Day #6 Thursday 3/12

Now it’s time to focus on the event(s).

Task 1: Color code your story. As a groups scan the story and highlight
three parts using the color scheme below:

Pink-Exposition either background on your soldier or background on the battle

GREEN-Rising action All of the exciting parts-the parts that are the
action of your story

BLUE-Falling action everything that happens after including what
happens to your soldier and what happens in a military sense.

If the focus is on the rising action we need to determine the start(THE INCITING INCIDENT)
and the finish of it (THE CLIMAX).

As a group identify climax--find that spot in the story and draw a thick line under it.

Now identify the inciting incident and draw a thick line under it.

Reread the middle now-(the action between the inciting incident and the climax). Place
events from that portion on stickies.

Place stickies in order on the rising action part of the plot diagram you have drawn.
Think about the ordering of the info. How will you tell your story?

Now sit with each other in front of your diagrams and retell the story with dramatic flair. 

HW: Read your WWII books or work on your IR project.

Day #5 Wednesday 3/11

Day #5:
Let's start with a highlighting activity:
Pink-Exposition either background on your soldier or background on the battle

Take out your EXPOSITION paragraph relating to the battle your soldier fought.  Please read each others’ paragraph and look for similarities and differences. Look for strengths and weaknesses.  

If your group feels there is still important WWII information missing take 15-20 minutes to investigate your topic using the books in the class.  

By the end of the first period your group should have a FINAL version of EXPOSITION that deals with specific military historical context. Place this final version on a google doc you are naming Final podcast (your names). Share it with me. 

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Are there are other parts that need to be included in the EXPOSITION?  Yes!

You have set the military context for the US being there, now you have to introduce us to your soldier. Who is he and how does he end up being in the situation that is about to face him? What other background information will make his story more interesting? Re-read your story for that information.

It’s time to put that important background information on sticky notes.  Some groups may have 2-4 pieces of evidence while others have 5-7. It truly depends on the story you read.  

Decide which personal background information needs to be included in the EXPOSITION?  Organize the stickies. Determine which should come first, your soldier’s background or the military background? Place stickies in order you will retell.  Now, your plot diagram should include all of the context necessary to understand the magnitude of the story we are about to hear. WRITE THIS OUT on your final podcast document.

HW: Finish the whole exposition. Military and soldier background.

Day 4 Tuesday 3/10

Day #4

Today we will continue to master our MAIN stories. We will focus on the EXPOSITION of the plot summary.

Step #1 → Watch 2 videos on your battle/area and read a description. (See below for links)

In your group, discuss the answers to your questions from yesterday’s second reading.

Be prepared to answer any key question from your teacher-mentor. (5-7 minutes)

Step #2 → Start to organize your Plot-Summary Diagram.

First, identify the major conflict (place it in the upper left hand corner of your diagram)

Then, as a group fill in the Plot Diagram for the EXPOSITION. Use sticky notes to complete this part.

Your job is to establish all of the necessary information for setting. What has happened in the war prior to the action? Be sure this is framed in a way that places the US at the forefront. Where geographically is the action going to take place?

Finally, in paragraph form under your notes from yesterday write the context portion of your podcast. The part that reveals setting in context of the war and geographical context.


                                                                                                                                       

Use one of the books from up front to find more information on your topic.

Use this timeline to help place your event in context and see some real footage

Find your soldier below and click on the link associated with him to learn even more about your topic

Walk-D-day 1944	https://www.smithsonianchannel.com/videos/the-battle-of-normandy/12190
Spillman Guadalcanal 1942	https://youtu.be/4VzCTvSQ4JY
Yatsu Poston Internment camps	https://www.smithsonianchannel.com/videos/children-in-internment-camps-a-japanese-americans-reflection/62364?auto=true
Currey Ardennes Sept. 1944	https://www.youtube.com/watch?v=8a8fqGpHgsk
Boyle Bros Okinawa 1945	https://www.youtube.com/watch?v=v3Lbv0K8gCs
De Blanc Solomon Islands 1943	https://www.youtube.com/watch?v=4VzCTvSQ4JY
Murphy Ardennes 1945	https://www.youtube.com/watch?v=8a8fqGpHgsk
Rebstock  Iwo Jima 1945	https://www.smithsonianchannel.com/videos/capturing-this-mountain-was-key-during-the-battle-of-iwo-jima/63089?auto=true
Urban D+4 June 44	https://www.youtube.com/watch?v=7XP7OHf06YQ
Corbin Battle of the Bulge Dec 1944	https://youtu.be/8a8fqGpHgsk
Kelly Altavilla, Italy 1943	https://www.youtube.com/watch?v=ZJ0zYkv7Rmc
Poncio Bataan 1942	https://www.youtube.com/watch?v=1bBExRw1a6A
Moses Tokyo firebombs 1945	https://www.smithsonianchannel.com/videos/how-napalm-bombs-intensified-us-attacks-during-wwii/62737?auto=true

HW: Finish the paragraph of contextualization and continue reading your WWII book or working on your project.

