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• Have you underlined all the historical content?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* Now find all the historical content in your song and underline it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)

Friday 11/22 Day # 4

Hand in worksheet and your full page of writing

Choose partner. Be wise.

Let's read an overview of the Industrial Era together. while reading take notice of which topics you are most interested in studying.

What topic do you want to work with? Topics assigned.

Now let's dig in
WORKSPACE
Make a copy
Replace only the words copy of with your last name(s) then first initial (carlistoa)
Share with your partner
Share it with Ms. Carlisto
Be sure it is in your Eng 8 folder in your drive

Braindump

Complete Phase 1 Examine the textbook

Phase 2 Find another resource online -approved by Mr. Clark or Ms. Carlisto

HW: Read and annotate your new resource

Thursday 11/21 Day 3

Yesterday we spent a lot of time looking at photos surrounding the Industrial Period.  
You and your partner finished the SCAVENGER HUNT (worth 5 points of the final grade).
Today, we work individually with the provided photos.  This will be worth 5 points as well.

Sensory detail-it's the backbone of good writing.
TASTE
TOUCH
SMELL
SOUND
SIGHT

FLOWER 

vs fading flower

 vs

The glistening dewdrops on the slowly fading green leaves of the once brilliantly red geranium in my yard made me sad. Sad because summer, its warmth, its sunshine, its long days  and soft breezes were coming to an end. The deep red of the geranium flower has faded to a dull brown. The once thick green stock of the plant transformed into a woody brown stem. The kelly green leaves fading to a yellowish brown make my heart ache for one more cup of hot black coffee with the rising sun and a book in my hands.

                              SEE                   THINK                            WONDER

The smile is contagious as he hugs his favorite tree that pokes through the labyrinth of lusciously green and vibrant boxwood below. The coarse bark brushes his soft cheek, the apple blossom’s sweetness
permeates the air and his giggles warm her heart. She wonders if he will claim these days of scampering
in low hanging branches, brushing aside airy light pink blossoms humming with bees collecting pollen
and clutching a favorite branch as happy childhood memories. The bent branches, the perfectly
imperfect bones of the blossoming apple tree, the endlessly blue sky and the laughing child are etched i
n her memory. The songs of the robins, the smell of freshly mown grass and the happiness of carefree
summer days will always bring her back to this moment when all was right in the world.

Here is the THINK SEE WONDER handout.

Browse through the 39 photos in the FLICKR.  Determine which of the photos INTRIGUE you the most.
 Make a TOP THREE list. (3 minutes)

Now pare that down to a single photo that you find compelling.
We are going to ask you to get creative with sensory details so it really should be a photo that
makes you think. (2 minutes)

This handout requires a full page of writing in addition to the completion of
the table.

Now let's look at an example of the rest of the handout:

Complete table and full page of writing.

HW:
Read Chapter 20, Section 3 page 646.

Finish the full page of freewriting. Both the worksheet and the freewriting will be collected as you enter class tomorrow.

Wednesday 11/20

Day # 2 Flocabulary

Let's play with a little freestyle!

DARTH VADAR

DINOSAUR 

PUMPKIN PIE

Be ready to incorporate history:

Block 2:
Photos are powerful.  They are full of emotions and feelings.  Photos make us wonder and ask questions. Photos help tell a story.  They share an experience.

We have created a FLICKR page for you to view that has many photos from the Industrial time period.  This is the time period around which you will create a musical (more about that later).

Directions:

You need to choose a partner to work with.  This is 5% of the Flocab Q2 grade, choose wisely young Skywalker.  You and your partner will spend the class completing a SCAVENGER HUNT surrounding the photo.  Make a copy of the Scavenger Hunt save it as lastname/lastname/blockAorB

Then share it with Ms. Carlisto.

HW: Read ch 20 sec 3 in SS text, Read 20 minutes in IR books (no post its-just read), finish scavenger hunt if not completed in class.

Tuesday 11/19/19

Day # 1 Flocabulary--a few amendments due to 2-hour delay

Welcome to Flocabulary with

Block 1:

Let’s begin this creative process with a video that fills in some background info:

Seeds of Change Start at 5:30

On a half sheet of paper, write down the top three big ideas from this time period that captured your attention. Include at least one sentence with each that indicates why/what interested you.

Block 2:

(6)We have been studying poetic devices for a time in English. 

Let's see how they are employed in song writing by listening to 

Cats in the Cradle by Harry Chapin 

Now we will separate into groups to begin unpacking the literary techniques used.

