U.S.

6th hour -- edit the front side of the Loewen work page per our class conversation (get the info from a reliable classmate for the FRONT side).  For homework -- review the Socratic score sheet and also review the many, many notes (and thesis) on the BACK side of the Loewen work page that you did in class on Thursday and Friday -- the scored discussion is tomorrow!  Today in class we began a Reading Claim/Evidence (circles) work page on Catton's essay about Civil War soldiers, "Hayfoot, Strawfoot."  This will be finished in class on Wednesday (the day after the Socratic discussion).

KCC -- FRIDAY

On Friday students were given their next homework reading assignment -- quick-read-gut-a-book method (again), now, for pp.376-407 -- to be finished by the start of class on Wednesday,  In class, we began a Reading Claim/Evidence (circles) work page for Catton's essay "Hayfoot, Strawfoot!" from our "book #2," as we often call it (the darker book) -- to be finished in class on Monday.

World History -- FRIDAY

On Friday students began work on a close-read primary source from Buddhism while completing accompanying work pages in preparation for a Socratic discussion for Tuesday.

U.S. -- FRIDAY

On Friday, students finished their work page for the excerpts from Chapter 5 of Loewen -- "Gone with the Wind" -- in preparation for a Socratic discussion for Tuesday.

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.

KCC

We discussed the results of the "survey" from yesterday and I detailed for them what to expect next semester and also encouraged them strongly to come in for help during advisory on any skills for which they want a new and different lesson/tutorial from me!  ; )  We also discussed that Socratic Discussion, Context/Lens, and most especially the Curiosity Research are the skills that are a bit less dependent on intellectual developmental stages, and thus, spots where kids can choose to go above and beyond to boost their grade.  We then spent considerable time on the skill of writing -- several notes of feedback to the whole class with discussion, an "editing instructions page" to use on the "Colonialism" papers, and then those papers with large amounts of individualized feedback were returned to the students.  Time was provided to edit the papers and to ask questions -- continue with this over break, as it will put you in good shape for the "Revolutionary" papers that we will do in that first week back (that will replace the Colonialism essays).  I also provided the pages of study guide for the Constitution portions of the final exam.  The rest of the study guide (for the Revolutionary Era) will be provided immediately after break.

World History

We're done with our in-class writing time; be sure that if you've not finished, edited, reprinted, AND resubmitted online that you do so before the start of class on the Monday after break.  The Unit-Closure Work Page for the unit was provided as was time to work on it.  Socratic discussion scores were returned to students.

U.S. History

Final in-class day for writing -- be sure to follow the 5 steps we outlined on the score sheet to guide you easily through the writing to meet the 3.0 criteria detailed in type-print already on that page.  For step #5 ("Use Edit Page") -- do, indeed use the handout I created and patiently go through each edit step, one-by-one.  When finally done with the editing, reprint a hard copy to turn in today (by the start of class the Monday after break at the latest) and resubmit to turnitin.com.  You can email me at sherry.cluver@watsekaschools.org during break if questions arise while you work.  The Unit-Closure Work Page was provided -- this is the portion of the final exam study guide for this unit of study...work on it as you have time.

KCC

Chapter 11 presentation was completed today.  Students answered 2 questions on paper as a metacognitive survey in preparation for next semester.  

World History

Today is our last day in the lab to work on our argumentative paragraphs to answer the unit Essential Question.  Be sure your choice of answer themes/topics gives an accurate and balanced answer, representing the materials studied in class rather than just a random selection of a few details.  When you are done, print and pick up an "Edit..." handout -- follow those instructions, and THEN, reprint and resubmit.  

U.S. History

Writing day!  We added a clarifier to "step #1" based on my observations of student writing yesterday -- be sure your core ideas in the thesis offer a balanced and accurate answer...see me for the "winter" example to demonstrate this.  Now, that we're in day 2, we added a final step -- #5 to the writing "to do" list -- "Use Edit handout."  When you feel that you are completely done, see me for a page to guide you through editing to improve your grade.  (We will have more time in class -- in the lab -- tomorrow to continue with high-quality writing...)

KCC

Chapter 11 presentation continued...

World

Continue with the process (step-by-step) of our E.Q. argumentative writing.  When you're "done," print and then see me for the editing handout to follow.

U.S.

Pick up the two handouts for writing (scale score criteria and turnitin.com) and see me for the step-by-step "to do" list to get you started successfully into the writing process.  

KCC

Chapter 11 presentation -- copy notes from a reliable classmate and email me so I can "share" the slideshow w/ you via Google.

World History

I made a point of clarification with 3rd hour about the way we conceptualize cultures of the past. (They're not necessarily primitive, less complex, or less "evolved.'  For every seemingly "advanced" thing we have in 2015, there is something significant they had or did that we don't or didn't...)  Now, writing!  See me to pick up your "Notes to Self" for writing improvement, the instruction page (w/ score scale criteria), and the info for submitting via turnitin.com.  (Also, turn in a hard copy with the score sheet.)

