KCC

UCWP -- Part II was distributed; finish for homework as you have time...sometime soon.  (It will take ~ 5 minutes, and it completes the study guide for this unit.)  The class time was provided for students to work on the individual, scored analysis ("circles" page) for the Dee Brown essay about the Trail of Tears -- to be finished in class tomorrow.

World History

Finish the Egypt reading/notes that was begun yesterday.  Then, begin the same style of notes on the E.Q. page (w/ +s and -s) for the subtopic (case study) Indus River Valley, using pp.66-71 and 76-81 -- to be finished in class tomorrow.

U.S. History

In 2nd hour we discussed and edited the Hamilton Context/Lens assignment.  In all hours, students used the Meacham "circles" page, the Crash Course "circles" page, and the Hamilton Context & Lens to finish #2 & 11 on the Unit-Closure Work Packet.  Then, scan through your U.C.W.P. to see if there are any big ideas from the unit you need to add to your E.Q. notes that you might have overlooked.  Finally, we began a web quest about the Trail of Tears -- pick up a notes/question packet and follow the directions.  (Clarifier:  the url should be www.history.com/topics/native-american-history/trail-of-tears; the instructions said in error only www.history.com.)  ; )  

KCC

Students collaborated on their homework reading notes.  The final reading for this unit is pp.286-313; I suggest reading very carefully the introductions and summaries (as usual), but then to be selected in mining from the body of the chapters only the needed/desired evidence for the writing on the E.Q.s that we'll begin on Friday.  (Research will be done in class on Thursday.)  Scored Reading Claim & Evidence work pages for Wilson's article were returned and discussed.  Students then resumed individual work on Larkin's essay.

World History

We finished the individual, scored Context & Lens over Hammurabi's Code -- see me to schedule a time to come in to make up this assessment.  Some students also began work, then, on the Unit-Closure Work Packet for the unit -- PART I and the Mesopotamia portions of PART II.

U.S. History

We viewed the rest of episode one of The Presidents (by the History Channel; available on You tube) while adding to our E.Q. and C.Q. pages and the Simplified History of Presidents' Political Parties handout.  We then focused just on the C.Q. and "Simplified..." handout as we began episode #2 (viewing to ~15 minutes).  As we are near the end of the unit, it is critical than anyone who may have gotten behind with lessons and/or make-up work to please get caught up before we start to research, write, and do our study guides.  ; )

KCC

Students were asked the reflect on their performances to decide, individual choice, whether they wish to have their  T.J. essay "circles" page scored to replace their immediately previous Reading Claim & Evidence score.  We have two more essays to analyze this unit, and then we head into research and writing to close up the unit.  We began individual, in-class work on the Larkin essay...soon to be followed by the Dee Brown essay, both of which will be "choices" for scoring.

World History

Students continued individual work on the assessment "Context & Lens" about Hammurabi's Code -- to be finished in class tomorrow.  

U.S. History

Finish Meacham's article "God and The Founders" w/ analysis ("circles") page -- in collaborative groups this time.  (Finish for homework as needed.)  We began viewing the History Channel's "The Presidents" (available on You tube) while adding E.Q. notes, a few C.Q.s, and keeping up with the new handout "Simplified History of Presidents' Political Parties."  View the first 25 minutes.

KCC

Students finished the Thomas Jefferson article by Wilson with analysis page.  Come in during Advisory today if you need extra time.  On Monday you'll be given time to consider your previous "Reading Claim & Evidence" score and decide if you want to "stay" and just keep this new page for the info or if you wish to submit it for scoring;  if submitted, the new score will replace the previous one.  So, this is some critical metacognition -- reflection on one's thinking/learning and self-assessment of performance.  Reminder -- HW reading and notes due Tuesday.

World History

Add notes to your "+" and "-" columns on your E.Q. page under our new subheading "Mesopotamia" while reading in the text book pp.26-31.  We then began an individual, scored skill assessment -- "Hammurabi's Code Context & Lens" -- to be finished in class tomorrow.

U.S. History

Students worked collaboratively to practice the Reading Claim & Evidence skill ("circles" pages) while working through an article about religious freedom -- "God and The Founders."  You'll have 10 minutes at the start of class on Monday to finish; if you need more time than that 10 minutes, borrow an article and make a bit more progress on the work in Advisory or for homework. 

