U.S. History

Students finished the "God and The Founders" article analysis (scored assessment) -- see me to make up this work in my room if you were absent.  Students also worked on a practice C&E on Crash Course U.S. History #8 -- The Constitution.  While the work is not for a score, the information is critical and will be used for future work that will be for a score; so, do a good job on it, but it CAN be done outside of class.  Some time will be given in class tomorrow to finish the video work, but we will also move on to new work, as well.  We also went through a quick preview of what remains in this unit --  not much, as we're near the end:  some work on the Trail of Tears, Princess Watchekee, a review video called "The Presidents," and then it's time to research and then time to write.  ; )

World History

We looked at a comic strip that relates to a key point about communal cultures' valuing elders and why relative to our global culture today in the "western world."  We also looked at images of 6 slides to see the ways that National Geographic defined what it means to be human -- to see commonality amid the diversity ("The Best of 30 Years of National Geographic").  We then began our new unit -- "Agri-cultures" by adding a few notes with discussion to our Mental Map timeline (see a reliable classmate).  We set up our Agri-cultures E.Q. and C.Q. pages.  The E.Q. for this unit is "What was the Neolithic Revolution?" We added the easy, starter definition for clarity -- that it is "the historical start of farming."  Then, we added a clarifier on the question itself -- in other words, "What was the Neolithic Revolution LIKE...paint a detailed picture."  (It's the "time machine question -- would you want to go/live there?)  Next, we read over the new handout "Agri-culture Outline of Popular Details," marking certain items as we discussed together and adding cheat notes for definitions of some terms.  (See a reliable classmate.)  Then, pull info from the top 1/2 of that handout onto your E.Q. page to get your descriptive notes on the E.Q. started.  Finally, read over the list of different Agri-cultures, and except for the dotted ones we'll use as required case studies in class, pick 3-5 to write on your C.Q. page as possible research options later.

KCC

We finished Socratic discussion, made notes on CQ page, Hamilton songs note page, and onto our previous Socratic score sheet as "notes to self" -- see a reliable classmate for these clarifiers.  Score sheets were also distributed.  We began a practice Reading Claim & Evidence on an article, "God & The Founders" -- pick up a hard copy of it from my room (bottom tray at the side of the room) and do the work directly on there.  While it is not for a score, the information is legit important!  There will be some time given in class tomorrow to finish.

U.S. History

7th hour writing was returned with scores and feedback; time was given for students to create a "Writing Notes to Self" page as an individualized cheat sheet to use on future writing, culled from the feedback on this writing.  Students finished their scored Reading Claim & Evidence -- if you were absent, see me to set up a time to complete this assessment in my room.  Students then began a practice A/V Claim & Evidence (not scored, but the info is very important!) on Crash Course U.S. History -- Constitution -- to be finished in class tomorrow.  (Use the PBS link in the Claim & Evidence topic in Google Classroom to access this video if You tube proves problematic.)

World History

Reminder -- writing was due last night in Google Classroom and turnitin.com.  We collaborated in groups to come up with at least one clear example for each of the History's Habits of Mind.  If you were absent, pick up a handout and then see a reliable classmate for the examples.  We also did an individualized reflection on skills performances -- pick up a "Skills Breakdown" handout, put a "+" next to each bullet point that is going well for you, a "-" next to each bullet point not going so well, and turn this in.  

KCC

Socratic discussion over Hamilton -- to be continued tomorrow.  (Reminder -- Chapter 7 notes are due next Tuesday.)

U.S. History

Socratic follow-up today with fact-checking from me and score sheets distributed.  4th & 6th hour was given time to look at their returned writing and to create their "Writing Notes to Self" feedback page to use when we next write.  (I'm presently grading the 7th hour writing.)  We then finished our work on the "God and the Founders" article about separation of church & state -- a scored assessment; so, if you were absent, see me to make up this work.  We then began a Claim & Evidence on Crash Course U.S. History: The Constitution -- find it on the PBS website; this is not for a score, but IS for the information.  (In terms of the skill, it is practice.)

World History

Editing day!  Use the following in this order:  Edit My Writing Now, Writing Notes to Self, the originality check and grammar check in turnitin.com, and the MLA doc for formatting.  Then, and only then, submit an UNhighlighted copy to turnitin.com and a highlighted copy to Google Classroom.  For grammar help, see in Google Classroom the Comma Rules page and How to Write Good, and the handout from your folder/binder called Editing the Writing.  Writing is due tonight before you go nigh-night.  