U.S. History

Research day -- pick up a 1/2-sheet of scoring criteria AND be sure to use your full-page of instructions that we've been using all semester long -- due at the start of class tomorrow.

KCC

Course evaluations were completed -- facilitated by Mrs. Caldwell.  The remaining class time was provided for students to complete their analysis pages of the chosen essays in "book #2" -- turn in for a score.  Tomorrow -- Chapter 11 presentation begins.

World History

Research is due!  We conducted a scored Socratic discussion as detailed on Friday.  Pick up a "Socratic Make-Up" page if you were absent.

U.S.

We had a final work day for for the Constitution info sheets -- finish for homework as needed as well as the page for the IL Constitution...borrow the IL packet if needed.  Tomorrow we research!

KCC

Work day -- article analyses -- to be finished in class on Monday.

World History

Research day -- a score sheet was provided as well as the entire class period -- due first thing Monday.  Also, we will have Socratic discussion (scored) over our Urban E.Q. on Monday -- an updated score sheet was provided and discussed -- keep it with your E.Q. page toward the front of your folder to be ready for Monday.

U.S.

We continued work on the sheets of Constitution information -- plan to have Monday class time to work on it and then to have it completed before class time Tuesday.  Consider your weekend and Monday night schedules to plan the homework accordingly.  (Also, I GAVE to the class the info for the electoral college item on the top of pg. 2.)

KCC

The Chapter 10 presentation was finished today (note-taking).  Copy notes from a reliable classmate and email me so I can send to you the slideshow for viewing.  We began a new "Reading Claim/Evidence" analysis (individually for a score) on an essay from our 2nd book -- student choice of which essay!  We'll continue this in class tomorrow.

World History

We finished our "Layering-to-Today" analysis pages and then students discerned 2 things:  (1) on which of the three did you perform the best?  and (2) do you want to have that "best" one scored to replace your current "Reading Claim/Evidence" score in Power School for your grade?  

U.S.

We finished our "Crash Course" analysis and submitted them for scoring.  See me to schedule a time to make up this assessment.  We began work on preparing the basic Constitution info that will need to be studied for the Constitution Test (which will be a portion of the final exam).  Relevant information about the test is on the study guide handout -- pick one up and see me if you have any questions -- to be continued in class tomorrow.

KCC

The Chapter 10 group began their presentation with slide show while we took notes -- to be finished in class tomorrow.

World History

We continued our "Layering-to-Today" analysis articles from Monday -- to be finished in class tomorrow.

U.S.

We read p.R48 in the Reference section in the back of the textbook ("Seneca Falls...") and discussed.  We began a claim/evidence analysis (circles page) of "Crash Course: Constition" -- see me to make up this assessment.  (To be continued in class tomorrow.)

TUESDAY -- All Classes

Due to the illness of Mrs. Cluver's child, there was an emergency sub, and so, we stepped out of our regular curricular routine to pick back up with some audio=visual materials we began viewing a while back...U.S. continued with "10 Days That Unexpectedly Changed America" and in World History "30 Years of National Geographic Specials."

KCC

The Chapter 9 group continued their presentation as we employed our best note-taking skills.  (I took notes strictly based on the presentation by the students and will distribute a copy of my notes to the class tomorrow to compare-contrast with theirs as a self-check on how to take quick, concise notes that still capture the critical elements.  (We're working to move away from their former transcription style of note-taking to more efficient and decisive -- processing (!) -- style.)

World History

"Layering-to-Today" -- see me to schedule a time to make up the reading analyses.  This will be continued in class tomorrow.

U.S.

See a reliable classmate to catch up with the text structure highlighting and discussion we did on the argumentative essay we call the Declaration of Independence, and then note on your E.Q. page the 4 core pieces of the argument (in the Dec.) that are revolutionary as well as the three notes I offered to the students re: Enlightenment and the Haudenosaunee.  Add to your C.Q. page from the Declaration.  

KCC

I provided a quotes handout with some discussion as one more piece of follow-up to our discussion from the other day.  The answer key for the Crash Course: Constitution "A/V Claim/Evidence" work page was provided on the SMARTboard, the students' scored pages returned, and time given to edit pages and to ask questions.  Read. pp.254-255.  We began our note-taking from the Chapter 9 group presentation; today I took notes on an easel to model how to quickly and concisely take clear and thorough notes (deciding instead of transcribing).  

World History

We finished our analysis of the Chavin video as detailed yesterday -- submitted for a score.  If you were absent, see me to schedule a time to make this up.

U.S.

Follow-up discussion -- some of my additions and commentary and suggestions for CQ research based on what I heard asked during student discussion yesterday -- see a reliable classmate to catch up with this chat and for the added notes.  We viewed some images of the actress who portrayed Patsy -- in character and as herself and discussed the superficial impression we get of people based on appearances and how often appearances are dictated by external circumstances.  A handout with two quotes about "hate" were distributed and discussed, and a note about "cognitive dissonance" made and discussed, also.  We began work on the Declaration of Independence -- on a separate sheet of paper, note the core argument made by the writers, indicate the TYPES of evidence used, and then note YOUR personal favorite line or phrase in the document -- to be continued in class Monday.  We also viewed a video clip (email me so I can reply with the link) about the Declaration and added to our EQ page from it.  (See a reliable classmate for the 2 notes I added for the E.Q. about the document.)  

