KCC

Finish the Crash Course (US History #7) video analysis.  We discussed, edited, and self-scored the work.  Attach this to your EQ notes and make a cross-reference note ON the EQ page that reminds/clarifies "See Crash Course #7."  We then began a new Crash Course video analysis for a score -- if you were absent, see me to set up a time to make up this assessment work in my classroom.

U.S. History

We discussed, edited, and self-scored the Crash Course video (U.S. History #7).  We then stapled it to the EQ page, making a note of clarity on EQ#1 "See Crash Course page."  We then added to EQ#2 while reading the "Unruly Americans" article -- we'll finish with about 10 minutes more time given in class tomorrow. ; )

World History

Socratic discussion today over our 2 essential questions...to be continued in class tomorrow. ; )

KCC

Students collaborated on themes and interesting evidence from Chapter 5 and some began in-class work for a bit on Chapter 6 reading and notes...Ch.6 is due this Friday.  Then, work on the Claim & Evidence from Friday that was begun on Crash Course U.S. History # 7 for ~25 minutes -- some time will be given in class tomorrow to finish.

U.S. History

Finish the Crash Course analysis as detailed in Friday's post.  We'll move on to the next assignment tomorrow...

World History

Research was due before the start of the hour via Google Classroom.  Students worked independently or collaboratively on the Unit-Closure Work Packet -- use your  many papers from this unit of study!  ; )  We then prepared for tomorrow's Socratic discussion; the topic will be our two essential questions.  Read through the Socratic Rubric and Socratic Cheats found in Google Classroom (About tab section).  Also, consider for higher-level thinking works you've explored in your English class that might connect, like Children of Eden, Frankenstein, or Part-Time Indian.  (UCWP to be finished in class on Wednesday.)

KCC

New HW -- pp.161-191 due next Friday.  We finished discussing the Declaration.  Crash Course #7 Claim & Evidence work begun (as a practice skill AND to acquire a lot of critical information that will later be assessed for EQ notes)-- to be finished in class on Monday.

U.S. History

Crash Course #7 Claim & Evidence work continued -- to be finished in class on Monday.

World History

Research Day!  Read carefully and use the "Research Cheats" document of instructions -- note the 1 important change from printing to submitting digitally.  44 minutes time-on-task today.  The work is due before the start of class Monday.

KCC

Reminder -- HW due tomorrow.  In class, ditto the U.S. post plus view the 3-min. video on the Declaration with focus on EQ #1.  

U.S. History (Thursday 10/26)

We did a "Reading Claim & Evidence" on the Declaration, itself.  (It is an argumentative essay with a clear thesis, significant section of evidence, and a conclusion that re-clarifies the thesis.)  Instead of our typical set-up with the 4 steps for a score, this time mark directly on the packet to id the 2-part thesis, find where the founders address a counter-argument, describe the TYPE of evidence (instead of writing out all the evidence itself), and identify the more specific telling of the thesis in the conclusion area -- label these things clearly.  We then began an AV Claim & Evidence on "Crash Course: U.S. History #7 Who Won the American Revolution" -- this is a practice in terms of scoring to help us improve in this area, as there will be a 2nd AV C&E skill this unit for a score, AND the content of this video is critical to our Essential Questions!  ; )

World History

We finished the Reading Claim & Evidence skill on "The Hadza" article.  See me to set up an in-classroom time to finish if needed.  Begin your Curiosity Research today as time allows...See the slight revision in instructions found on both the Research Cheats and the Research Rubric pages in the About tab of Google Classroom.  (We are submitting digitally instead of printing, now.)  Tomorrow we will begin mandatory/assigned research time-on-task for everyone; today is for extra, getting ahead research if/when finished with the article analysis.

KCC

Reminder -- 128-160 reading and notes from "white book" due Friday.  Our in-class activities are ditto of the "U.S. History" post today.  ; )

U.S. History

Scored Curiosity Research was returned to the students to chart and to ask questions.  Please note the feedback, as you can make immediate corrections and resubmit to improve your score...Let me know that you have resubmitted and turn in your original score sheet to me.  We continued our collaborative work to pull EQ#2 ideas/criteria/answers AND examples w/ evidence from the Founding Fathers/Founding Mothers packet.  We then explored the Declaration of Independence by way of a 3-minute video (Add notes for EQ #1).   

