All classes -- Experiment

 I'm going to experiment with an idea that I think will be easier for you -- posting the 2-day Lesson Instructions in the stream of your Google Classroom.  Let's try that for a bit and see if it is better or not.  ; )

KCC -- Maroon Fri/Mon (11th/14th) --&-- White Mon/Tues (14th/15th)

 Chapter 2 notes were returned with scores and feedback. Many students are earning excellent scores on the notes -- kudos!  This is very wise -- to shoot for the 95% or 100%, as this is a score you can control and it can help offset scores on the more challenging items like the writing and reading claim & evidence.  Chapter 3 was assigned -- due Thurs (17th) for maroon and Fri (18th) for white: p.64-65, 68-top1/2p69, 74, 77-top1/2p91, & 96.  Remember to include page numbers in the notes -- your future (writing) self will thank your former (note-taking) self!  ; )  We continued work on the Reading Claim & Evidence that was begun Wednesday.

What do I do?

1. See me for Ch. 2 notes if absent.

2. Do Ch. 3 notes.

3. If absent, anticipate needing to set up an after-school time to work on the Reading C&E.  

US History -- Maroon Fri/Mon (11th/14th) --&-- White Mon/Tues (14th/15th)

 We discussed the "Igniting our Connections" assignment briefly.  Read and take EQ notes from Price's article, "Love & Hate in the Jamestown Colony."  Add more EQ notes from all of the facts in the slideshow "Europe to the Americas" from the scholarship of Stannard.  For at-home work read over the "Socratic Cheats" doc and the "Socratic Rubric" doc -- both in Google Classroom > Classwork page > Socratic topic in the left margin.  We will be doing an in-depth reading in class starting Thursday/Friday that will be used for a Socratic discussion soon.

What do I do?

1. EQ notes from "Love and Hate..." article.

2. EQ notes from slideshow.

3. Review Socratic Cheats and Socratic Rubric. 

WORLD HISTORY -- Maroon Fri/Mon (11th/14th) --&-- White Mon/Tues (14th/15th)

 Socratic discussion over the E.Q. and the U.C.W.P. was begun today; this will be continued and finished in class the next time we meet (Thurs 17th maroon; Fri 18th white).  For at-home work, please make sure you have an adequate number of curiosity questions on your CQ page -- things you want to know related somehow to what we've seen, read, or discussed in class but that was not answered by the class materials.  Having good questions to research will be important, as the actual research will be happening soon!  Take time to make that CQ page a good one.

(Full-remote kids (not maroon or white) -- see the post in Google Classroom for completing your Socratic discussion.)

What do I do:

1. Be ready to resume Socratic.  (Full-remote see above.)

2. Make sure your CQ page is in good shape.

KCC -- Maroon Wed/Thur (9th/10th) --&-- White Thurs/Fri (10th/11th)

 Chapter 2 notes are due today.  

We began a scored Reading Claim & Evidence skill assessment for in-class work.  

(Full-remote students (not maroon or white) -- you will each analyze the essay you chose as posted in Google Classroom on September 2nd -- they are found in the black textbook. Follow the instructions for "Claim & Evidence Tricks" -- bottom topic on the Classwork page.  You may either take notes or you may photocopy the essay to do the underlining method; either way, you will email photos of your pages to me when finished.  Due date is firm -- Friday, 9/11.  This is an assessment, and must be completed on your own, without help from other people.  Of course, I am here to help appropriately; email if you have questions.)  

For your at-home work complete and submit the review of Ute & Navajo cultures -- see assignment and instructions in Google Classroom.  

Then, see the answer key to the "Massacre at Mystic" thesis and use it to edit yours as needed.

What do I do?