KCC

We finished our analysis of the Crash Course U.S. History: Constitution video (You tube), discussed thesis answers, and then students collaborated to pull E.Q. themes and bullet-point notes onto their E.Q. pages.  Students continued individual, analytical work on the Thomas Jefferson article by Wilson in the red textbook -- to be finished in class tomorrow.

World History

We finished discussion and note-taking of/on the Outline of Popular Details handout that was given yesterday.  Students collaborated to pull bullet-point notes and themes onto their E.Q. pages, creating a sub-heading "Urban cultures in general."  Add some curiosity questions to your C.Q. page, also.  A map was distributed, color-coded, and discussed.  (See a reliable classmate for the discussion pieces.)

U.S. History

We finished our analysis of Crash Course U,S. History: Constitution (You tube), discussed the thesis parts, and then students collaborated to pull bullet-point notes and themes for their E.Q. pages.  We finished our review and checking/editing or Part I of the U.C.W.P.  

KCC

Students collaborated about the homework reading and notes (due today).  The next HW is pp.254-285 - due next Tuesday.  Crash Course post-poned to tomorrow (SMARTboard difficulties).  Read the article "God and The Founders" (individually or collaboratively) to pull notes on to your E.Q. page -- themes/big ideas as well as specific evidence.  We then began scored "circle page" work on an article on the red text...see me to set up a time to make up this individual assessment work -- to be continued in class tomorrow.

World History

We finished our note-taking from the Hebrews/Jews packet from yesterday -- borrow and finish for homework as needed.  A new handout "Outline of Popular Details -- Urban" was distributed, and we read, discussed, and highlighted parts of the first paragraph.  (Meet up with a reliable classmate.)

U.S. History

Crash Course will be finished tomorrow, instead, due to a SMARTboard overheating 1st hour (now repaired).  ; )  6th hour ONLY -- worked on Crash Course today.  In ALL classes -- colonialism writing was returned -- chart your score, read over your individualized feedback while adding bullet-point notes to your "Writing: Notes to Self" note page, & talk with me about your questions.  Dialogue about writing is so beneficial!  Review your Unit-Closure Work Packet ...we did practice quiz questions and students checked/edited their packets as we went over answers.  (Meet up with a reliable classmate.)  

KCC

Ditto U.S. post, 

World History

Writing is due today -- highlighted final draft in hard copy form with score sheet stapled to the top AND turnitin.com submission (without highlighting).  We organized all of our many "Ag" papers by skill.  Keep your new Urban C.Q. page (from last Tuesday) in your "current unit" section of folder/binder, and then we added to it a new "Urban E.Q." page -- see a reliable classmate for set up and discussion.  We added notes to our Mental Map Timeline with discussion, also.  Finally, we began to take E.Q. notes while reading independently about the Hebrews' transition from nomadic pastoralist agri-culture to that of urban culture -- finish for homework as needed. 

U.S. History

Finish Part I of the Unit-Closure Work Page.  View from You tube "Crash Course U.S. History: Constitution" and do a "circles" page.  

KCC

Ditto U.S. post...Plus reminder about at-home reading and note-taking as well as recommendation of an online (You tube) source that can be a good, concrete-sequential, audio-visual presentation of some U.S. History from Washington through George W. Bush -- History Channel's "The Presidents."  Students who have the time and desire supplemental "helper" materials may wish to watch these episodes as they correlate to the time period we are studying.  (Entirely optional.)

World History

Writing day 3 of 3.  Use your "Edit My Writing Now," going through each of the 5 steps in order, carefully, with highlighters.  Once you've done all the editing to create a true final draft, then print and highlight, again -- this time just to show text structure; staple the score sheet to the top.  Submit the final draft, also, to turnitin.com (no highlighting).  This is all due by the start of class tomorrow.

U.S. History

View the 4-minute video and add a few big ideas and/or details of evidence (examples) to your two essential questions note pages ("E.Q. pages") -- http://www.history.com/topics/american-revolution/declaration-of-independence  Pick up Part I of the new Unit-Closure Work Packet for this unit of study -- to be finished in class tomorrow.

KCC

We finished the Socratic discussion and then did some follow-up; score sheets were distributed.  Students also collaborated in groups to add notes to both E.Q.s from the Hamilton materials.  Students additionally collaborated on themes they came up with as a result of the homework reading and note-taking.  The next homework (pp.224-253) will be due next Wednesday -- please make a note of it.  Please finish the work we began on the Declaration of Independence before Monday. 