World History

We continued work on the Reading Claim & Evidence...if absent, see me upon your return to set up a time to make up this scored work in my classroom with me.  ; )

KCC TUESDAY

Writing was collected -- staple provided score sheet to the top of the essay.  (These hard copy essays should be highlighted to show text structure.  They need to be submitted digitally and UNhighlighted to turnitin.com)  We begin the new unit -- the next chapter in the text book (pp.128-160) is due this Friday -- reminder that we already set up the new E.Q. page.  Today we added a 2nd E.Q. #2 Who is a revolutionary?  We went through a "Founder or Not" quote slideshow to get us thinking about our founding era, it's ideas, and to remind ourselves of the very human nature of our historic people.  Then, our analysis began by picking through carefully the "Founding Fathers" and "Founding Mothers" packet of info I condensed for them -- work collaboratively to pull out as many ideas and examples for E.Q. #2 -- to be finished in class tomorrow.

U.S. History TUESDAY

Writing is due today...due yesterday, but I was absent -- score sheets were distributed for students to staple to the top of their paragraph.  (The hard copy printouts of the paragraph should be highlighted to show text structure and an UNhighlighed digital copy uploaded to turnitin.com)  We set up our new CQ page "A New Republic CQ" and transferred the Shay's Rebellion video CQs from yesterday (on the old CQ page) to this new page and then also added a list of some Founding Father and Mother's names as possible CQ research.  We also set up our new EQ page -- "A New Republic EQ" -- #1 "Was the U.S. Revolution revolutionary?" (and together clarified "revolution/revolutionary" to mean "big change).  On the back side of the EQ page we set up this second essential question: "Who is a revolutionary?"  We went through a "Founder or Not" quote slideshow to get us thinking about our founding era, it's ideas, and to remind ourselves of the very human nature of our historic people.  Then, our analysis began by picking through carefully the "Founding Fathers" and "Founding Mothers" packet of info I condensed for them -- work collaboratively to pull out as many ideas and examples for E.Q. #2 -- to be finished in class tomorrow.

World History TUESDAY

We finished viewing the last bit of Bizarre Foods as detailed yesterday. Then, we resumed our Reading Claim & Evidence work for a score.  If you were absent, see me to set up a time to make up this assessment with my in my classroom.

KCC MONDAY

On Monday the KCC class viewed the Shay's Rebellion episode of "10 Days That Unexpectedly Changed America" while adding to their CQ pages and also making note of parallels to today -- as a drop-in lesson in Mrs. Cluver's absence.

U.S. History MONDAY

On Monday in U.S. History, students viewed the Shay's Rebellion episode of "10 Days That Unexpectedly Changed America" while adding to their C.Q. pages as a drop-in lesson due to Mrs. Cluver's absence.

World History MONDAY

On Monday World History students viewed the Cuba episode of "Bizarre Foods" while adding to their CQ pages as a drop-in lesson due to Mrs. Cluver's absence.

KCC

Final in-class writing day!  Use the helper info in Classroom for editing.  Hard copy due with color-coding for text structure and digital copy due (withOUT highlighting) in turnitin.com before the start of class Monday.

U.S. History

Editing day -- use "Edit My Writing Now" to perfect your writing into a true final draft.  Print the final draft and then use highlight markers to color code to show text structure -- due at start of class Monday.  Also, be sure the final draft is also submitted (UNhighlighted) to turnitin.com before the start of class Monday.

World History

Finish pulling EQ notes from the Layering to Today packet as detailed yesterday.  We then began a scored Reading Claim & Evidence assessment -- to be finished in class Monday.  If you were absent, see me to set up a time to make up the assessment work.

KCC

Writing day.  (Due by start of class Monday.)

U.S. History

Writing day.  Finish tonight as needed.  At the start of class tomorrow time will be given specifically to use the "Edit My Writing Now" page to do a final edit of your paragraph, then to print the final copy and color-code it for structure, and then to submit to turnitin.com.  Finish it tonight with obvious editing so that the version of your writing you open tomorrow at class is good and you are simply fine-tuning with fresh eyes.

