KCC

We finished the Hamilton Context & Lens assessment (scored skill work).  The few students who needed more time are welcome to come in during Advisory to finish.  Students then prepared for tomorrow's Socratic discussion -- make sure you have your Hamilton listening notes (song-by-song), the 2 post-listening questions you answered at the end of your listening notes, the intro notes you took on a sheet of your own paper before we began the CD listening (during the White House introduction), and the bit of info from the fact-check handout given after we listened.

World History

Socratic discussion over the Essential Question -- a scored skill performance that helps the students prepare for the scored argumentative writing on the E.Q. that will begin tomorrow.  If you were absent, pick up a make-up work sheet from the tray at the side of the classroom to earn points for the Socratic Discussion.  

U.S. History

In first hour, we finished viewing the last 10 minutes of the "Shay's Rebellion" episode (w/ C.Q. pages).  In all hours we finished the Hamilton Context & Lens assessment (scored skill work).  The few students who needed more time are welcome to come in during Advisory to finish.  Students then prepared for tomorrow's Socratic discussion -- make sure you have your Hamilton listening notes (song-by-song), the 2 post-listening questions you answered at the end of your listening notes, the intro notes you took on a sheet of your own paper before we began the CD listening (during the White House introduction), and the bit of info from the fact-check handout given after we listened.

KCC

Our regular unit activities are post-poned a day due to Mrs. Cluver's illness. Today students worked on their textbook reading and note-taking.

World History

Our regular unit activities are post-poned a day due to Mrs. Cluver's illness. Students set up a new C.Q. page -- "Urban C.Q." and added questions to it while viewing the next episode of "Bizarre Foods" (South Africa).

U.S. History

Our regular unit activities are post-poned a day due to Mrs. Cluver's illness.  We did a drop-in lesson of viewing the next episode of "10 Days that Changed America" while adding to our Curiosity Questions page.

KCC

Homework reminder -- reading/notes due Thursday.  Context & Lens as detailed in U.S. post...

World History

Research is due today!  Communal argumentative writing about the essential question was returned to students -- feedback timed to prep for the next writing assignment.  Record your score, read over the feedback on the score sheet and on the paragraph, and please see me for a "writer's conference" if the written feedback alone doesn't have you already confident for our next writing.  Add to your "Writing Notes to Self" page based on this new round of feedback.  We reviewed a bit the Unit-Closure Work Packet, again.  Planning ahead -- Socratic discussion tomorrow and writing then begins on Wednesday.

U.S. History

Students worked independently on a scored skill assessment -- Context & Lens about "Hamilton" -- to read and consider what the history experts have to say about the musical and the man.  This will be finished in the beginning part of class tomorrow.

KCC

See U.S. post.  ; )

World History

Research!  We spent 45 more minutes of focused time-on-task (for a total of 60 min.)...follow the instructions as distributed and discussed/reviewed yesterday.  This work is due at the start of class on Monday. ; )

U.S. History

We finished "Hamilton" (with our listening notes).  On the back page, also answer these two post-listening reflection questions:  1.What person from the story do you feel/think is the most inspiring OR interesting?  And why?  2.What did you learn new about early U.S. history?  Now, be mindful there is fact-checking to do, and so, on your C.Q. page add the name of the person you listed for question #1.  Pick up the handout "A Bit of Basic Fact-Checking" and follow the instructions there.  (Just for a light moment, there is a clip on Youtube of the Chicago Hamilton cast singing "Go Cubs, Go!" after curtain call on the day following the World Series.)  Monday we'll begin scored work for "Context/Lens" to see what the scholars have to say about "Hamilton" and the founding era.  Then, Tuesday or Wednesday we'll have a scored Socratic Discussion over our many notes, thoughts, and questions about the founding (New Republic) era based on what we've learned so far via our "Hamilton" explorations.  (Then, different sources will be introduced to address remaining key items for this era....)

KCC

Homework reading reminder -- pp.191-223 by next Friday -- 12/1.  Hamilton continued -- please see post under U.S. History. ; )

World History

We finished our Unit-Closure Work Packet review/practice quizzing and packet editing (where needed).  We then reviews the criteria and instructions for quality work on Curiosity Research (see previous scores and feedback, the 1/2-sheet score page, and the full-page of tips and tricks from the start of the year that we keep using).  We went to the lab to begin our time-on-task research -- 20 minutes today.  We'll have another 45 minutes tomorrow for a total of 65 minutes of research.  