1. Turn in Chapter 2 notes

2. See Mrs. Cluver to make up the in-class assessment if absent.  If full-remote, see details above.

3. Ute & Navajo assignment.

2. Edit Massacre at Mystic thesis.

U.S. History -- Maroon Wed/Thur (9th/10th) --&-- White Thur/Fri (10th/11th)

 MAP testing in class.  Your at-home work starts with completing and submitting the review of Ute & Navajo cultures -- see assignment and instructions in Google Classroom.  Then, see the answer key to the "Massacre at Mystic" thesis and use it to edit yours as needed.

What do I do?

1. Ute & Navajo assignment.

2. Edit Massacre at Mystic thesis.

WORLD HISTORY -- Maroon Wed/Thurs (9th/10th) --&-- White Thurs/Fri (10th/11th)

 MAP testing during class time.  Your at-home work is to prepare for Socratic discussion, which will be over the unit Essential Question and the Unit-Closure Work Page on Friday for the maroon-day kids and next Monday for the white-day kids.  First, read over the "Socratic Cheats" (Socratic topic in the left margin on the Classwork page) and, if you wish, print and highlight keep points to have with you as a cheat-guide during the discussion, or you might jot a few reminder words or phrases from the cheats tips onto a note card, etc.  Second, read the scoring rubric for the Socratic discussion.  

Full-remote students (not maroon or white), you will now do an Audio-Visual Claim & Evidence over the "Third Rock from the Sun" episode.  First, read the "Third Rock" document provide in Google Classroom for back story.  Second, read over the "Claim & Evidence Tricks" doc as your instructions -- Google Classroom > Classwork > the last topic in the left margin.  Third, be mindful of these regulations:  You will do the work by hand on paper while viewing the episode from Google Classroom and email to me pictures of your pages no later than this Friday (9/11); this is an individual assessment and must be done entirely by you without aid from any other people.  As always, email me with your specific questions. ; )

What do I do?

1. Note the date for your class Socratic discussion.

2. Read Socratic cheats.

3. Read Socratic rubric.

FULL-REMOTE STUDENTS -- see instructions above for A/V C&E assessment.  Instructions for your Socratic discussion will be posted on Friday.

KCC -- Fri(9/4)/Tues(9/8) maroon --and-- Tues(9/8)/Wed(9/9) white

A number of you need yet to turn in permission from parents -- either a quick email or written note.  We viewed and took notes (EQ Class Activities notes) from "Massacre at Mystic," focusing extra special attention on the European viewpoints, the Native American viewpoints, and the long-term outcomes.  Maroon day viewed through 27:21 in class -- finish for homework; white day finished the last 7 minutes.  When finished, make an attempt on your EQ page to provide a 4-part thesis for the film.  Later, you will check the thesis answer key to edit your answer as needed.  Finally, remember that Chapter 2 textbook notes are due next Wednesday (maroon) or Thursday (white).

What do I do?

1. Be sure to get parent permission turned in.

2. EQ notes from "Massacre at Mystic"

3. MaM thesis attempted and edited

4. Chapter 2 notes

U.S. HISTORY -- Fri(9/4)/Tues(9/8) maroon --and-- Tues(9/8)/Wed(9/9) white

A number of you need yet to turn in permission from parents -- either a quick email or written note.  We finished viewing and taking notes from "Massacre at Mystic".  2nd hour maroon finished in class; 6th hour maroon watched through 37:58 and needs to finish the rest for homework; 2nd & 6th hour white finished in class.  When finished, then make an attempt on your EQ page to provide a 4-part thesis for the film.  Later, you will check the thesis answer key to edit your answer as needed.  Finally complete the "Pocahontas assignment" in Google Classroom. 

What do I do?

1. Be sure to get parent permission turned in.

2. EQ notes from "Massacre at Mystic"

3. MaM thesis attempted and edited

4. Pocahontas assignment.

WORLD HISTORY -- Fri(9/4)/Tues(9/8) maroon --and-- Tues(9/8)/Wed(9/9) white

 Still needing permission slips from a few kids!  ; )  We finished our A/V Claim & Evidence over "Third Rock" -- please see me to set up an after-school time if you were absent.  Please add E.Q. notes from your thoughts from "Third Rock" to your E.Q. page.  Complete the front side of the "Unit-Closure Work Page," using Google as needed; write small or write in pencil so you can edit answers as needed later.  This page is typically our  review of the biggest concepts from the unit so that we can organize our thoughts before Socratic discussion and before the writing.  THEN, those Unit-Closure Work Pages serve as your study guides for the final exam.  We will move to step #2 with that U-CWP on Thursday and Friday -- so, have it done and ready.  