(2)First question all groups tackle-what's this song about?

(10)Each group discusses answers to assigned questions

Large group share findings and large group elaborates

On a half sheet of paper, write down 2 interesting ideas uncovered or something that was said that you agree/disagree with but hadn't thought of before.

HW: 

1. Read IR books for 20 minutes
2. Read section 2 chapter 20 (starts on page 642) 

Friday 10/18

PERIOD 1 of BLOCK:

You have just spent much time writing 4 paragraphs of your 5 paragraph essay. Let's take some time to talk about the final paragraph. Once the lesson is done, you will need to craft your own conclusion.
Slideshow guide

The goal by the end of the block is to have your essay DONE!



PERIOD 2 of BLOCK:

You have just completed the first of 4 CLARKLISTO projects. Undoubtedly you have learned through this experience. We want you to reflect on the process and document what you have learned. You will write a reminder note to yourselves that documents your takeaways.The following procedures will be followed:

• Groups of 2-3 students will assemble with their essays in hand
• Each student will read his/her essay to the partner(s)
• Students will have a discussion around the reflection prompts
• Students will take 5 minutes to document their take-aways you have the choice of either writing a letter to yourself or creating a flipgrid to view later.
• I will collect the letters and redistribute them before the next Clarklisto.

THIS WILL BE GRADED FOR SUBSTANCE--be sure to be authentic, genuine and provide yourself with meaningful reflection.

Mr. Clark will discuss test format if time allows.

HW: Be here by 6:30 Sunday morning and if you didn't read all week, be sure to find an hour to read (take post its too).

Thursday, 10/17

Today we finish the 3 body paragraphs and discuss aspects of our DC Trip in more detail.

PERIOD 1 of BLOCK:
Finish all three body paragraphs.  If you finish you can quietly read.  If you are going to re-write body paragraph #1, you can use any extra time to work on that as well.

PERIOD 2 of BLOCK:

A tour of George Washington University by a Lake Placid Alumi Laurel Miller (Sophomore)

New facts are discovered everyday when we study history.  Here is a great story on a Pulitzer Prize winning photo of the flag raising on Iwo Jima.  This photo was turned into a memorial for Marines at Arlington National Cemetery.  We will visit this memorial on Sunday.

Iwo Jima Discovery 

Another Memorial we will visit is the Vietnam Memorial Wall.  

Newseum is another excellent Museum we will visit.

Some tasks we will ask each student to complete:

Newseum Tour

PULITZER PRIZE PHOTO

Here is the suggested procedure to make this happen:

Please give students in your group time to find their assigned photo. When they have found it and reviewed it, have them reconvene at a spot chosen by you (probably about 5-10 minutes)

Once you have reconvened, travel as a group stopping at each person’s photo and have him/her tell the story of the photo and comment on the most interesting aspect of the photo.  Chaperones, feel free to ask questions.

  9/11 EXHIBIT

We also covered 9/11 with the students for a class period.  Students were very curious even with our coverage being too brief.  There is a great 9/11 exhibit in Newseum that you may want to explore.  Two suggestions:

1. Watch the eyewitness video as a group (it’s emotional)
2. Read the headlines from 9/11 as a group.  Discuss what language is used in different headlines and try to uncover why that may have occurred.

Wednesday, 10/16

Yesterday, students wrote the introduction to the DBQ and the first body paragraph.  Mr. Clark and Ms. Carlisto have graded the first body paragraph.

A teacher will quickly conference with you and explain the grade.  If you did well (27-30), keep that writing formula going.  If you did decent, (24-26) try to determine where you made errors and fix them.  If you struggled some, (20-23) you need make sure you understand what mistakes you made before proceeding as to prevent those errors again.   

An OPPORTUNITY for all 8th Graders:
If you are not pleased with your body paragraph #1, you can come in and rewrite it for a new grade.  This must be done outside of class time.  

Today's Plan:
1. Conference with teacher
2. Analyze documents 4-6
3. Write Body Paragraph #2
4.  Analyze documents 7-9
3. Write Body Paragraph #3

 HW: 20 minutes of reading with post its

Tuesday, 10/15

Today, we start to write the DBQ.  This essay will be written completely in class.  This is the final assessment of this Reconstruction Era.  This essay will be 25% of your Q1 Grade.