U.S. History

We continued our listening analysis of "Hamilton" -- through ACT II, song #15.  So, we'll finish the last 8 songs tomorrow and begin the follow-up contextual analysis with scholar's articles and interviews.  I did, after another round of prudent reflection and research, find an edited-for-the-classroom CD set of "Hamilton." While that doesn't change what I have access to for finishing up this year's listening, I want to clarify, again, that the periodic bits of crude language, while used for artistic expression, are edgier than what I'd normally allow in classroom resources. I realize the original is being used widely at the high school level and modern music has genres with far more rough language, but, as an old teacher lady, I like to be careful with classroom materials. ; )

KCC

KCC course evaluations were conducted.  Hamilton!  (See U.S. post for Hamilton...)  

World History

3rd hour -- pull E.Q. bullet point notes about the Natufians onto your E.Q. page.  We went over the remaining agenda for this unit of study (Monday and Tuesday = research; the following Monday = share/turn in research; scored writing on Communal returned and discussed; more UCWP review of content; Tuesday Socratic discussion over the essential question; Wed., Thurs., Fri., end-of-unit argumentative writing on the essential question).  Today we then finished the UCWP and did our first round of structured, in-class review of it.

U.S. History

Hamilton continued -- the rest of ACT I and song #1 of ACT II.

THURSDAY -- KCC

New homework reading -- pp.191-223 due in two weeks (12/1).  We checked in about how the readings are going and if any more tips and reteaching is needed/wanted.  See U.S. blog post for Hamilton instructions...  ; )

THURSDAY -- World History

We viewed the first 2:05 and then the last 25 minutes of the Natufians DVD to record notes on the provided notes packet.  See me to schedule a time to make up this viewing.  Be sure to add the necessary few notes on the map page -- those few map notes can be copied from a reliable classmate.  Work collaboratively, then, to pull E.Q. bullet points about the Natufians onto your E.Q. page.  Then, work collaboratively to finish the UCWP.

THURSDAY -- U.S. History

We took notes on key themes and information while listening to the Hamilton soundtrack -- through song #11 of Act I.  

KCC

Students collaborated on their homework notes.  We then worked with "Hamilton" -- see details in the U.S. History blog post below...

World History

Self-score our two recent "circles" (Reading Claim & Evidence) pages by use of my key on the SMARTboard; we discussed the content and skills process each hour.  We began collaborative work on the Unit-Closure Work Pages for this unit to begin organizing key ideas before going further -- complete page 1 and also #2 & 3 on page 2.  On to the fourth Agri-culture case study tomorrow...

U.S. History

Hamilton!  We viewed a ~8:00 minute intro to their performance at the White House that gives good context for the musical in terms of contemporary society and pop culture as well as historical relevance -- take down some bullet-point notes of this context.  We then viewed the 4-minute video of Lin-Manuel Miranda performing the opening number as Aaron Burr in 2009 at the White House as a visual, energizing introduction to the production.  (Email me and I'll reply with a Google share of the two videos.)  Two maps were provided, color-coded, and notes added and discussed (pick up these handouts and connect with a reliable classmate).  To further help us with this auditory journey (to begin tomorrow with a note-taking packet), a list of characters (historical figures) with key descriptions was distributed -- we discussed and added clarifying notes where needed.  Reminder: there is some derogatory Revolution Era language used in some of the songs in reference to Hamilton's social status as a child of an unwed mother.  This was specified as an example on the parent/guardian permission slip at the start of the school year.  (This language is used for historical tic effect in painting the picture of Hamilton's insecurity and engine for ambition; it is obviously not terminology appropriate to throw around casually outside of that context.)

KCC

Homework reminder -- reading and notes are due tomorrow.  See the write-up for U.S. History ; )

World History

We went into the lab to finish the Maasai work page from yesterday (begun last Tuesday).  Please, finish for homework if needed; passes to the lab during Advisory are available.  Students collaborated to identify themes for their E.Q. note pages and then stapled the Maasai paper (details/evidence) to the back of the E.Q. page.  We then finished our collaborative work on the two "layering-to-later" articles about the Maasai and cell phones and about the ancient Hebrew roots (and other causes) of the Israeli-Palestinian conflict...completing Claim/Evidence ("circles") work pages in our groups for skills practice and for securing information.  Finish this, also, for homework as needed -- we'll discuss the keys, self-score, and get help on this skill in class tomorrow.