World History

Writing day #2!  ; )  The paragraphs are due by the start of class on Tuesday.  (We will be in the lab on Monday.)

U.S. History

We had some follow-up on the Socratic discussion in which I clarified some content, score sheets were distributed, and students collaborated to pull big ideas as well as detailed evidence/facts for each of their 2 essential questions onto their "E.Q." pages.  Students then worked individually to record on a sheet of their own paper the following while reading a handout of the Declaration of Independence ("The unanimous Declaration of the thirteen united States of America"): Thesis, Types of Evidence (you don't have to list the actual details of evidence, but rather a short list of themes/categories of the evidence used), and favorite line/quote.  

KCC

Socratic discussion on topics related to our work with "Hamilton."  If you were absent, pick up a make-up work page from the tray at the side of the classroom.

World History

We did a bit of follow-up from yesterday's Socratic discussion and the score sheets were distributed.  (Chart on your Skills Tracking page.)  We began work on our argumentative writing on the unit essential question.  Pick up a score sheet and read the instructions.  Additionally, before starting the "writing," you need to organize your themes and evidence either by creating an outline or color-coding the items directly on your E.Q. page.  The structure of your paragraph is critical to this type of writing! ; )  See me for help along the way; I am always happy to answer specific questions.  We'll be in the lab tomorrow and on Monday, also.  (Note to add to your score sheet as notes to self:  When you are done with the whole paragraph, you will use your "Edit My Writing Now" handout - go through the 5 steps with highlighters.  Make needed edits.  Then, when you have your true final draft, highlight that one, also for text structure.  You need to submit the final draft also to turnitin.com (NO highlights, please, on this one).  Due date is next Tuesday at the start of class. 

U.S. History

Socratic discussion today about topics related to our work with "Hamilton."  If you were absent, pick up a make-up work page from the tray at the side of the classroom.

KCC

We finished the Hamilton Context & Lens assessment (scored skill work).  The few students who needed more time are welcome to come in during Advisory to finish.  Students then prepared for tomorrow's Socratic discussion -- make sure you have your Hamilton listening notes (song-by-song), the 2 post-listening questions you answered at the end of your listening notes, the intro notes you took on a sheet of your own paper before we began the CD listening (during the White House introduction), and the bit of info from the fact-check handout given after we listened.

World History

Socratic discussion over the Essential Question -- a scored skill performance that helps the students prepare for the scored argumentative writing on the E.Q. that will begin tomorrow.  If you were absent, pick up a make-up work sheet from the tray at the side of the classroom to earn points for the Socratic Discussion.  

U.S. History

In first hour, we finished viewing the last 10 minutes of the "Shay's Rebellion" episode (w/ C.Q. pages).  In all hours we finished the Hamilton Context & Lens assessment (scored skill work).  The few students who needed more time are welcome to come in during Advisory to finish.  Students then prepared for tomorrow's Socratic discussion -- make sure you have your Hamilton listening notes (song-by-song), the 2 post-listening questions you answered at the end of your listening notes, the intro notes you took on a sheet of your own paper before we began the CD listening (during the White House introduction), and the bit of info from the fact-check handout given after we listened.

KCC

Our regular unit activities are post-poned a day due to Mrs. Cluver's illness. Today students worked on their textbook reading and note-taking.

World History

Our regular unit activities are post-poned a day due to Mrs. Cluver's illness. Students set up a new C.Q. page -- "Urban C.Q." and added questions to it while viewing the next episode of "Bizarre Foods" (South Africa).

U.S. History

Our regular unit activities are post-poned a day due to Mrs. Cluver's illness.  We did a drop-in lesson of viewing the next episode of "10 Days that Changed America" while adding to our Curiosity Questions page.

KCC

Homework reminder -- reading/notes due Thursday.  Context & Lens as detailed in U.S. post...

World History

Research is due today!  Communal argumentative writing about the essential question was returned to students -- feedback timed to prep for the next writing assignment.  Record your score, read over the feedback on the score sheet and on the paragraph, and please see me for a "writer's conference" if the written feedback alone doesn't have you already confident for our next writing.  Add to your "Writing Notes to Self" page based on this new round of feedback.  We reviewed a bit the Unit-Closure Work Packet, again.  Planning ahead -- Socratic discussion tomorrow and writing then begins on Wednesday.