Day # 3 Monday 3/9/20

Day #3

Please take out your stories. Talk to each other about your story.

Write your reaction to the story on the worksheet Be sure to include what you find most
interesting about this story and why you find it interesting. Tell how you feel as you finish reading the
story. Include any questions you have. This must be no fewer than 7 well written sentences that
express authentic reactions.

Now, as a group, re-read your story out loud. While reading, record any questions you
have. Be thinking about the history that you don’t know that might enrich your
understanding of the story.  For each paragraph write down 2-4 key words/short phrases
that help us understand the story.  

Second half of block:

Split up questions fairly in group.

Make a copy of this document name it by replacing “copy of” with your names and
share it with partners and me. 

Use resources to find answers, record them on the workspace.

Each group member should record what they find in a different row.

Be sure to put a link or name the source in the first column

Last 10 minutes will be spent sharing your information with one another. 

HW: Be sure you know the story well by tomorrow and read your WWII books/work
on IR project.

Day #2 Friday 3/6

1. Finish diagram of Daniel Inouye
2. Set up to listen to AKA podcast 
3. Listen
Students in small groups given tasks for the listen through
Report back
Discuss podcast
4. Investigate 13 choices
5. Choose stories/partners
6. Read your chosen story and annotate.

HW: Complete the reading of your story and read your WWII books.

Day #1 Thursday 3/5/20

Day #1:

Class compilation of Tips and Tricks we learned from Double
Blasted and Fugo

 Edward Carter Story

Beginning of the Story → Middle of Story →End of Story 

Large group discussion of  the whole story of Edward Carter. Decide on the most
important details to include in a diagram of plot. Arrange and record on board.

What we will do in Clarklisto WWII Podcast:

* Investigate/Research a WWII Story (with a group)

* Re-Tell that story in an interesting way.

* Find other stories that are part of the main WWII story

* Investigate a story (individually to add to the story)

* Add the 3 individual stories to the main story for a completed WWII podcast

* Listen to your classmates' podcasts as they listen to your podcast

Daniel Inouye

Groups diagram plot of Inouye’s story on this handout

Large group share--ideas recorded on board.

HW: Read 20  minutes with post its in your WWII books, or work on IR Project

Friday 12/13

Checklist:

• Are your lyrics complete?
• DO you have a catchy title?
• Have you underlined all the historical content? 
• Have you highlighted the primary document information in your song?
• Have your highlighted the matching information on your primary source in green?
• Have you found and highlighted the sensory imagery in yellow
• Is all figurative language highlighted pink    * Note, figurative language includes simile, metaphor, symbol, hyperbole, onomatopoeia, allusion, alliteration

Do you have enough history? 3 references to primary source? Enough sensory detail(3-4)? Enough figurative language (3-4)?

Now proofread your song (DO you hav the spelling/grammar tool turned on in chrome?)

Capitalize all proper nouns (Brooklyn Bridge, John D. Rockefeller, Triangle Shirtwaist Factory)

Run spell check and pay attention 

Now print your lyrics so each of you has a copy.  (consider File make a copy and eliminate the highlights on the copy NOT NOT NOT on the original)

Pull up your beat and PRACTICE, PRACTICE, PRACTICE, PRACTICE

Recording Process explained

Sign up to record your songs

Thursday 12/12

Today you will:
1. finesse your lyrics
2. Pen a chorus
3. Craft a title
4. Mark up your lyrics and practice a beat.
5. Possibly practice the song

* Mr. Clark and I will make our way around to conference with you about your final song. We will provide suggestions to help you finesse the lyrics. While waiting for us, you should listen with the beat and determine if changes need to be made.

* If you feel the message of your song is a little unclear or that the song seems a bit unorganized, you should consider writing a chorus in that will tie it together. FINAL, FINAL!