KCC

We finished our Hamilton note-taking, added some fact-check notes (from me), added a few CQs, and watched the first 1:36 of the Prince Harry clip from the curtain call at Hamilton's opening night in London.  (Materials are posted in Google Classroom; the soundtrack is easily available on You tube.  For fact-check notes and CQs see a reliable classmate.)  Also, on the back of the note packet, answer the following questions:  1. Who was your favorite character and why?  2. What did you learn about U.S. history?  3. What questions do you have?

U.S. History

In 4th & 7th hours we finished the Socratic discussion.  (This was finished on Thursday already for 6th hour.)  All classes then began a scored article analysis (reading claim & evidence).

World History

Your categories (themes/big answers) should already be decided and written into a thesis sentence.  Once that is done well begin composing your evidence sections, using details/examples from your E.Q. notes.  By tomorrow, finish those evidence sections and also add a concluding sentence, which should repeat the thesis themes.  Tomorrow we will go through the editing process to kick it up a notch, and then the writing will be due by tomorrow night.

KCC

11 of our 21 students were on the band tour; so, instead of creating chaos by attempting to proceed with the intensive in-class activities, we had a reading day.  Remember that Chapter 6 is due tomorrow!  So that those who had already finished #6 could benefit from today as well, I gave the details for the Chapter 7 reading...Chapter 7 is due next Tuesday (~20 pages total:  p.192-top193, 194-1/2way203, p.205 map, bottom1/2of210-211, 213 + map, topof214, "Western War Hawks"214-top218, p.222 map, 222 summary.)

U.S. History

Socratic discussion today over Hamilton.  We will finish this talk in class on Monday in hours 4 & 7.  6th hour finished today -- if you were absent, please complete the Socratic Replacement.

World History

Socratic scores were distributed, time given to ask questions, and I clarified a bit of factual information as follow-up.  Time, now, to begin the writing process -- spend quality time reading through alllll of your notes for E.Q. #2 while brainstorming a list of categories into which those notes could be sorted...a list of big answers that answer the question.  Then, combine categories (with help from me if needed) until you have no more than 4 big answers and without losing information.  Next, write a simple, clear sentence that provides those 2-4 big ideas as answers; this is your thesis sentence...the first sentence of your paragraph.  If you are ready for the next step, see the helper docs in the Writing topic section of Google Classroom for putting together the evidence section/s of your paragraph.  We will continue this work in class on Monday.

KCC

We took notes on Hamilton Act II through song #16.  Reminder -- notes are due Tuesday.

U.S. History

We listened to and took notes on the remaining songs from Hamilton, and on the bottom of that note page where it indicates "Reflective Questions," answer the following (bullet points is fine):  1.  Who was your favorite person in the musical and why.  2. What did you learn about U.S. History from the musical?  3. What questions do you have.  I provided a bit of fact-check information to clarify which items were artistic liberty in telling the story in a small space of time versus historical fact -- copy these from a reliable classmate.  I shared an outline of the monarchy history from George III through to Princes William and Harry and offered as CQ for students to look up (later, at CQ time) the missing names in my list.  I then played the first 1:36 of a clip of Prince Harry on stage after the London premier of Hamilton.  Reminder that tomorrow will be our Socratic discussion over Hamilton.  In 4th hour students stapled their Ccourse #7 paper (returned yesterday) to their E.Q. page.

World History

We finished our Socratic discussion from yesterday.  If you were absent, complete and turn in the Socratic Replacement found in Google Classroom > Classwork tab > Socratic topic > Socratic Replacement doc.  I walked the kids through a visual on the Smart Board regarding the instructions for doing the research (which was due last Thursday), as a number of students have yet to complete it correctly enough for me to be able to grade it; I also re-offered/reminded that I am more than happy to sit down one-on-one with any student during Advisory to provide specialized help.  The scored Reading Claim & Evidence was returned, charted, edited via answer key on the Smart Board, and discussed.  Extra time was also given for asking one-on-one questions.  I showed to the students via Smart Board and then had them color code on hard copy handouts how we use text structure for picking apart someone else' writing ("claim & evidence") and in reverse order when we construct our own writing.  Pick up one of these handouts when you return to class.  We then began our end-of-unit argumentative writing.  First, find your "Writing Notes to Self" that you made in class when your previous writing was returned and read over them.  The assigned EQ on which everyone will write is the new one -- "Why are communal cultures relevant."  To get started, spend focused, extended time discerning your categories into which all of your E.Q. notes for that question can be sorted -- those categories will be your themes/big answers that you will list in your first sentence -- your thesis sentence.  For today, however, focus on all of the many notes you have for that one question and take your time to create your categories; I am here to help as you work.  ; )

KCC

We continued our note-taking from Hamilton -- through Act I song #23.