U.S. History

Students worked independently on a scored skill assessment -- Context & Lens about "Hamilton" -- to read and consider what the history experts have to say about the musical and the man.  This will be finished in the beginning part of class tomorrow.

KCC

See U.S. post.  ; )

World History

Research!  We spent 45 more minutes of focused time-on-task (for a total of 60 min.)...follow the instructions as distributed and discussed/reviewed yesterday.  This work is due at the start of class on Monday. ; )

U.S. History

We finished "Hamilton" (with our listening notes).  On the back page, also answer these two post-listening reflection questions:  1.What person from the story do you feel/think is the most inspiring OR interesting?  And why?  2.What did you learn new about early U.S. history?  Now, be mindful there is fact-checking to do, and so, on your C.Q. page add the name of the person you listed for question #1.  Pick up the handout "A Bit of Basic Fact-Checking" and follow the instructions there.  (Just for a light moment, there is a clip on Youtube of the Chicago Hamilton cast singing "Go Cubs, Go!" after curtain call on the day following the World Series.)  Monday we'll begin scored work for "Context/Lens" to see what the scholars have to say about "Hamilton" and the founding era.  Then, Tuesday or Wednesday we'll have a scored Socratic Discussion over our many notes, thoughts, and questions about the founding (New Republic) era based on what we've learned so far via our "Hamilton" explorations.  (Then, different sources will be introduced to address remaining key items for this era....)

KCC

Homework reading reminder -- pp.191-223 by next Friday -- 12/1.  Hamilton continued -- please see post under U.S. History. ; )

World History

We finished our Unit-Closure Work Packet review/practice quizzing and packet editing (where needed).  We then reviews the criteria and instructions for quality work on Curiosity Research (see previous scores and feedback, the 1/2-sheet score page, and the full-page of tips and tricks from the start of the year that we keep using).  We went to the lab to begin our time-on-task research -- 20 minutes today.  We'll have another 45 minutes tomorrow for a total of 65 minutes of research.  

U.S. History

We continued our listening analysis of "Hamilton" -- through ACT II, song #15.  So, we'll finish the last 8 songs tomorrow and begin the follow-up contextual analysis with scholar's articles and interviews.  I did, after another round of prudent reflection and research, find an edited-for-the-classroom CD set of "Hamilton." While that doesn't change what I have access to for finishing up this year's listening, I want to clarify, again, that the periodic bits of crude language, while used for artistic expression, are edgier than what I'd normally allow in classroom resources. I realize the original is being used widely at the high school level and modern music has genres with far more rough language, but, as an old teacher lady, I like to be careful with classroom materials. ; )

KCC

KCC course evaluations were conducted.  Hamilton!  (See U.S. post for Hamilton...)  

World History

3rd hour -- pull E.Q. bullet point notes about the Natufians onto your E.Q. page.  We went over the remaining agenda for this unit of study (Monday and Tuesday = research; the following Monday = share/turn in research; scored writing on Communal returned and discussed; more UCWP review of content; Tuesday Socratic discussion over the essential question; Wed., Thurs., Fri., end-of-unit argumentative writing on the essential question).  Today we then finished the UCWP and did our first round of structured, in-class review of it.

U.S. History

Hamilton continued -- the rest of ACT I and song #1 of ACT II.

THURSDAY -- KCC

New homework reading -- pp.191-223 due in two weeks (12/1).  We checked in about how the readings are going and if any more tips and reteaching is needed/wanted.  See U.S. blog post for Hamilton instructions...  ; )

THURSDAY -- World History

We viewed the first 2:05 and then the last 25 minutes of the Natufians DVD to record notes on the provided notes packet.  See me to schedule a time to make up this viewing.  Be sure to add the necessary few notes on the map page -- those few map notes can be copied from a reliable classmate.  Work collaboratively, then, to pull E.Q. bullet points about the Natufians onto your E.Q. page.  Then, work collaboratively to finish the UCWP.

THURSDAY -- U.S. History

We took notes on key themes and information while listening to the Hamilton soundtrack -- through song #11 of Act I.  

KCC

Students collaborated on their homework notes.  We then worked with "Hamilton" -- see details in the U.S. History blog post below...