* You need to come up with a catchy title for your song. It should be original and reflect the theme of your song. Avoid the boring restatement of your topic. Type this title at the top of your final draft--center it above your lyrics.  Add a by-line after it. (Ex. Carlisle Indian School - Song Title "My New Reality"

* Now find all the historical content in your song and underline it

* Highlight primary document information that appear in the song.  This needs to occur a minimum of THREE times.

* Find find the sensory imagery in your song and highlight it yellow

* Find figurative language you have in your song and highlight it pink* Note, figurative language includes simile, metaphor, symbol, hyperbole, onomatopoeia, allusion

Now print a copy of your lyrics for each of you--be sure the font is the size you want it to be. Practice with the beat practice practice.

What should be the name of our Class Musical on the Industrial Period? Submit a name using the form below. Teachers will choose FIVE best submissions. We will have a realtime class vote. The winning name earns 1 extra point on their overall grade. "Competition Breeds Excellence"

CLICK HERE

Wednesday 12/11/2019

Today we will focus on finding pictures and settling in on a beat.

Step 1:
Add Phase 6 and Phase 7 to your workspace by highlighting and copying and pasting the info from this doc onto your workspace under Phase 5 that you added on Monday.

Step 2:
Follow all directions that you just copied and pasted into your workspace. Phase 6 requires you find pictures to display as your song plays.
Step 3:
Complete phase 7 which prompts you to find and link the beat you intend to use.

HW: A minimum of 3 photos need to be found and link table filled in on workspace, your beat needs to be chosen and linked on workspace

Tuesday 12/10

Time to put your thinking caps on and help make everyone's song better.

Be sure your pink paper has your names, the topic of your song and the stanza number on top. Place it on the center of your table.

We will now walk around and give feedback: 
1) What words work?
2) What rhymes work?
3) What rhymes are forced?
4) Is there enough feeling/emotion?
5) Where is it too textbookish?
6) Where are you confused?
7) What is awesome and must stay?

You must make ONE comment on each pink stanza (please initial).

Now it's time to bring this stanza to its final form by typing it on the final draft document you started yesterday.  

By the end of block 1, you should have two stanzas finalized.  

Block 2 - Write the rest of the song.

HW - Have a FINAL DRAFT of the whole song on the google document for class on Wednesday.

Monday 12/9

Let's see how much Yawp you can add!  We will separate into smaller groups and workshop a stanza.
Choose a stanza that you want feedback on. We will split into groups and provide feedback for each other.
WORK TIME

You must submit your finalized stanza by the end of the block --This is to be done on a new doc that you name your topic and your initials--Carlisle AC KC
Link this to your workspace (this is the template copy and paste phase 5)

HW:
1)Final draft of the stanza you got feedback on today must be typed and submitted on the new google doc named topic and initials (see above)
2)Another stanza ready for feedback handwritten on the pink sheet of paper provided in class

Friday 12/6

Today's goal: Rough draft of all 4 stanzas

BLOCK 1:

Please take out stanza 1 work.
Read it with your partner--does it sound like a song? Does it have history in it?
teachers will work their way around to hear stanza 1.

Now work on stanza 2. 6-8 lines is a reasonable length for each stanza.

Remember your aim is to show not just tell.

You will need to include:

• figurative language
• sensory imagery
• research facts
• primary source facts

Get writing!

A few examples

Block 2:

Share best stanza so far

class will provide feedback

Continue writing

HW: Rough draft of song due on Monday at the beginning of class

Thursday 12/5

BLOCK 1:

• Complete the box asking-What research, key words and information from your primary source might be included in this stanza? For each of your stanzas. Use both your primary and your secondary sources for information
• indicate missing information by writing it in red colored font 
• when ALL STANZAS are mapped out and planned CHECK WITH TEACHER

BLOCK 2:

• Begin writing stanza 1 with your partner. Have your workspace up but the first stanza is to be handwritten
• By end of block Stanza 1 is to be complete. If you finish earlier than the end of the block, you may move on to stanza 2

HW: Come into class tomorrow with Stanza # 1 written out on a looseleaf sheet of paper.

