to reconfirm their chosen work times.

Reminder -- Friday is the absolute final day to submit the argumentative essays (turnitin.com AND hard copy) and the metacognitive essays (hard copy only).

World History

When you arrive to your final exam, be sure you know your log-in user name and password for the school computer system AND to log into Google, as you will enter your exam answers into an assigned, on-line Google Form instead of answering onto paper.

Bring a pencil with you, however, as an emergency back-up.

Also bring with you study materials for your exams for other courses to review should you have time remaining after completing your History exam.

I checked in with students signed-up to re-do skills to reconfirm their chosen work times.

We spent the class period today playing a review game in preparation for the exams -- the "Dubble Bubble Super Quest!"  ; )

U.S.

When you arrive to your final exam, be sure you know your log-in user name and password for the school computer system AND to log into Google, as you will enter your exam answers into an assigned, on-line Google Form instead of answering onto paper.

Bring a pencil with you, however, as an emergency back-up.

Also bring with you study materials for your exams for other courses to review should you have time remaining after completing your History exam.

I checked in with students signed-up to re-do skills to reconfirm their chosen work times.

We spent the class period today playing a review game in preparation for the exams -- the "Dubble Bubble Super Quest!"  ; )

KCC

Reminder that research re-dos are on your own time -- be sure to get it completed to a degree of high quality absolutely by Friday, if this is a skill you have chosen to re-do.  I also checked in with kids who have signed up to re-do other skills to confirm their assigned times/days -- to remind them! ; )  Today is the last day of in-lab work for writing the E.Q. Argumentative Essay and the Metacognitive Essay.  These are both due absolutely by Friday -- the sooner, the better.  The E.Q. essay must be submitted, also, via turnitin,com, and both essays in hard copy.  The remaining big task for the week is to prepare for the final exam -- see first the "Final Exam Study Guide" with practice quiz, then use the three packets of study material (info).  

World History

Reminder that research re-dos are on your own time -- be sure to get it completed to a degree of high quality absolutely by Friday, if this is a skill you have chosen to re-do.  I also checked in with kids who have signed up to re-do other skills to confirm their assigned times/days -- to remind them! ; )  Today is the last day of in-class study-zone flex time to prepare for the final; we'll do a whole-class activity tomorrow.  Homework for tonight -- target the material that isn't yet "sticking" (UCWPs for Intro, Communal, Ag, & Urban) and use your best study strategies to attack it!

U.S.

Reminder that research re-dos are on your own time -- be sure to get it completed to a degree of high quality absolutely by Friday, if this is a skill you have chosen to re-do.  I also checked in with kids who have signed up to re-do other skills to confirm their assigned times/days -- to remind them! ; )  Today is the last day of in-class study-zone flex time to prepare for the final; we'll do a whole-class activity tomorrow.  Homework for tonight -- target the material that isn't yet "sticking" (UCWP #1, UCWP #2, and/or Constitutions) and use your best study strategies to attack it!

KCC

Today students were given more lab time to wrap up quality argumentative essays and to begin work on the thoughtful, but casual metacognitive essays.  Pace yourselves to be ready to have these completely finished as well as to be well-studied for the final exam.  Tomorrow is our last in-class lab day, as Wednesday we'll be back in the classroom.  I met with each student individually to confirm final scores on the six, core skills that comprise collectively in average 80% of the semester grade and any desired re-do work the student wishes to sign up to complete.  (Friday was the deadline, and after check-ins, today is the absolute final deadline with the only exceptions being students who have been absent.  Those who have been ill should see me tomorrow or email me ASAP.)  (The final exam will comprise the remaining 20%.)  For homework work accordingly to complete all work by Friday!  ; )

World History

Today students were given more structured study time in classroom zones per chosen study strategies on the Urban Culture materials, and I met with each student individually to confirm final scores on the six, core skills that comprise collectively in average 80% of the semester grade and any desired re-do work the student wishes to sign up to complete.  (Friday was the deadline, and after check-ins today is the absolute final deadline with the exceptions being only students who have been absent.  They should see me tomorrow or email me ASAP.)  (The final exam will comprise the remaining 20%.)  For homework spend 20 minutes of focused study on the Urban Culture materials; of course, if you need more than 20 minutes to catch up to be ready for the exam, please do more!  ; )

U.S.

Today students were given more structured study time in classroom zones per chosen study strategies on the constitutions materials (U.S. and IL), and I met with each student individually to confirm final scores on the six, core skills that comprise collectively in average 80% of the semester grade and any desired re-do work the student wishes to sign up to complete.  (Friday was the deadline, and after check-ins today is the absolute final deadline with the exceptions being only students who have been absent.  They should see me tomorrow or email me ASAP.)  (The final exam will comprise the remaining 20%.)  For homework spend 20 minutes of focused study on the Constitution materials; of course, if you need more than 20 minutes to catch up to be ready for the exam, please do more!  ; )

KCC

The study guide and study materials were provided and discussed for the final exam.  We went back to the lab to continue our writing.  Try to plan to have your Argumentative writing done this weekend so you can focus on the Metacognitive essay in the lab on Monday and then shift full-force to the final exam prep on Tuesday.  (We will be in the lab on Monday AND on Tuesday, however, to allow for flexibility with regard to your work strategy.  I know some of you will spend the weekend studying and need more in-class time to write. for example)  Today is the deadline to sign up to drop particular scores (per parameters set in the "To Do" list given this past Monday) as well as to sign up to re-do skills as desired.