World History

Self-score our two recent "circles" (Reading Claim & Evidence) pages by use of my key on the SMARTboard; we discussed the content and skills process each hour.  We began collaborative work on the Unit-Closure Work Pages for this unit to begin organizing key ideas before going further -- complete page 1 and also #2 & 3 on page 2.  On to the fourth Agri-culture case study tomorrow...

U.S. History

Hamilton!  We viewed a ~8:00 minute intro to their performance at the White House that gives good context for the musical in terms of contemporary society and pop culture as well as historical relevance -- take down some bullet-point notes of this context.  We then viewed the 4-minute video of Lin-Manuel Miranda performing the opening number as Aaron Burr in 2009 at the White House as a visual, energizing introduction to the production.  (Email me and I'll reply with a Google share of the two videos.)  Two maps were provided, color-coded, and notes added and discussed (pick up these handouts and connect with a reliable classmate).  To further help us with this auditory journey (to begin tomorrow with a note-taking packet), a list of characters (historical figures) with key descriptions was distributed -- we discussed and added clarifying notes where needed.  Reminder: there is some derogatory Revolution Era language used in some of the songs in reference to Hamilton's social status as a child of an unwed mother.  This was specified as an example on the parent/guardian permission slip at the start of the school year.  (This language is used for historical tic effect in painting the picture of Hamilton's insecurity and engine for ambition; it is obviously not terminology appropriate to throw around casually outside of that context.)

KCC

Homework reminder -- reading and notes are due tomorrow.  See the write-up for U.S. History ; )

World History

We went into the lab to finish the Maasai work page from yesterday (begun last Tuesday).  Please, finish for homework if needed; passes to the lab during Advisory are available.  Students collaborated to identify themes for their E.Q. note pages and then stapled the Maasai paper (details/evidence) to the back of the E.Q. page.  We then finished our collaborative work on the two "layering-to-later" articles about the Maasai and cell phones and about the ancient Hebrew roots (and other causes) of the Israeli-Palestinian conflict...completing Claim/Evidence ("circles") work pages in our groups for skills practice and for securing information.  Finish this, also, for homework as needed -- we'll discuss the keys, self-score, and get help on this skill in class tomorrow.

U.S. History

We finished our collaborative work on note-taking (for BOTH E.Q.s) from the Gilder Lehrman article (see 1/2-sheet of instructions).  Finish this for homework as needed.  We set up a paper for some context & lens information about the Broadway smash hit "Hamilton," which we will use as an auditory source of information and analysis.  (We'll follow up our listening and analysis with a scored Context/Lens follow-up assignment using articles from various scholars.)

KCC

Round 3 of Crash Course..we finished the Audio-Visual Claim & Evidence assessment.  Please, set up a time to make up the work if you were absent.  Reminder -- reading homework is due Wednesday.  We worked collaboratively in the lab to read and take notes from the Gilder Lehrman article "Unruly Americans..." -- to be finished in class tomorrow.

World History

The Context/Lens work and the Reading Claim/Evidence work (both about the Hebrews case study) were returned with scores.  Chart your scores, edit the work as needed, and as always, see me with any questions you might have.  Pull E.Q. notes from both of these items onto your E.Q. page to use in your writing later.  We then went into the lab to continue our work on the Maasai case study -- to be finished in class tomorrow.

U.S. History

We finished the third and final screening of the Crash Course episode for a scored analysis (Audio-visual Claim & Evidence).  If absent, be sure to see me to set up a time to make up this assessment.  We then went to the lab to read an on-line article from the Gilder Lehrman Institute, "Unruly Americans in the Revolution" -- reading with note-taking on the two (2!) essential questions for the unit; this is collaborative work...to be finished in class tomorrow.

KCC

SAT practice test.

World History

Pick up a 2-sided handout of "circles pages" and the 2-article packet.  Complete the work pages for the articles.  This is excellent practice for the "Reading Claim/Evidence" work before we do another one for a new score, and this work also pulls for you the content you need that makes connections between the ancient Agri-cultures of our studies to a couple of contemporary topics.

U.S. History

SAT practice test!

KCC

Students collaborated on the big ideas and themes from their assigned reading homework.  The next at-home reading and note-taking is for the next chapter -- due next Wednesday.  We continued the analysis of the Crash Course video -- to be finished in class on Monday.  (SAT practice test is tomorrow.)