U.S. History

We finished our collaborative work on note-taking (for BOTH E.Q.s) from the Gilder Lehrman article (see 1/2-sheet of instructions).  Finish this for homework as needed.  We set up a paper for some context & lens information about the Broadway smash hit "Hamilton," which we will use as an auditory source of information and analysis.  (We'll follow up our listening and analysis with a scored Context/Lens follow-up assignment using articles from various scholars.)

KCC

Round 3 of Crash Course..we finished the Audio-Visual Claim & Evidence assessment.  Please, set up a time to make up the work if you were absent.  Reminder -- reading homework is due Wednesday.  We worked collaboratively in the lab to read and take notes from the Gilder Lehrman article "Unruly Americans..." -- to be finished in class tomorrow.

World History

The Context/Lens work and the Reading Claim/Evidence work (both about the Hebrews case study) were returned with scores.  Chart your scores, edit the work as needed, and as always, see me with any questions you might have.  Pull E.Q. notes from both of these items onto your E.Q. page to use in your writing later.  We then went into the lab to continue our work on the Maasai case study -- to be finished in class tomorrow.

U.S. History

We finished the third and final screening of the Crash Course episode for a scored analysis (Audio-visual Claim & Evidence).  If absent, be sure to see me to set up a time to make up this assessment.  We then went to the lab to read an on-line article from the Gilder Lehrman Institute, "Unruly Americans in the Revolution" -- reading with note-taking on the two (2!) essential questions for the unit; this is collaborative work...to be finished in class tomorrow.

KCC

SAT practice test.

World History

Pick up a 2-sided handout of "circles pages" and the 2-article packet.  Complete the work pages for the articles.  This is excellent practice for the "Reading Claim/Evidence" work before we do another one for a new score, and this work also pulls for you the content you need that makes connections between the ancient Agri-cultures of our studies to a couple of contemporary topics.

U.S. History

SAT practice test!

KCC

Students collaborated on the big ideas and themes from their assigned reading homework.  The next at-home reading and note-taking is for the next chapter -- due next Wednesday.  We continued the analysis of the Crash Course video -- to be finished in class on Monday.  (SAT practice test is tomorrow.)

World History

Students worked collaboratively to pull E.Q. notes form the short article about Hebrew clothing.  On Monday, when I return the scored work on the Reading Claim/Evidence and on the Context/Lens about the Hebrews, we'll add more bullet points together.  For the rest of today we moved on to our next case study: the Maasai!  I read aloud the children's story "14 Cows for America," and then we went to the lab for students to work independently on the assigned web quest "Maasai" (pick up an instruction sheet).  (The Web quest will be continued in class on Monday.  Tomorrow, when I am proctoring a section of the practice SAT with the juniors, a teacher will cover my two World History classes during which time the next piece of work for the unit will be undertaken...the lab is not available both hours due to the SAT schedule/locations.)

U.S. History

We continued our analysis ("circles" page) on the Crash Course video.  If you were absent, see me to set up a time to make up this scored work.

KCC

We took a peek at our Mental Map Timeline and had further discussion of a new handout "1607-1776."  (See me or a reliable classmate.)  I provided a quick-read handout about Colonial Williamsburg and then we got into some videos and other work -- for those details, please reference the "U.S. History" post for today.  ; )

World History

We did a primary source close-read for a Context/Lens score.  (Careful reading of scholarly context on the ancient Hebrews' text "Deuteronomy," and then passages of that primary source text...while providing precise and thorough answers on the question page.)  If you were absent, see me to schedule a time to make up this scored skill work.  

U.S. History

We set up our new C.Q. page and a 2-page E.Q. packet (2 questions this unit!)  See a reliable classmate.  We screened "Dirty Out Back," "Market Houses," "Women in Trades," and "Interpreting African-American History" 4-5-minutes videos from the Colonial Williamsburg website.  (Go to History.org, select "multimedia," then "video," then "video vodcasts."  Add curiosity questions to your C.Q. page while viewing.  (A flavor of daily life in the cities in the late Colonial era...leading toward Revolution.)  We then jumped to the big, philosophical picture with a Claim/Evidence analysis work page ("circles") for a Crash Course video about the U.S. Revolution -- to be continued in class tomorrow.  (If you were absent, see me to schedule a time to make up the video work.)

