Thursday 10/18

LPDC Washington Trip Fall 2018 Feedback Form

Day #14 Friday October 12

Day #14 Friday October 12

Today is the final day to work on your essay. We are going to look quickly at the expectations for a concluding paragraph

Conclusion (5 Points):
Should be 2-4 sentences. The conclusion is important to restate the thesis and the claims of the body paragraphs. It simply reviews what the above three paragraphs proved.

Sample essay

All Essays due by the end of the block unless you have secured an alternate plan with Mr. Clark and Ms. Carlisto

What to do when you are "done":

• Re-read your essay to make sure it has everything that is outlined on the rubric
• Re-read your essay with an editor's eye (check grammar, spelling, capitalization and punctuation)
• Complete this survey it is worth 10 points. Consider writing all answers on a Google doc then copying and pasting them into the survey (this allows you to spellcheck AND you can save it if you run out of time unlike the survey)

HW: Be at school by 6:30 AM Sunday-Don’t forget your lunch.

Day # 13 Thursday, October 11

Day # 13 Thursday, October 11

Work day

A goal for the day is to have 2 body paragraphs completed

by the end of the block.

HW: Pack your bag and bring it in tomorrow morning

Also catch up on reading your IR books

Day # 12 Wednesday October 10

Day # 12 Wednesday October 10

Students hand in their handwritten 3rd body paragraph.
This will be graded. (Students who have not completed their
work will finish this before moving on.)

Sample essay shared with class.

DBQ handed out and students begin writing their DBQ. All
writing will happen in class.

Grading the DBQ → 50 Points

Introduction & Conclusion = 5 points each

Body Paragraphs = 10 points each

Introduction (5 pts):

Should be 4-7 sentences.  Writers can use parts of context to
assist in the introduction.  The first sentence should introduce
the time period. The next sentences should lead the reader to
the THESIS.  The last sentence is the thesis statement. The
thesis is what the essay will prove.

Body Paragraphs (10 pts):

The first 1-3 sentences needs to introduce the claim of the
paragraph and possibly explain the claim within the time period. (2 pts)

The evidence.  The evidence is the information from the
documents and other meaningful information (omi).  As the
evidence is explained proper transition is essential. (5 points)

The Connection.  The paragraph needs to clearly link the
evidence to the claim of the paragraph.  This can be done
writing the paragraph or at the end of the paragraph. (3 points)

Conclusion (5 Points):

Should be 2-4 sentences.  The conclusion is important to
restate the thesis and the claims of the body paragraphs.  
It simply reviews what the above three paragraphs proved.

HW: Read in IR books for 20 minutes.

Day #11 Tuesday 10/9

Tuesday, October 9th:

Today, we will practice writing a DBQ.  We have created a
practice DBQ that we will work through in THREE groups.  
Each group will write ONE BODY PARAGRAPH to share with
the class.

Checklist for each body paragraph:
1. Introduce the claim. Discuss the time period and the claim.
2. Provide evidence that proves the claim (this comes from the
documents). Breakdown the documents’ meaning (concisely).  
While discussing the documents you might include other
meaningful information (omi) that is relevant but not included
in the documents.
3. Connect the document evidence and (omi) to the claim and
possibly the Reconstruction amendments. In essence you are
explaining why the evidence is “good” evidence.

(Each Body Paragraph Should be 8-12 Sentences)

Write the paragraph in first ½ of block.

Class review of paragraph the second ½ of block.

TRANSITIONS
MORE TRANSITIONS

Homework:  Write a body paragraph for one of the
remaining two claims (10 Points) This is to be handwritten and turned in tomorrow..

Friday 10/5/2018

Today we will take 10 minutes to be sure we are prepared to present our paragraphs from Wednesday.
Presentations
Debrief activity


Slideshow to introduce our Alumni
Survey to record your questions for Liz and Alex

THURSDAY FIeld Trip

Today we investigated the history of Lake Placid by visiting the Historical Society.  Please click on the link below to turn your clipboard notes into answers that are complete sentences. The museum will use this data as they plan for the future.

HOMEWORK LINK--Due Tomorrow.

Day # 10 Wednesday 10/3

Day # 10 Wednesday 10/3

First half:

TODAY WE WRITE THE ESSAY!