World History

The Guidance folks had students complete preference forms for Career Day that will be taking place in December at WCHS.  See the Guidance Office if you were absent today.  For class, read the "Layering to Today" packet of articles that connects Communal Cultures to the current era -- the first page is entitled "Information Sheet -- Social Justice..." -- add a lot of EQ ideas and evidence for both EQ #1 and EQ #2.  There will be ~10 minutes at the start of class given to finish.

KCC

Writing day.  Remember to be decisive and clear about your text structure and to stay on point throughout the essay.  (Writing is due by the start of class Monday.)

U.S. History

Writing day.  Reminder -- be sure to have clear structure to your paragraph and to use a lot of specific evidence (facts, examples, details).  There are several items for you to reference in Google Classroom to aid your writing; structure and evidence are the things that most greatly affect your writing scores.  (Writing due by the start of class Friday in hard copy form and in turnitin.com)

World History

1st hour used the time to be certain they are caught up with everything in this class and then could work on items for other classes.  (They are the only hour of World History that meets both Tuesday and Wednesday this week.)  In 4th hour the scored Gadi Mirrabooka Context & Lens work was returned (chart score, see reliable classmate to correct answers, see me if any clarification needed on scoring).  Pull as many themes and pieces of evidence for your E.Q. page from the Gadi Mirrabooka work page just returned and from the Yanomamo and Zhutwasi note pages. (7th hour did not meet today due to the assembly.)

KCC

Writing Day #2.

U.S. History

Research was due by the start of class today via Google Classroom.  Remember to use the instructions for submitting, the Research Rubric, and the Research Cheats.  We began our prep work for our first argumentative paragraph (on the unit's essential question).  Use MLA formatting.  Don't ignore any big themes, as your essay should thoroughly answer the EQ rather than focus on randomly chosen topics.  Stay focused on answering directly the EQ throughout the entire paragraph when editing for voice and connections.  Use the rubric and the Writing Cheats in Google Classroom.  (THE hardest part is the very beginning -- combing through evidence to discern the big themes the evidence suggests.  Then, significant time should be spent wording the complex thesis statement and organizing the vast evidence per those identified themes.  If this is done well, the rest of the writing is a relative cake walk.)  I am here to help you in the process!  A hard copy of the paper should be submitted to me at the very start of class on Friday (highlighted per the instructions in "Edit My Writing Now") AND an UNhighlighted copy submitted to turnitin.com (info found in Google Classroom).  We'll have writing days today through Thursday.  ; )

World History

In 1st hour we finished the Yanomamo video.  In 1st & 7th hours -- The Gadi Mirrabooka Context & Lens work was returned (chart score, see reliable classmate to correct answers, see me if any clarification needed on scoring).  Pull as many themes and pieces of evidence for your E.Q. page from the Gadi Mirrabook work page just returned and from the Yanomamo and Zhutwasi note pages.  (4th hour did not meet today due the the KACC trip for Sophomores.)   

KCC

Research was due by the start of class today via Google Classroom.  Remember to use the instructions for submitting, the Research Rubric, and the Research Cheats.  We began our prep work for our first argumentative essay (on the unit's essential question).  It needs to be a minimum of 4 pages long so that you meet KCC's requirement of pages written by the end of the semester (10 minimum required by the college for you to get credit for the class).  Use MLA formatting with a works cited page.  A heavy use of textbook notes is expected.  Don't ignore any big themes, as your essay should thoroughly answer the EQ rather than focus on randomly chosen topics.  Stay focused on answering directly the EQ throughout the entire essay when editing for voice and connections.  Use the rubric and the Writing Cheats in Google Classroom.  (THE hardest part is the very beginning -- combing through evidence to discern the big themes the evidence suggests.  Then, significant time should be spent wording the complex thesis statement and organizing the vast evidence per those identified themes.  If this is done well, the rest of the writing is a relative cake walk.)  I am here to help you in the process!  A hard copy of the paper should be submitted to me at the very start of class on Monday (highlighted per the instructions in "Edit My Writing Now") AND an UNhighlighted copy submitted to turnitin.com (info found in Google Classroom).  We'll have writing days all this week.  If you get ahead with the writing, it would be a great idea to start working ahead on the at-home reading for the next unit as a matter of time-and-stress-management.  ; )