What do I do?

1. Make sure parent permission has been emailed or turned in.

2. See Mrs. Cluver to finish Third Rock.

3. Add Third Rock notes to EQ page.

4. Complete UCWP.

KCC -- Wed(9/2)/Thurs(9/3) maroon --and-- Thurs(9/3)/Fri(9/4) white

We checked in to confirm and clarify the "Pre-Contact Native Peoples" handout, which should now have picture notes or hashtags completed; we also checked the "Guns, Germs, & Steel" flow chart.  We talked through all the details on the highlighted timeline as students added notes and asked for further clarity as needed.  We set up an EQ page for Class Activities, entitling it "Exploration & Coloniation EQ for Class Activities".  First activity -- put as a subheading -- "Massacre at Mystic." We will finish setting up that page and do the viewing on your next in-class day.  Chapter 1 notes were returned with score sheets and feedback.  Chapter 2 pages were assigned -- due next Wed (maroon) or next Thurs (white): (p.34-top35, England's40-47, NewEngland51-62).  Your at-home work will be to get a solid start on the Chapter 2 notes.

What do I do?

1. Get help on review handouts if needed.

2. Get help on timeline if needed.

3. Set up for "Massacre at Mystic".

4. Chapter 2 notes.

U.S. HISTORY -- Wed(9/2)/Thurs(9/3) maroon --and-- Thurs(9/3)/Fri(/9/4) white

We checked in to confirm and clarify the "Pre-Contact Native Peoples" handout, which should now have picture notes or hashtags completed; we also checked the "Guns, Germs, & Steel" flow chart.  We talked through all the details on the highlighted timeline as students added notes and asked for further clarity as needed.  We began adding notes to our EQ and IQ pages while viewing the "Massacre at Mystic" episode of 10 Days That Unexpectedly Changed America, focusing on the details of the European perspective, specifics on the Native American lens, and many notes also on the long-term outcome.  (2nd hour maroon viewed through the first 14 minutes, 6th hr mar through 4:57,  2nd hr white 8:54, & 6th hr white 9:35)  We will continue and finish the viewing in class on your next in-school day.  For your new, at-home work, complete the "Igniting Our Connections" question assigned in Google Classroom with a post of your answers and then you need to reply to two other students' posts, using your constructive and respectful communication. 

What do I do?

1. Get help on review handouts if needed.

2. Get help on timeline if needed.

3. View Massacre at Mystic to be on pace with your class hour; EQ/IQ notes.

4. . IOC question on Google Classroom.

WORLD HISTORY -- Wed(9/2)/Thurs(9/3)maroon --and-- Thurs(9/3)/Fri(9/4)

We discussed as a class the ideas different students put onto their EQ pages from the "Confronting Brutality" article and I shared that Professor Hannah Garry is a Watseka alum with a niece and nephew currently attending our school.  ; )  We continued our work on the A/V Claim & Evidence on "Third Rock from the Sun" -- this is an individual scored assessment that will be finished in class on your next in-class day at school.  If you were absent, we'll need to plan a day for you to stay after school to complete this work.  Remote Students -- more info to you on how we will have you complete that work -- keep your eyes out for that to come.  For your new, at-home work, complete the "Igniting Our Connections" question assigned in Google Classroom and reply to two other students' posts -- one post and 2 replies to others, using your constructive, respectful communication.  

What do I do?

1. Add extra EQ notes from CB article...from others.

2. If absent, email me about assessment time.

3. IOC question in Google Classroom.