FIRST HALF:

Break into 3 groups surrounding our THREE PROMISES DURING THE
RECONSTRUCTION ERA.  (You will be put into a topic that is new to you & you
will have a coach)

GROUP TASKS:

1. Select FOUR BEST documents

Consider: a) Choose DIVERSE documents

b) Choose documents that can be best understood

c) Choose documents that BEST support the CLAIM

    2. Divide the documents within the group.  

    3. Which order will you present the documents (tell your story).

    4. Prepare to tell the group story:

• Properly transition from the previous person’s part of the story 
• Properly introduce the topic of your primary source (contextualize)
• Provide 2-3 important facts from the document
• Connect the facts and the overall meaning of the document
•   to the claim that the promise was broken 

            (Students may use an index card to present)

Practice your presentation as a group.  Your coach will introduce the CLAIM with
1-3 introductory sentences.  Make corrections.

** Note if students are sharing a document they should break up accordingly:

Student 1 → Transition from previous presenter /Contextualize the topic / Review
the 2-3 facts.

Student 2 → Explain the connection and the overall meaning of the document to
the claim that the promise was broken and the amendments

SECOND HALF:

Each group will present their paragraph in front of the class.

Each student will be graded 1-5 points.

5- Excellent

4- Good

3 - Somewhat Unprepared

2 - Unprepared and lacking details

1 - Unprepared and lacking details with errors

HW: Catch up

Day # 9 Tuesday 10/2

Goal for first half of block:
Your condensed DBQ-like document is printed and hanging on the wall under the category to which it best aligns

Printer address is MS-336 4100

Pull up your condensed DBQ type document from yesterday

Follow suggestions given by Mr. Clark

When changes are made and you feel like it is done

Print it

Hang it on the wall under the correct category

Now let’s dig in to learn! Remember you get out of it what you put into it.

Step One (3 min):

Ms. Carlisto assigns document #s

Step Two: LEARN

(10 min) go to assigned document and read it over with the intent of understanding it and how it
relates to the reconstruction amendments. Write down at least 2 questions you have about the
document. These questions should be useful, well-planned questions that lead to a clearer
understanding of the source.

Step Three: TEACH/GROW

(10 )Now you will find the person who has been getting to know your document.
You will answer his/her questions and discuss the document.

(10) Switch roles

STEP 4: Reflect

Take half sheet of paper and answer the questions:

What are the takeaways from today's activity?

How has your thinking shifted?

Hand this in on your way out.

HW: Catch up if you are not caught up. Everyone should check his/her Schooltool account and
grades

Day # 8 Monday 10/1

Two BIG TASKS today

First task: Rate Flipgrids:

You will be handed a slip of paper with 9 #s on it. These are the flipgrids you will watch--3 from each category.

You must watch 1 assigned Flipgrid then complete this ranking sheet
After watching one, you will watch the next and then rank it --do not just watch all 9 then rank them all--watch then rank, watch then rank, watch then rank….until you are done watching and rating all 9

After you have completed watching and ranking all 9 one by one, you will need to rewatch yours and rank it.

In all you should complete a total of 10 surveys.


Second TASK: DBQ Documents


Mr. Clark will show you a DBQ document example.

EXCERPT FROM THE EMANCIPATION PROCLAMATION BY THE PRESIDENT OF THE UNITED STATES, January, 1863



. . . That on the first day of January in the year of our Lord one thousand eight hundred and sixty-three [1863], all persons held as slaves within any State or designated part of a State, the people whereof [who] shall then be in rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom. . . .



Now you need to get ready to make yours like that:

1. Make a copy of this document LINK TO DOCUMENT TEMPLATE
2. Rename it "LASTNAMEDBQDOCUMENT"
3. Share it with Ms. C
4. Now go back to your primary source and try to make it more like a DBQ document:

• Determine what you will extract from that source so it makes sense but is not over 150 words.
• You may not change any words
• When you take words out, include an ellipses (...) see example below:

Excerpt from a pamphlet prepared by Baton Rouge Committee on Registration Education in the early 1900s

“Requirements for Registration


To register to vote in Louisiana...He must as discussed above, be ‘of good character,’ ...He must also be able to prove his identity. Under the Constitution, ‘if the registrar has good reason to believe that he is not the same person, he may require the applicant to produce two credible registered voters of his precinct to make oath to that effect.’”
Actual document:




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