World History

Students worked collaboratively to pull E.Q. notes form the short article about Hebrew clothing.  On Monday, when I return the scored work on the Reading Claim/Evidence and on the Context/Lens about the Hebrews, we'll add more bullet points together.  For the rest of today we moved on to our next case study: the Maasai!  I read aloud the children's story "14 Cows for America," and then we went to the lab for students to work independently on the assigned web quest "Maasai" (pick up an instruction sheet).  (The Web quest will be continued in class on Monday.  Tomorrow, when I am proctoring a section of the practice SAT with the juniors, a teacher will cover my two World History classes during which time the next piece of work for the unit will be undertaken...the lab is not available both hours due to the SAT schedule/locations.)

U.S. History

We continued our analysis ("circles" page) on the Crash Course video.  If you were absent, see me to set up a time to make up this scored work.

KCC

We took a peek at our Mental Map Timeline and had further discussion of a new handout "1607-1776."  (See me or a reliable classmate.)  I provided a quick-read handout about Colonial Williamsburg and then we got into some videos and other work -- for those details, please reference the "U.S. History" post for today.  ; )

World History

We did a primary source close-read for a Context/Lens score.  (Careful reading of scholarly context on the ancient Hebrews' text "Deuteronomy," and then passages of that primary source text...while providing precise and thorough answers on the question page.)  If you were absent, see me to schedule a time to make up this scored skill work.  

U.S. History

We set up our new C.Q. page and a 2-page E.Q. packet (2 questions this unit!)  See a reliable classmate.  We screened "Dirty Out Back," "Market Houses," "Women in Trades," and "Interpreting African-American History" 4-5-minutes videos from the Colonial Williamsburg website.  (Go to History.org, select "multimedia," then "video," then "video vodcasts."  Add curiosity questions to your C.Q. page while viewing.  (A flavor of daily life in the cities in the late Colonial era...leading toward Revolution.)  We then jumped to the big, philosophical picture with a Claim/Evidence analysis work page ("circles") for a Crash Course video about the U.S. Revolution -- to be continued in class tomorrow.  (If you were absent, see me to schedule a time to make up the video work.)

KCC

Metacognitive writing is due today.  Homework reminder -- pp.128-160 reading and notes are due Tuesday.  We finished our work-through/reteach on the Nash article with finding the thesis parts in the intro and conclusion of a scholarly article.  Then, the remaining time was provided as a choice for studying the Unit-Closure Work Packet or working on the reading assignment.  Monday we will begin in-class activities for the new unit!

World History

We finished the Benner article analysis (Claim/Evidence skill for a score -- "circles" page.)  If you were absent, see me to set up a time to come in to complete this work.

U.S. History

Review Game final rounds and prizes!  We transitioned to our new unit -- A New Republic...Revisit (look over) your Mental Map Timeline, pick up and look over the new handout "1607-1776," & pick up and read (while underlining key points) the handout about Colonial Williamsburg.  1st hour students you need to go to www.history.org, then click on "multimedia," then on "video," then "video vodcasts."  Scroll through to find the "Dirty Life Out Back" 4-minute video and watch.  (Other hours will see this on Monday.)

KCC

Writing is due today.  Homework: an easy metacognitive writing (see 1/2-sheet) to do for tomorrow, and then 128-160 text reading with note-taking due Tuesday.  In class today I returned the Nash reading claim/evidence work pages w/ scores and feedback (some written, some oral) and we began to go through the intro and conclusion to gain clarity on finding the themes of the writer's thesis -- to be finished in class tomorrow.  (We also began some review/studying of the Unit-Closure Work Packet -- to be finished in class tomorrow.  A student question about the Nash work caused us to pause from studying to back up and do the thesis re-teach activity.)

World History

Finish taking notes onto your E.Q. page from the packet we began yesterday.  We then began a Claim/Evidence analysis page (ciricles) with the aid of a 1/2-sheet entitled "Claim & Evidence Tricks."  This is individual, scored work; if you were absent, see me to set up a time to make up this work in my room.  We'll finish it in class tomorrow.

U.S. History

We finished our quick-review-and-practice-quiz steps with the Unit-Closure Work Packet and then began our review game!

KCC

Writing day.  Papers are due tomorrow.  Be sure to use your "Edit My Writing Now" handout.  The final, final printout will also be highlighted to show text structure -- staple your score sheet to the top of it and give yourself a score before handing it in.  Also, submit it (UNhighlighted) to turnitin.com.