U.S. History

Crash Course #7 was returned, charted, edited, and discussed.  We took notes on more Hamilton -- through Act II song #21.

World History

We had Socratic discussion over the Communal EQs -- to be continued in class tomorrow.

KCC

Crash Course #7 was returned, charted, edited, and discussed.  We took notes on more Hamilton -- through Act I song #14.

U.S. History

Hamilton notes...4th hour song #21 of Act I through Act II #  , 6th hour song #21 of Act I through Act II #  , and 7th hour song #1 of Act II through #13.

World History

We prepared for tomorrow's Socratic discussion -- see the rubric as reminder of what to do to earn the points you desire.  If Socratic discussions make you nervous or less than confident, then also read over the Socratic Cheats doc for additional tips and pointers.  ; )  Please feel free to email with me directly or talk with me in person during class, Advisory, or before or after school so I can give you some individualized coaching and advice if needed/wanted.  I'm here to help!  Because last week was an unusual schedule for many of the days, we took time today to regroup by 1. Looking at our grades in Power School  2. Looking at all of our scores in World History class in Power School  3. Getting some kids caught up with finishing the Reading Claim & Evidence  4. Seeing our scores and feedback on the Communal Research that was due last Thursday, and if a student doesn't have a score, correcting problems and resubmitting  5. Finishing the UCWP w/ picture notes or hashtags (pages 1 & 2) -- it was supposed to be finished over the weekend    AND then 6. Work on other HW or AR if you are entirely caught up with all of your World History work.  

KCC

Reminder -- Chapter 6 reading and notes (all 30 pages of the reading) are due next Tuesday.  We discussed the thesis spots and addressing the counterarguments spots in The Declaration.  We then began use of Hamilton: An American Musical for historical analysis.  View the Hamilton Context & Lens slideshow and add notes to EQ#2 where indicated in the slideshow (just 2 of the slides).  Then, view the short Lin-Manuel Miranda video performance of song #1 at a White House poetry jam while Hamilton was in it's creation phase to get a sense of the energy.  Pick up or print out a notes page and a character list then use them to record brief, but complete notes of the historical facts from each song #1-3; you will want a lyrics packet in front of you most likely to aid comprehension.  (We'll pick up with #4 tomorrow.)  Note that these 46 sets of mini-notes will be used in the near future for a scored Socratic discussion and the UCWP.  

U.S. History

We continued our note-taking from Hamilton.  Hours 4 & 6 got through song #20 of Act I, and hour #7 through song #23 of Act I.  (The soundtrack is available on You tube.)

World History

Reminder -- research was due last night.  Today, the Unit-Closure Work Packet for this Communal unit was distributed and the class period given for completing pages 1 & 2.  Use your note pages from the unit, as all of the information (except the terms "aboriginal" and "native") are found in our note pages!  You are also more than welcome to work with each other.  Be sure to add a picture note or hashtag for each of the vocab items -- this forces you to process the information to be sure you understand it and then it serves as a memory trick when you study for the final exam. Finish this for homework before Monday.

KCC

Pick up the Founding Fathers packet and highlight key points as you read.  See a reliable classmate for the few notes we added.  Also, feel free to jot down the names of a few of those folks onto your C.Q. page if you're interested to know more about them (except probably Hamilton, as the musical will give us a lot more on him).  We watched a 4-min video about the Declaration of Independence while adding notes to our "Class Activities E.Q. notes."  We then read the handout of the Declaration, marking the thesis in the intro and the conclusion as well as where the founders address counterarguments in both the intro and the conclusion -- to be discussed Monday.

THURSDAY -- U.S. History

Field trip day to Champaign-Urbana colleges!

THURSDAY -- World History

Research day!  See the instructions posted yesterday.  It is due tonight.

THURSDAY KCC

Field trip to Champaign-Urbana colleges.