Task One:
Let's write the introduction.  Often with a DBQ there is a CONTEXT and much or all of the introduction can be written from this information.  This DBQ's "context" does include a THESIS STATEMENT so students can simply rewrite it for a proper introduction.  Please take 7 minutes to write the introduction.

Task Two:
Reviewing the documents.  This DBQ has 9 documents.  That means 3 documents will be used in each body paragraph.  Take 2 minutes to try and determine which documents go with which body paragraph.  Let's match them up.

Task Three:
Create a cheat sheet.  We are now going to give you 5 minutes to write down reminders on a half sheet of paper. Write anything that will ensure you follow the steps to writing a DBQ Body Paragraph.  You can staple the cheat sheet to your DBQ so you have access to it throughout the writing process.

Task Four:
Study and analyze the 3 documents for body paragraph #1.  Remember, we ask that you underline 3-5 key words/key phrases only.  This analysis should take 7-10 minutes.

Task Five:
Write your first body paragraph.  The hope is that this paragraph will be written by the end of Tuesday.  Mr C and Ms C hope to grade this paragraph before you write your last 2 paragraphs.  Good luck!

DBQ GRADING:
Body paragraph 1 - 30 points
Body paragraph 2 - 30 points
Body paragraph 3 - 30 points
Conclusion - 10 points

HW: 20 MINUTES OF READING WITH POST ITS

Friday 10/11

• DBQ FORMULA DISCUSSED    -WINNERS ANNOUNCED

Mr. Clark will walk through three documents

Students will read a  sample DBQ paragraph

Students will use the “DBQ formula” to highlight each of the different parts of the

paragraph

Ms. C will show example with annotations so we can compare and discuss

what we found

Students will determine which parts of the formula are most likely to be difficult

and create their own half sheet of paper that contains reminders to themselves

They will then attach this reminder to their copy of the DBQ test and then turn the

test back in.

HW: 20 minutes of reading--No Post-its necessary

Thursday 10/10

Let’s first look at a DBQ essay. This is what you will be writing next week as your Clarklisto Grade for Q1. Remember, this will be 25% of your Q1 Grade.

------------------------------------------------------------------------------

Yesterday, you mastered a document that centered around one of three promises:

                  - AA's will have a say/vote in government

                 - AA's will have the opportunity to succeed

                 - AA's will be able to live a life without fear and intimidation

Then you weaved the documents together by connecting them to the broken promise and connected the documents to each other.

Take 10 minutes to prepare for presenting your BROKEN PROMISE back to the class.

Your coach will start by presenting your group’s TOPIC SENTENCE/CLAIM. Then, each document will be presented by:

             Giving a summary of the document (be sure to identify the source)

            Explain in 1-2 sentences how the evidence from your document proves the PROMISE was   
            BROKEN.

            Lastly, in one sentence, transition to the next person’s document

(This presentation will be graded. If you are working with a partner the presentation should be equally divided)
                          Each student will be graded 1-10 points.

                         10-9 Excellent
                         8-7 Good
                         6 Somewhat Unprepared
                         5-4 Unprepared and lacking details
                         3-1 Unprepared and lacking details with errors
-------------------------------------------------------------------------------
You just listened to THREE BODY PARAGRAPHS of a DBQ Essay.

What are the steps to writing a DBQ Essay? In your group you need to write “Steps to Writing a DBQ Paragraph.”

This is a competition. The group that writes the best instructions (Clear and Concise) will win a PRIZE. Every group’s instructions will be posted for the class to view. The CLASS INSTRUCTIONS will be posted when you write your DBQ next week.

HW: 20 minutes of reading with post-its

Wednesday, October 9th - Day 3 of Q1 Clarklisto Project

Today, we tell the story of the THREE PROMISES of the 13, 14 and 15 Amendments.
               - AA's will have a say/vote in government
               - AA's will have the opportunity to succeed
               - AA's will be able to live a life without fear and                           intimidation   

Step #1: (5 Minutes)
Summarize each document. So everyone is familiar with what each says. 1 Minute per document.

Step #2: (15 Minutes)
Assign documents to students.
Master your document.  Read your document and:
1) highlight 3-5 key words or phrases.  
2) Summarize the document with 3-5 bullets.  
3) Explain in a sentence or two, how the evidence from the document shows how the promise (or an amendment) was broken. 

This work must be approved by your teacher before writing your part of the paragraph.


Step #3: (15 Minutes)
Discuss/decide which order will you present the documents (tell your story).
Craft how you will transition from document to document

================================================
Now, we will talk through our promises' story...