KCC

Socratic follow-up discussion w/ images and remaining points and questions to explore.  The scored "12 Years a Slave" context/lens work pages were returned and time allowed for students to edit their answers as needed and to ask questions.  The discussion score sheets were also returned to the students.  A "Layering-to-Later" article was provided, read, and discussed.  

World History

We discussed together our notes from yesterday's video about the Olmec (edit your notes), and then students worked in tps groups to pull relevant notes from that note page onto the E.Q. page.  (Add CQs, also.)  We began study of the Chavin -- pick up a 1/2-sheet entitled "Chavin Special Note," read it, and then schedule a time to come in to make up this scored A/V Claim/Evidence work.

U.S.

Socratic discussion!  Pick up a make-up work page to earn points for this scored skill.

KCC

Socratic discussion!  Pick up a make-up page to earn points for this missed discussion.

World History

We took notes onto the Olmec handout with the urban trends categories while viewing the video from You tube noted on the note page.  As time permitted, we worked in tps groups to cull from the Olmec note page items for our E.Q. note page.

U.S.

We finished viewing "12 Years A Slave," added notes to the four categories on the note page handout, added C.Q.s to the C.Q. page, and read a handout "Layering-to-Today."  Bring these three items tomorrow for use in our scored Socratic Discussion.  Also, bring with you the Socratic Discussion score sheet (new, updated, and final level of criteria) that was distributed and discussed in class today.

KCC

We finished our viewing and note-taking on "12 Years A Slave" and prepared for Socratic discussion (see new score sheet with final increase in criteria).  Discussion will be tomorrow!

World History

Hammurabi Context/Lens pages were returned -- record on Skills Tracking Page, make edits as needed with your tps partner, and see me with any questions you have.  We took EQ notes on the Indus River Valley (textbook pp.66-71).  Finally, we prepared our 2nd "Urban Culture Hearth Map" -- for the Olmec and Chavin.

U.S.

We continued viewing "12 Years A Slave" and taking notes (and recording CQs).

KCC

We continued our note-taking from "12 Years A Slave" in prep for Socratic discussion -- we viewed through 1:35:26 today.

World History

Ag EQ writing was returned and students invited to record the score on their skills tracking page, make a bullet-point "to do" list of notes-to-self to remember for improvement for next time (which I collected to keep and return to them when they next write), and to see me for any questions they have about their writing and the score/feedback.  A handout about Egyptian hieroglyphics and cartouches was distributed.  Students worked in tps groups to pull from the Shang Dynasty slideshow notes to add to the E.Q. note page.  

U.S.

We continued our note-taking on "12 Years A Slave" (in prep for Socratic Discussion)  We viewed through 1:21:24 in 1st hour, 1:13:29 in 5th, and 1:10:42 in 6th.

TUESDAY -- KCC

We continued our viewing and analytical note-taking as detailed yesterday.

TUESDAY -- World History

We finished reading p.34-45 about Egypt while taking E.Q. notes and adding to our C.Q. pages and then took notes on a handout packet about the Shang Dynasty from a slideshow I presented courtesy of Professor Austin.  Copy notes from a reliable classmate and also email me sherry.cluver@watsekaschools.org to request a Google share of the slideshow.  

TUESDAY -- U.S.

Students completed the context/lens work as detailed yesterday -- see me to make up the work if you wish to have it scored.  I provided some quick context on the film adaptation of this story -- some fodder for your CQ pages.  Then, we began viewing while taking notes on the handout of guiding questions -- your many notes on this from the film will be used in a scored Socratic Discussion.  We viewed until 43 min in 1st hour, 26 min in 5th, and 22 min in 6th.  (Find on Youtube, Netflix, the library, or Red Box, or see me to make up the viewing in my classroom.)

KCC

Homework reminder -- go back through your notes on Chapters 5, 6, 7, & 8 to firm up your comprehension and clarity of your notes.  Also, if you are part of a group for any of the remaining chapters (9-11), revisit your presentation notes to firm up your comprehension and, thus, your preparedness to present with clear explanations to the class.  See me to set up a time to make up the scored context/lens work on "12 Years a Slave."  I shared with them some context on the film adaptation of the story from an article by a scholar (see me).  Finally, the students were provided analytical note-taking pages and a handout of the 30 human rights (UN) to use while viewing in preparation for a scored Socratic Discussion.

World History

Students discussed their work pages about Hammurabi's Code and edited their papers as needed, and then they further collaborated to pull relevant evidence from that work page for both columns on their E.Q. page (and questions for their C.Q. page).  We then began work on our studies of Egypt -- take E.Q. notes while reading pp.34-45 in the textbook -- to be finished in class tomorrow.