U.S. History

In 4th hour we viewed the Lin-Manuel Miranda clip of his performance of then-in-process development of Hamilton's opening number at a White House poetry evening.  In 4th and 6th hours  we went over the 2 handouts provided yesterday (notes packet and characters list).  In ALL HOURS we began our listening adventure into the musical while viewing a slide of images to accompany each song, referencing our The Founders packet, Characters List, and lyrics packet as needed and taking notes of historical facts and the thesis of each song onto the notes packet. Remember to capture your own thoughts, connections, and questions in the margins, as we'll be using these notes for a scored Socratic Discussion.  We listened through song 3  in 4th hour, #  in 6th hour, and #  in 7th hour. 

World History

Students finished their article analyses for a Reading Claim & Evidence score.  If you were absent, see me to set up a time to finish this assessment with me.  We went over instructions for our new Research assignment -- you will be given all of class time tomorrow, and it is due tomorrow night; thus, the quantity for a 90% is 4+ full pages, 95% = 6+ pages, 100% 6+ pages with 2-5 comments/page.  We revisited the instructions for the Research -- the document called "Research Cheats" [Google Classroom > Classwork > Research topic > "Research Cheats]  Please note a slight change that the font needs to be Times New Roman.  The work was set up today in the assignment spot in Google Classroom > Classwork > Communal Research, and this is where it will be submitted.

KCC

NMSQT-PSAT testing was this morning, which involved all but 3 members of the class; so, today was provided as a work day.  Tomorrow -- back to the regularly scheduled program!  : )

U.S. History

We finished reading, annotating, and discussing the Declaration of Independence.  We then began our work on the musical "Hamilton, An American Musical". . .  Look through the "Hamilton Context & Lens" slideshow to get some background about the production and why we are using it in class and add notes to EQ #2 from the 2 slides that indicate "EQ" at the top.  We also viewed the 4-minute clip of "Hamilton" producer and lead star Lin Manuel-Miranda performing the opening number back at the White House for a poetry jam when it was in it's creation stage...to get a sense of it's visual energy.  Now, let's dig in deep to the historical facts and explanations, as you will have a Socratic discussion on this work, and it will be used also for the Unit-Closure Work Packet and the E.Q. Writing later.  For our listening, which begins tomorrow, you will want the following items on your desk:  The Founders packet, the character list (provided today), the notes packet (provided today), and the lyrics packet (will be provided to borrow starting tomorrow.)  In 6th & 7th hours we discussed the character list (read over and let me know if you have any questions) and in 7th we discussed the notes packet.  

World History

The Gadi Mirrabooka Context & Lens was returned with scores to chart, edit, and discuss.  Reminder -- you can set up an individualized skill re-do; just see me.  Also, if you tend to struggle with reading, talk with me or email me about it so we can discuss what extra supports we can put in place for you.  Students then continued with their Claim & Evidence work on the article they chose -- to be finished in class tomorrow.

KCC

Chapter 5 notes are due today.  Chapter 6 is due in ~2 weeks -- all 30 pages (~3 hours homework) due Monday, 10/28.  Students finished the scored Crash Course analysis; if needed, come in during Advisory to finish. 

World History

5th hour collaborated on their Zhutwasi notes.  All classes collaborated to discern the thesis of the show and then we discussed and edited per my answer key on the Smart Board.  Finally, students collaborated to add notes about the Zhutwasi to their 2 E.Q.s  We then began a reading claim & evidence assessment on one of three articles -- individual choice -- to be finished in class on Tuesday. 

U.S. History

We read, discussed, and highlighted "The Founders" packet as anchor item #3 for the unit.  Add a note to EQ #1 "See Founders packet pg. 1", to EQ #2 "See Founders packet pgs2-3," and to your CQ page the names of some of those founders about whom you may want to research at the end of the unit.  Add notes to EQ#1 while viewing the ~4-min video from the History Channel about the Declaration of Independence, and then on the DoI handout highlight key points in the first two paragraphs.  (Our Declaration is an excellent example of argumentative writing, fitting the ideal text structure perfectly.  More work on it Tuesday.)

KCC

Reminder -- Chapter 5 notes due Tuesday.  Today we continued our work on the video analysis -- to be finished in class Tuesday.  