Wednesday 12/4

Today, you and your partner will make many decisions about your song as you begin the planning process.  Please follow these steps very closely:
1. open your workspace
2. scroll down to the last box under Phase 3
3. open this document  Phase 4--ROUGH DRAFT PLAN
4. highlight and copy all of it (DO NOT GO TO FILE TO DO THIS)
5. paste it directly under your phase 3


Now we are ready:
1. Fill out the first 4 boxes of phase 4
2. Now, let's listen to the possible beats. (linked to word ideas in box 5)
3. Now, fill out the blue boxes--these are prompting you to think about the purpose of each stanza
After you have a general plan for each stanza CHECK IN WITH TEACHER
4. Fill out the research, key words and information from your primary source might be included in this stanza box, CHECK IN WITH TEACHER
5. Work on RD of stanza 1--handwritten or digital--if handwritten include pic of final RD in box on workspace
 HW: Complete RD stanza 1 of handwritten be sure pic is on workspace.


Beat links:
Newer beats    Older available beats

JOIN CODE  8QH3M8

Tuesday 12/3

You and your partner each wrote a version of a new interesting fact you found from reading your primary source.  Now you need to share your work with your partner.  Try to combine ideas to come up with the most brilliant, imagery filled stanza you can. must be 6-8 lines

Record your masterpiece and post it.

Notice and note--what lines are your favorites? Why? What word is a favorite? 

Who is the speaker?

Who will tell your story? Complete this handout with your partner.

Now that you think you have your narrator--revisit your lines from earlier--rewrite them from this new perspective

HW: Read 20 minutes

Monday 12/2 Day #6

On Tuesday of last week, you pasted your primary source document into your workspace. open that workspace.

Now read your primary source document with your partner. Ask questions if you have them while you are reading. This is your time to truly know this document.

Together, summarize what the document says in the box provided on the workspace. 2-4 sentences.

Identify key terms from the document that you might want to use in your song (remember white handkerchief and parapet)

New facts 2-3

Task # 2 --Word Play

We will play around a bit with sensory imagery. Choose one idea from your
notesheet that you think should be included in your song. Now you will
“freestyle” a bit, tap your inner Miranda. Use this handout as a workspace and
your ultimate goal is to produce 4-6 lines of poetry surrounding your idea. The
lines should show not tell--they should be active and image laden.  Have Fun!

Now transfer a final draft of those lines onto the colored paper we have
provided and hang your masterpiece on the wall. E

Need a jumpstart with verbs?  click here
Searching for an adjective? try here or here

HW: COMPLETE WORKSHEET--each member of group creates his/her own 4-6 lines of poetry.

Tuesday 11/26

Use this next 5 minutes to tell the story of your topic to one another. There should be a listening partner and a note-taking partner to begin. Partners should have a sheet of paper out and take notes on the story as it is being told. Switch roles and now the new partner tells the story and the listening partner fills in any new information from the new partner on the sheet of paper.

Now get a computer:
Open to your "musical workspace" and identify what you missed in the retelling of your story.
Use the next 10-15 minutes to look over your notes and article to make sure you have the story of your topic down and to be sure you can answer the questions asked on the document  CAN YOU ANSWER THESE QUESTIONS?

Now we will assign question numbers that need to be answered individually. Each partner will get 2 questions s/he is responsible to answer. Students who are working individually will need to answer 2 assigned questions. All answers will be recorded on this flipgrid. Please read the question then provide the answer to the question.Notes are not allowed, this is all from your knowledge of your topic. Include as much detail as you can in your response.FLIPGRID LINK

Second half of block:
Mini lesson the use of  documents in Hamilton

PHASE 3:
Find your primary source on this document. It is the text listed under your topic in red. Copy and paste that primary source document (only that part of the 28 page googledoc) in the space provided. Now read your primary source document with your partner. Ask questions if you have them while you are reading. Together, tell what the document says in the box provided on the workspace.

HW: Be sure you have read and summarized your primary source document on the workspace.

Monday 11/25 Day # 4 Clarklisto Q2

On Friday you transferred ideas from your text about your assigned topic into your workspace. (Phase 1) Some of you may need additional time to complete this task.

Today you will learn more about your topic. You will spend time completing phase 2 on the workspace. This requires you to print out and read an additional article about your topic. Mr Clark and Ms. Carlisto will help you find an article if you are having a  difficult time finding one.

Once you have an article, be sure to follow all directions on Phase 2 of your musical workspace:

1. Provide a link to the article you are using
2. Highlight/Underline key words/phrases from the article.  Annotate anything that was important that was not in the textbook.
3. List 5-7 Key Words or Phrases
4. Fill in the chart (background/topic and impact)

HW:Tell someone the story of your topic,be sure your notes are complete and that you can answer the list of questions above about your topic. CAN YOU ANSWER THESE QUESTIONS? (note this is a work in progress-if you do not yet have questions listed, check back)