World History

Collaborate to pull 5-7 bullet-point notes from the Catal-Huyuk note page onto your E.Q. page, see if you have any themes to add, and also questions onto the C.Q. page.  We began work on our next case study -- Ancient Hebrews.  Pick up a map handout and look it over -- keep it.  Read the "Chapter 3" packet and add bullet point notes to your E.Q. page.

U.S. History

Metacognitive writing is due today.  Reminder the E.Q. writing WAS due yesterday...some folks have yet to turn it in.  Individual reminders were given to students about missing Research as the other students' research was returned to them.  Reminder -- you can correct your research and resubmit it to improve your score if needed/desired.  We continued out review of the Unit-Closure Work Packet.

KCC

Writing day!  (Essays are due by the start of class Thursday; we'll have one more day in the lab tomorrow.)

World History

20 more minutes on the Catal-Huyuk website with note-taking.  We then came back to the room, collaborating in our groups to share notes and add to our pages.  With the remaining time we did a review with practice quiz over our Mental Map Timeline and Outline of Popular details.  

U.S. History

Argumentative paragraphs to answer the essential question are due today -- highlighted for text structure and with score sheet stapled to the front.  The paragraph should also be submitted already to turnitin.com (unhighlighted).  The metacognitive writing (see 1/2-sheet instructions) is due tomorrow.  Students completed a self-assessment in red ink/pencil/marker on their Skills Breakdown page, updating it from when we last self-assessed at the end of the last unit.  Folder cleanout!  Take all of your "Current Unit" papers and sort them out by skill.  We began structured review of the Unit-Closure Work Packet (parts 1 through 4; focusing on 1 today)....to review and also to check (and edit) where needed.  (This packet serves as a sizeable portion of the final exam.)  More review tomorrow!

KCC

HW reading reminder -- due Friday.  (Big picture thoughts for students -- as we work on this challenging writing and our next reading assignment comes due, communicate with me if it gets to be too much.  Yes, it's a college class and some stress and "kick it in gear" is appropriate, but should things become genuinely overwhelming, just talk with me.  When REALLY needed, I can definitely make adjustments.)  Writing day in the lab today...we'll be back in the lab tomorrow with a projected due date for the papers set for Wednesday.  Curiosity research w/ scores and feedback was returned to the students with clarification that they can edit, improve, and/or add to their research and resubmit it to improve the score, if needed/desired.  (Many of the research scores were very good.)

World History

We began work on our first case study -- a sedentary village agri-culture, the Catal-Huyuk.  Pick up an instruction sheet and work at it online for 40 minutes.  We'll be back in the lab tomorrow to add additional time and more notes.

U.S. History

The final lab day for the argumentative writing on the essential question.  When finished, print, and then use highlighters to follow the instructions on your "Edit My Writing Now" handout.  Edit whatever you find in that process that needs improving.  THEN, print your true final draft and highlight this to show the core thesis concepts and text structure -- submit with your score sheet (self-score) by the start of class tomorrow.  Be sure, also, to submit it to turnitin.com UNhighlighted.  Pick up the "Metacognitive Writing" 1/2-sheet -- a quick, easy assignment due by the start of class Wednesday.

KCC

Reminder -- reading homework is due next Friday.  Today is a writing day!  (Lab time)  First, however, I added a few more "notes to self" for them for their writing, provided a handout with guidelines for using quotes and excerpts, and a new handout for use once they are "done" with their essay -- "Edit My Writing, Now."  We'll have more lab time in class on Monday and Tuesday, and the final essays are due at the start of class on Wednesday.  (The final draft of the essay will also be highlighted to show intended text structure; also submit UNhighlighted to turnitin.com.)

World History

We finished viewing the N.G. DVD.  We then went to the lab to begin work on the Catal-Huyuk case study; pick up a work page with instructions.  We'll have more time in the lab on Monday.  For make-up work, if absent today, spend ~30 minutes on the Catal-Huyuk at home (once you have the instruction page) so that your total exploration time is adequate.  ; )

U.S. History

Writing day!  Once you've "finished" your E.Q. argumentative paragraph (using your many helper pages), then print it and use the "Edit My Writing Now" page -- step-by-step.  Then, go in and make those necessary edits!  ; )  When done, you will print your true final draft; highlight this one, also, to show your themes and text structure and turn it in with your score sheet once you've self-scored in something other than black pen.  Submit this paragraph, also, on turnitin.com.  We will be back in the lab for one final work day on this.