U.S. History

Students finished their scored A/V Claim & Evidence. If you were absent, see me to set up a time to make up this assessment.  We then began to read together, discuss, and highlight select parts on our 3rd anchor piece for the unit -- a packet entitled "The Founders" -- to be finished in class tomorrow.  If you were absent, connect with a reliable classmate for the discussion and highlighting. 

World History

Students selected which of the three article options they each would like to analyze tomorrow (so that I can prepare the necessary number of copies).  We then finished adding notes about the Zhutwasi from the Bizarre Foods episode "Kalahari."  If you were absent, see me to set up a time to view this from my DVD if you can't find it on Netflix, You tube, etc.  

KCC

A handout from last year -- "Enlightenment & Revolutions" was distributed and we worked collaboratively to fill in the details as notes.  Students then began an individual, scored video analysis -- to be continued in class tomorrow. 

U.S. History

We nearly finished our Audio-visual Claim & Evidence skill assessment; if you were absent, see me to set up a time to complete this work with me in my classroom.  

World History

We conducted our case study work on the Ute peoples -- pick up a map handout to keep and to reference.  Read the article while adding notes directly to the EQ page and a few CQs along the way, as well.  We then began taking notes onto a new note page handout "Zhutwasi" while viewing the first 8 1/2 minutes of the "Kalahari" episode of Bizarre Foods.  This video and note-taking will be finished in class tomorrow.  (We also went over the remaining work for the unit to give a sense that we are nearing the end of our journey into communal cultures: next will be a Reading Claim & Evidence skill assessment on an individual choice of 1 of 3 available articles, Curiosity Research, Unit-Closure Work Packet, Socratic discussion over the E.Q.s, and then the E.Q. end-of-unit writing...)

KCC

Writing was due last night.  We went through the "Founder or Not?" slideshow with a brief tangential pop culture lesson on John Mellencamp.  Two of our big-picture anchor items for this unit were distributed and discussed -- a map and a timeline.  If you were absent, see a reliable classmate for the added notes, highlighting, and discussion.  Chapter 5 notes are due next Tuesday. 

U.S. History

We finished discussing our timelines with highlighting and note additions (see a reliable classmate).  We then began a scored Audio-visual Claim & Evidence assessment. If you were absent, see me to set up a time to make up this scored work. 

World History

We viewed the Yanomami video clips while adding to our trends notes 5th hour 11:45-20:35; 3rd hour 18:52-20:35; both classes 23:21-29:32, 32:11-44:27, & 47:08-49:09.  Students then collaborated to add E.Q. notes and C.Q. questions onto those pages regarding the Yanomami.  As time allowed, we reviewed the trends.  New case study tomorrow -- the Utes!

KCC

Reminder -- writing due tonight.  We reevaluated our list of "Who are we, America?" via Smart Board for students to suggest additions and edits.  We then collaborated in groups to come up with at least one clear example for each of the History's Habits of Mind.  If you were absent, pick up a handout and then see a reliable classmate for the examples. Students also did a a self-evaluation on the subskills for each of our 6 core history skills -- turn this in.  We set up our notebooks for the new unit with the 2 EQs (1. Was the U.S. Revolution revolutionary? and 2. What is a revolutionary?) and the next reading assignment -- Chapter 5 -- was assigned to be due next Tuesday (pp. 128-129, 132, 133 "the costs" through top 1/2 138, bottom 139 through 1/2-way 145, 146 "parliament waivers" through 160, 159-160 are the summary to read carefully).  

U.S. History

We went through the "Founder or Not?" slideshow with a brief tangential pop culture lesson on John Mellencamp.  Two of our big-picture anchor items for this unit were distributed and discussed -- a map and a timeline.  If you were absent, see a reliable classmate for the added notes, highlighting, and discussion.

World History

3rd hour -- we added a few CQs from the Native Australian slideshow.  (We did that yesterday in 5th hour.)  Back to the Yanomamo/i -- 5th hour finished pulling facts onto the note page from the packet of images.  (3rd hour finished that yesterday.)  Both classes added a lot of notes about the Yanomami from the 1/2-page write-up and then from some video clips.  The video -- Mountains of Mystery -- in 3rd hour we viewed from 11:45-18:52, and in 5th hour we will begin on Monday.  Some notes we added from me (Mrs. Cluver) -- the notion that they are "the fierce people" has been discounted by many newer anthropologists, that they tend to exhibit a great deal of expressive joy, are present-time conscious (live in the moment with relatively little stress about the future; don't overly multi-task), and are open about emotions (men, women, and children weep when they feel sadness without hiding it).

