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).