World History

Structured study time today!  For homework -- finish mastering the content from the first three Unit-Closure Work Pages and have a good start on the fourth (Urban).  On Monday we'll focus on Urban.  A/V Claim/Evidence (Chavin) analysis pages were returned to the students, edited via my key on the SMARTboard, and discussed.  See me Monday (if you were absent) to sign up for dropping that scores if you wish and also to sign up for any skills re-dos that you desire.  

U.S.

Structured study time today!  For homework -- finish mastering the content from the first two Unit-Closure Work Pages.  On Monday we'll begin studies on the Constitution materials.  Crash Course Constitution analysis pages were returned to the students, edited via my key on the SMARTboard, and discussed.  See me Monday (if you were absent) to sign up for scores to drop (per "To Do" list provided this past Monday and also to sign up for any skills re-dos that you desire.  

KCC

Work time in the lab -- plan to complete the Argumentative Writing by the end of Friday so you can begin serious exam prep over the weekend and then do the Metacognitive Essay in class (in the lab) on Monday.  (There is some wiggle room; I'm just attempting to pace you for high scores and low stress.)

World History

On to the AGRI-CULTURE U.C.W.P.  Structured study time to prep and review this 3rd of 4 sections of study material.  Homework for those in class today -- continue with 20 more focused minutes of study strategy work on this particular content.  If you were absent -- 60 minutes to get caught up.

U.S.

On to UCWP #2 -- "Revolutionary Era -- A New Republic!"  First, we went through page, by, page and crossed out and did some simplifying edits to bring the quantity of detail to a reasonable level.  The remaining time was structured study time to prep and review this 2nd of 3 sections of study material.  Homework for those in class today -- continue with 20 more focused minutes of study strategy work on this particular content.  If you were absent -- 60 minutes to get caught up.

KCC

A few big-picture reminders on the writing were given to regroup before going back into the writing journey in the lab.

World History

Structured study day -- our focus is the first two Unit-Closure Work Pages (Intro & Communal).  Use your chosen strategy to continue mastering this section of content and finish for homework as if the test on that portion is tomorrow!  (We're moving on tomorrow...)  Remember, if your packet is done, you can borrow mine during class to confirm any answers about which you might feel uncertain.

U.S.

Structured study day -- our focus is the first Unit-Closure Work Pages ("Exploration & Colonization").  Use your chosen strategy to continue mastering this section of content and finish for homework as if the test on that portion is tomorrow!  (We're moving on tomorrow...)  Remember, if your packet is done, you can borrow mine during class to confirm any answers about which you might feel uncertain.

KCC

We did a writing regroup to refresh students on how to use the notes effectively to discern the 2-4 subtopics/themes for the thesis (and therefore, also, the structure of the essay).  Then, it was back into the lab to work on the writing.

World History

The final exam study guide was provided and discussed.  We used the test-taking tips on it to take the 10-question practice quiz -- answers to be discussed after we retake the practice quiz next week (after we've studied).  We discussed the types of questions on the test (and practice quiz) according to the levels of Bloom's taxonomy (lower-level "remembering" and mid-level "understanding" and "applying" -- most questions are of the 2nd, more challenging type.  So, when you begin to study, FIRST ask yourself if you UNDERSTAND everything in the notes, and see classmates or Mrs. Cluver for clarification and explanation where needed.  THEN, the repetition of study strategies for memorizing comes next.  Students signed up for a study strategy, and then they were sectioned into corresponding study zones in the classroom to focus on the Intro and Communal UCWPs.  See me or a reliable classmate for info about those study techniques listed and for help in choosing when needed.  We also discussed how to know when you're "done" studying (see me).  For homework -- spend a FOCUSED 20 minutes studying per your chosen strategy/ies that UCWPs for the Intro and Communal units.

U.S.

The final exam study guide was provided and discussed.  We used the test-taking tips on it to take the 10-question practice quiz -- answers to be discussed after we retake the practice quiz at the end of tomorrow (after we've studied the content of UCWP for unit 1).  We discussed the types of questions on the test (and practice quiz) according to the levels of Bloom's taxonomy (lower-level "remembering" and mid-level "understanding" and "applying" -- most questions are of the 2nd, more challenging type.  So, when you begin to study, FIRST ask yourself if you UNDERSTAND everything in the notes, and see classmates or Mrs. Cluver for clarification and explanation where needed.  THEN, the repetition of study strategies for memorizing comes next.  Students signed up for a study strategy, and then they were sectioned into corresponding study zones in the classroom to focus on the unit 1 UCWP (Exploration & Colonization).  See me or a reliable classmate for info about those study techniques listed and for help in choosing when needed.  We also discussed how to know when you're "done" studying (see me).  For homework -- spend a FOCUSED 20 minutes studying per your chosen strategy/ies that UCWP for unit 1.

KCC

A "To Do" list for the next 2 weeks was distributed, discussed, and begun.

World History

A "To Do" list for the two weeks was distributed, discussed, and begun.  Students' scored research was returned.  

U.S.

A "To Do" List for these two weeks was distributed, discussed, and begun.  (Reminder: EQ paragraphs are due today -- in hard copy to Mrs. C. AND via turnitin.com.)  Scored research was returned to the students.