KCC

Students each shared a small piece of their research with the class and then submitted their entire packets of research for scores.  Finish work on the outline and then begin transforming those ideas and evidence into a written paragraph.  To aid the process, students' were asked to review their old group work paragraphs with feedback and their "Writing: Notes to Self" page.  Additionally, we color-coded a pseudo-sample paragraph to create a visual structure for argumentative writing.  The score sheet was provided to the students and discussed.  (There will be a few more insights shared tomorrow, and then we'll be in the lab to type.)

World History

We continued screening the National Geographic DVD.

U.S. History

Finish work on the outline and then begin transforming those ideas and evidence into a written paragraph; we were in the lab.  To aid the process, students' intro "What is History" paragraphs were returned with individualized feedback; add these scores to your skills tracking page.  Add personalized reminders from this feedback onto your "Writing: Notes to Self" note page that we began on Wednesday.  I had everyone also add notes to selves about "tightening" the writing (being concise), using 3rd person formal voice, and using more evidence (show with details).  The score sheet and a helper page "Edit My Writing Now" were provided to the students and discussed.  We'll be back in the lab tomorrow to finish.

WEDNESDAY -- KCC

Writing prep -- individual work to organize thoughts in outline form for the end-of-unit argumentative writing on the essential question.

WEDNESDAY -- World History

We viewed the first 45 minutes of "National Geographic -- 30 Years of N.G. Specials."

WEDNESDAY -- U.S. History

The substitute teacher finished with the distribution, highlighting, and discussion of the Target handout and the Winter handout -- to help us prep for writing. The outline work page was distributed, also; use this to make your decisions and organize your ideas for an effective paragraph. 

KCC

Research day!  Have your read and highlighted/underlined articles ready to submit by the start of class tomorrow (along with verifications of credentials and score sheet).

World History

We finished our structured review of the Communal UCWP.  We went through a short slideshow about the power of language as a early-in-the-year frame of reference.  We then began our next unit -- on Agri-cultures...Add a couple of notes to the Mental Map Timeline (see a reliable classmate or me) and set up your E.Q. and C.Q. pages (see classmate or me).  

U.S. History

Students shared one of their research facts and source credentials.  The research was then collected for a grade.  We began working toward our E.Q. argumentative writing...We talked through a quick plagiarism slideshow and made a note on a new note page we set up: "Writing: Notes to Self," and I also demo'd how to take short notes from a reading.  Pick up and complete the "Target" writing sample handout and check it in with me or a reliable classmate.  The "Winter" "Writing Tutorial" handout was distributed and discussed; we did some color-coding and markings on the back side -- see a reliable classmate or me.  We'll finish the markings on the "Winter" paragraph tomorrow.

KCC

We checked in on Part 4 of the UCWP and 20 minutes of class provided to finish the pages (finish for homework as needed).  We then went to the lab to do curiosity research -- use your 1/2-sheet score page and your full-sheet tips/tricks (highlighted) page.  We'll be back in the lab tomorrow for a full period of research -- due first thing Wednesday.

World History

Metacognitive writing is due today.  We discussed the answers to the "minions poster analysis" and prizes awarded.  We had a structured review of the UCWP vocab -- study time and practice quiz questions...students were encouraged to make edits onto their UCWP each time we went over "quiz" answers so they have exactly what they need for when it is time in January to study, again, for the final exam.  

U.S. History

Research day!  Use your 1/2-sheet score page for instructions, and use your whole-sheet tips & tricks sheet (that we highlighted and used last unit) to get to those experts.  Expert creds AND quantity of material matter. ; )  Have your read (and highlighted/underlined) articles ready to turn in by the start of class tomorrow.

KCC

HW reminder and date change -- the next section of text reading and note-taking will now be due Friday, November 4th.  We finished the Claim/Evidence ("circles") analysis page on the Nash article for a score.  Take E.Q. notes (and C.Q. questions) from the two articles provided on the topic of slavery, and do the same on the 8-minute clip from the film Amistad that depicts the Middle Passage -- warning: the clip depicts the gruesome voyage.  Prepare yourself before viewing.  Students began work on part 4 of the Unit-Closure Work Page to close out the study guide portion -- finish for homework as needed.  We'll be in the lab on Monday to research.