KCC

Today is our last in-class writing day for this paper; use the Edit My Writing Now first to turn your rough draft into a final draft, then the Editing Writing handout, and if you have time, then use the How to Write Good doc for the finer points of good writing.  The finished paper is due Monday night.  Create a copy, unhighlight the copy, and then submit it to turnitin.com.  (The ID# and Enrollment Key are in the "Writing" topic box, immediately above the docs.)  The highlighted copy that you've already created in the assignment spot in Google Classroom simply needs to be turned in -- hit that blue button.  On Monday we'll begin our in-class activities for the new unit -- A New Republic.

U.S. History

7th hour -- see your scored research and feedback.  In all classes we did a self-evaluation on our skills -- see me to do this if you've been absent.  We then began our new unit of study by setting up our E.Q. and C.Q. pages ("A New Republic").  See a reliable classmate for setup.  Students then collaborated to add details about the French and Haitian revolutions on the handout provided.  (Again, see a reliable classmate for the notes as needed.) I connected their memory from the recent past unit to this one -- the Haudenosaunee of NE had influence on our founding documents (ie. Constitution) in part because they interacted with our Founding Fathers...and that Colonial Williamsburg depicts largely the late colonial era -- the era of our Founding Fathers.  In 4th hour we began the guessing game "Founder or Not" -- to be continued tomorrow, and will be conducted in 6th and 7th tomorrow. 

World History

We finished our Context & Lens skill assessment.  If you were absent, see me to set up a time to complete the scored work with me.  I took 5th hour through a short slideshow of Native Australian images and cultural artifacts; we will do this in 3rd hour tomorrow.  We then moved on to our next communal case study -- the Yanomamo/Yanomami by doing semiotics (photo analysis) to add notes onto our new note page organized by trends.  We will add and edit those notes tomorrow with additional information sources. 

KCC

Writing day.  Try to finish tonight with enough good stress to keep things moving, but don't sacrifice reasonable sleep.  Tomorrow we will walk through the editing expectations to turn it into a final draft, and the rest of tomorrow's class period will be given for that work.  Monday we start the new unit in class, and so, after this Friday (tomorrow), the paper will be finalized for homework -- due by Monday night.

U.S. History

Please be sure your Google Classroom settings have the notifications turned on so that you receive an email whenever work is returned to you.  In hours 4 &6, scored research was returned.  (The same will be true of 7th hour tomorrow.)  Reminder -- writing was due by today.  We reevaluated our list of "Who are we, America?" via Smart Board for students to suggest additions and edits.  We then collaborated in groups to come up with at least one clear example for each of the History's Habits of Mind.  If you were absent, pick up a handout and then see a reliable classmate for the examples. 

World History

Please be sure your Google Classroom settings have the notifications turned on so that you receive an email whenever work is returned to you.  We continued the individual work on the Context & Lens skills assessment over the Gadi Mirrabooka packet about Native Australians' The Dreaming -- a bit of time will be given tomorrow to finish.

KCC

Please be sure your Google Classroom settings have the notifications turned on so that you receive an email whenever work is returned to you.  Writing!  Let's take today and tomorrow (Thurs) to finish and then FRIDAY we'll do the editing.  ; )

U.S. History

Editing day for the writing -- use the 3 editing docs in the writing collection in Google Classroom.  Once finished, make a copy of the writing, UNhighlight it, and submit the UNhighlighted copy to turnitin.com.  (The ID # and enrollment key for your class period to add this class to turnitin.com for your account can be found at the very top of the writing collection of docs in Google Classroom.)  Then, submit the highlighted copy right there, in Google Classroom.  Due by tomorrow.

World History

Students collaborated in small groups, organized by same-article reading from yesterday to go through trend-by-trend their notes with each other and to edit their note pages.  Then, a spokesperson for each group shared aloud with the entire class, trend-by-trend, the notes they had so that the students who hadn't read that particular article (there were 4 total) could secure for themselves the information.  If you were absent, connect with a reliable classmate for the notes.  We then began an in-class scored assessment over a scholarly introduction and primary source stories from Native Australian Dreaming -- to be continued in class tomorrow.  This is a Context & Lens skill score -- answering accurately the items on a provided question page while reading carefully accompanying reading material.

KCC

Writing day!  Plan to finish by Thursday, when we will then focus on editing techniques.