KCC

Metacognitive writing is due today.  Homework reminder -- pp.128-160 reading and notes are due Tuesday.  We finished our work-through/reteach on the Nash article with finding the thesis parts in the intro and conclusion of a scholarly article.  Then, the remaining time was provided as a choice for studying the Unit-Closure Work Packet or working on the reading assignment.  Monday we will begin in-class activities for the new unit!

World History

We finished the Benner article analysis (Claim/Evidence skill for a score -- "circles" page.)  If you were absent, see me to set up a time to come in to complete this work.

U.S. History

Review Game final rounds and prizes!  We transitioned to our new unit -- A New Republic...Revisit (look over) your Mental Map Timeline, pick up and look over the new handout "1607-1776," & pick up and read (while underlining key points) the handout about Colonial Williamsburg.  1st hour students you need to go to www.history.org, then click on "multimedia," then on "video," then "video vodcasts."  Scroll through to find the "Dirty Life Out Back" 4-minute video and watch.  (Other hours will see this on Monday.)

KCC

Writing is due today.  Homework: an easy metacognitive writing (see 1/2-sheet) to do for tomorrow, and then 128-160 text reading with note-taking due Tuesday.  In class today I returned the Nash reading claim/evidence work pages w/ scores and feedback (some written, some oral) and we began to go through the intro and conclusion to gain clarity on finding the themes of the writer's thesis -- to be finished in class tomorrow.  (We also began some review/studying of the Unit-Closure Work Packet -- to be finished in class tomorrow.  A student question about the Nash work caused us to pause from studying to back up and do the thesis re-teach activity.)

World History

Finish taking notes onto your E.Q. page from the packet we began yesterday.  We then began a Claim/Evidence analysis page (ciricles) with the aid of a 1/2-sheet entitled "Claim & Evidence Tricks."  This is individual, scored work; if you were absent, see me to set up a time to make up this work in my room.  We'll finish it in class tomorrow.

U.S. History

We finished our quick-review-and-practice-quiz steps with the Unit-Closure Work Packet and then began our review game!

KCC

Writing day.  Papers are due tomorrow.  Be sure to use your "Edit My Writing Now" handout.  The final, final printout will also be highlighted to show text structure -- staple your score sheet to the top of it and give yourself a score before handing it in.  Also, submit it (UNhighlighted) to turnitin.com.

World History

Collaborate to pull 5-7 bullet-point notes from the Catal-Huyuk note page onto your E.Q. page, see if you have any themes to add, and also questions onto the C.Q. page.  We began work on our next case study -- Ancient Hebrews.  Pick up a map handout and look it over -- keep it.  Read the "Chapter 3" packet and add bullet point notes to your E.Q. page.

U.S. History

Metacognitive writing is due today.  Reminder the E.Q. writing WAS due yesterday...some folks have yet to turn it in.  Individual reminders were given to students about missing Research as the other students' research was returned to them.  Reminder -- you can correct your research and resubmit it to improve your score if needed/desired.  We continued out review of the Unit-Closure Work Packet.

KCC

Writing day!  (Essays are due by the start of class Thursday; we'll have one more day in the lab tomorrow.)

World History

20 more minutes on the Catal-Huyuk website with note-taking.  We then came back to the room, collaborating in our groups to share notes and add to our pages.  With the remaining time we did a review with practice quiz over our Mental Map Timeline and Outline of Popular details.  

U.S. History

Argumentative paragraphs to answer the essential question are due today -- highlighted for text structure and with score sheet stapled to the front.  The paragraph should also be submitted already to turnitin.com (unhighlighted).  The metacognitive writing (see 1/2-sheet instructions) is due tomorrow.  Students completed a self-assessment in red ink/pencil/marker on their Skills Breakdown page, updating it from when we last self-assessed at the end of the last unit.  Folder cleanout!  Take all of your "Current Unit" papers and sort them out by skill.  We began structured review of the Unit-Closure Work Packet (parts 1 through 4; focusing on 1 today)....to review and also to check (and edit) where needed.  (This packet serves as a sizeable portion of the final exam.)  More review tomorrow!