U.S. History

Research day #2 -- the research is due before the start of class tomorrow in Google Classroom.  Paste the credentials for each article before the article (at the top of each article) and remember to follow the directions for submitting the work, the Research Rubric, and the Research Cheats.  ; )

World History

1st hour -- discussed the thesis of the Kalahari episode of "Bizarre Foods" and made notes of it on our Zhutwasi notes page and then we added to our Yanomamo note page by viewing the first 3 of the segments noted in Google Classroom; the 4th will be viewed tomorrow.  4th hour -- we discussed the thesis as noted for 1st hour and the Yanomamo video and notes, except 4th hour we finished.  In 7th hour we finished Bizarre Foods with the Zhutwasi note page and discussed the thesis of the show.

KCC

Research day!  Research is due to Google Classroom by the start of class on Monday.

U.S. History

In all classes the Crash Course C&E scored work was returned for students to chart, see feedback, ask questions, and then to edit the thesis for the UCWP.  In 3rd hour we finished going through the UCWP to confirm accuracy of answers and then we walked through the four research-related docs in Classroom to prepare for a good grade on Curiosity Research.  In 6th hour the instructions for submitting the research in Google Classroom (instead of printing) were shared and then research time begun -- this will be due at the start of class on Tuesday.

World History

In 1st hour we finished screening Bizarre foods while adding notes to our Zhutwasi trends note page; collaboration afterward to add to and edit the note page is recommended ; ) Same for 4th hour, PLUS students collaborated to come up with their best effort at the multi-part, specific thesis of the show -- to be discussed and rewarded Monday.  7th hour -- finished the clips of the Yanomamo video while adding notes and then began notes about the Zhutwasi from the Bizarre Foods clip, leaving off at 14:01; see me to set up a time to make up the missed viewing of the Bizarre Foods DVD.  (Yanomamo, however, is in the Google Classroom "stream.") 

KCC

Research!  I guided the students through the following docs in Google Classroom (About section):  Media Chart, Rubric, Research Cheats, and instructions for submitting the research.  Time was then given to get started -- time on task (quantity of information) matters alongside the quality (expert sources)!  We will also research tomorrow with the work due before the start of class on Monday.

U.S. History

We continued our review and editing of the UCWP.

World History

Add to your Yanomamo notes/trends page from the short reading and from the following segments of the Yanomami video (11:45-20:35, 23:21-29:32, 32:11-44:29, & 47:08-49:09) -- 29 total minutes viewing time.  (In 1st & 4th hours we had video problems, and so, we'll start the Yanomamo video tomorrow after we finish the Zhutwasi video...So, 1st hour kids, see the Zhutwasi note page handout and come in during Advisory to make-up the first 6 minutes of that video...on DVD.)

KCC

We finished our review of the UCWP with practice quiz questions, discussion, and editing packets as needed.  On to research tomorrow!

U.S. History

PSAT testing today...Make sure your UCWP is finished, complete with picture notes and/or hashtags.  In 6th hour we also began doing practice quizzes over the content and checking the original packet to edit answers for accuracy and completeness where needed -- to be finished in class tomorrow.

World History

We finished the Gadi Mirrabooka work (Context & Lens) today.  See me to set up a time to work on this in my room for a score if you were absent.  A trends note page to use for exploring the next Communal case study (Yanomamo) was distributed.  Add as many notes about their culture as you can using the picture packet (work collaboratively); for items you are inferring, add a "?" next to it until confirmed with later materials.  

KCC

Practice quizzing today to review the UCWP -- we'll review the last two pages this way tomorrow.  Tip:  start chipping away at the next chapter of reading on the new EQ page set up last week ; )

U.S. History

Finish the UCWP pages 3 & 4, and then go through the whole packet (pages 1-4) and add a (school appropriate) picture note or hashtag for each item.  Review as time permits.

World History

Students continued their scored Context & Lens assessment on the Gadi Mirrabooka information and stories -- see me to set up a time to come in during Advisory to complete this work if you were absent.

KCC

Complete the UCWP AND then add a (school appropriate) picture note or hashtag for each item as 1. A comprehension/processing activity, and 2. as a visual memory trick for when it comes test time.  Finish this all for homework over the weekend if not completed by the end of class today.

U.S. History

Finish the Crash Course Claim & Evidence assessment.  (See me to set up an time in Advisory to complete this if you were absent.)  Finish the first two pages of the Unit-Closure Work Packet -- complete for homework over the weekend if not finished in class.

World History

The graded "Intro EQ paragraphs" were returned to the students with much individual feedback to them on their papers and a lot of discussion via SMARTboard for feedback to the class as a whole and specific tips and instruction...record all of this on a document you need to set up with the title "Writing Notes to Self."  Chart your score.  Time was given for students also to ask me questions and to dialogue about their first writing performance and how to tweak it for future writing.  We began work on our last required piece of work on the Native Australian case study -- it's a scored Context & Lens assessment; we will continue this in class on Tuesday.  If you were absent, see me to set up a time to work on this during Advisory if the remaining class time is insufficient.  ; )

KCC

Work time for the UCWP -- collaborate -- use your papers, use your neighbors' papers!  ; )  I provided several handouts referenced in the packet -- see Classroom or the tray at the side of the classroom ; )  Some time will be given in class tomorrow to finish this work.

U.S. History

Students finished the Crash Course analysis (scored assessment -- must be done in my classroom).  See me to set up a time to come in during Advisory if you've been absent.  The Unit-Closure Work Packets were distributed for students to begin work on them as time permits after their assessment today.  (Reminder -- the UCWP is simply a place for us to organize information that we already have on our papers of work from this unit.  Get out all your stuff and use these papers to get the right answers and to do so in the easiest, quickest way.)  We'll continue the UCWP work in class tomorrow. ; )

World History

Info-sharing from the articles read and notes taken yesterday...See a reliable classmate to copy note additions if you were absent.  I shared a brief slideshow of images of some famous aspects of Native Australian culture; add to your E.Q. and C.Q. pages.  Collaborative focus on the EQs -- pull themes and examples for EQ 1 and then for EQ 2 from the note page just used and edited -- finish this for homework if needed.  

KCC

Come in during Advisory to finish the A/V Claim & Evidence over the Crash Course episode.  This is a scored assessment and must be completed in my classroom.  As time allowed, some students began work on the Unit-Closure Work Packet; see a reliable classmate for assembly instructions and then use your course materials to complete the questions -- this CAN definitely be done collaboratively...to be continued in class tomorrow.

U.S. History

Please turn in the slavery articles if you borrowed them last night.  We then began individual, scored "A/V Claim & Evidence" over a Crash Course episode.  This is an assessment, and must be completed in my classroom.  Set up your page as we usually do for a Claim & Evidence, have your "Claim & Evidence Tricks" handout on hand for the 4 steps of instructions as guidance (available in Google Classroom if you've lost your hard copy), and come on in with your Chromebook during advisory.

World History

Students continued the reading-for-information as detailed yesterday...pulling as many facts as possible from the articles and organizing those facts according to the trends on the note page handout.  Read the "Intro" article and then choose one of the remaining four.  Finish this for homework as needed.

KCC

A/V Claim & Evidence for a score -- continued from Friday.  This will be finished in class tomorrow.

U.S. History

Take E.Q. notes and add to the CQ page, also, while reading the two, short articles about slavery -- finish for homework as needed.

World History

7th hour -- add note about "paternalism" on the back-bottom of the "Rabbit-Proof Fence" note page (see reliable classmate).  In all classes we discussed and edited the Claim/Thesis of the film.  Spend focused time pulling E.Q. ideas (themes) and evidence (examples) from the film and from the "Outline of Popular Details," focusing first on just EQ#1 and then targeting separately EQ#2.  Add some CQs about the film and the Lost Generation and see a reliable classmate about the extra tip I gave to them about reliable researchers.  Read the news article about the pot of tea and add CQs and to EQ#2.  We then began taking notes on more of Native Australian culture from a series of articles; pick up "Native Australians, Reading-for-Information" note page and log in as many examples as possible -- we began all together article #1 to model how to do this; tomorrow you'll finish on your own and then have a choice to pick one of four different articles.)