Day # 7 Tuesday 12/5

Mike/Scott or Ashley

1. Watch intro video
2. Find your group
3. Go with your consultant-set up daily notesheet document

One person makes copy and shares with all group members, me, agotham@lakeplacidecsd.net and lkeough@lakeplacidcsd.net

4. Use research sheet to prepare index card to teach your group about your topic. What to include:

TOPIC (Write yours on front of index card)

      Flip Card over and answer the following:

When?

Where?

Who was involved?

What happened?

Why is it important to industrial America?

     4. Teach group about your topic by taking turns sharing your    

         information

      5. Story Brainstorming

Take index cards place them in order so they tell  a great story use the large sheet of paper at your table (tape topics down lightly)

6. Present that story to other group in room

The listening group will have half sheet of paper (one per person in group) and do the following after the presentation:

Write down 2 likes and 2 concerns

7.  Collect new ideas from the “other group”

       Read through ideas/suggestions/questions

8. Meet as group work through suggestions/questions and record    changes on your story map.

Line up your half sheets of paper, make notes around each topic. For each topic you should write out one question you will need to consider and one justification/rationale for a concern posed on the half sheets--see sketch below for an idea of how it will begin to look--yes it’s going to get really messy!

HW: Investigate your topic looking for further ideas related to the connections you discussed in your group.

Day #6 Monday 12/4

Students share their stories. We will recap what we noticed about the process.

Now it’s time to divide into teams for music making.

Students will choose one person with whom he/she is comfortable working. This will be the baseline for groups. Names put up on board.

Listen to flipgrids in chunks. We will pair up letting subject matter drive pairing as we go until all are split up into 4 large groups.

If time allows discussion will begin regarding possibilities for connecting ideas. Notes

HW: 20 minutes of reading in IR books

Day #5 Friday 12/1

Today we are going to play around with telling stories. We are going to build our skills of making connections between different ideas by using the Flickr pictures. Here is the example.

This activity is meant to enrich what we are doing next. If you can't be with us in class, we will miss you otherwise have a great weekend and don't forget:



“We carry with us, as human beings, not just the capacity to be kind, but the very choice of kindness.” —Mr. Tushman

Day #4 Thursday 11/30

First Half goal--Analyze Research as a Group →  Everyone must share

Second Half goal--Prepare and record a Flipgrid to share your Research

Students will take out research-we will grade this.

Students will review the notes in order to prepare for discussion.

4 minute Challenge -- get into groups

Handout to guide discussion.

Discussion:

What part of your topic was most interesting?

If you are going to tell that part of the story what angle will you take?

Where is your research lacking?

           Write down three questions you would like answered in order to improve your understanding
of your topic. Get creative!

Now prepare to share your research info. We will use this to help educate each other and to help organize into reasonable storylines.

Complete the backside of the worksheet.

Show worksheet to teacher.

Record your Flipgrid (These stay in class and are deleted when we are done with them. They are NOT made public.)

HW: Read 20 minutes and bring your IR books to class tomorrow.

Day #3 - Wednesday, November 29

Get to Know Your Topic --> Today's Main Goal

LISTEN FOR:

Lots of History!

Lots of Descriptions!

Lots of playing with language!

My Shot - Hamilton - Revolutionary Time Period

To write a quality song you need to have KNOWLEDGE of a TOPIC.  At this point we have only been looking at photos.  Today, we spend time investigating topics with the overall goal of arming ourselves with information so a quality song can be created. 

STEP #1 - Find your topic in the textbook.  Read about it and add notes to your provided note sheet.  Any notes taken from textbook should be labeled (TB).

STEP #2 - You will be provided with a BASIC article on your topic.  Read it closely.  Any new important information that was not provided by the text should be added.  

STEP #3 - Add to the other parts of the research sheet where you apply your knowledge of your topic and add creative elements.

Most students will find that through this process they may need to find out more information on their topic.  Below are some online sources.  Also,  Mr. Clark has additional resources.

Additional Sources:

Triangle Fire --> http://trianglefire.ilr.cornell.edu/index.html

Andrew Carnegie --> https://www.carnegie.org/interactives/foundersstory/#!/

John D Rockefeller --http://www.philanthropyroundtable.org/almanac/hall_of_fame/john_d._rockefeller_sr

Ida Tarbell --> https://www.smithsonianmag.com/history/the-woman-who-took-on-the-tycoon-651396/

Wright Brothers --> http://wrightbrothers.info/#biography

                                https://airandspace.si.edu/exhibitions/wright-brothers/online/index.cfm

Empire State Building --> http://www.pbs.org/wgbh/buildingbig/wonder/structure/empire_state.html

Brooklyn Bridge --> http://www.eyewitnesstohistory.com/brooklynbridge.htm

    video -->  http://www.history.com/topics/brooklyn-bridge/videos/the-brooklyn-bridge?m=528e394da93ae&s=undefined&f=1&free=false

Meatpacking Industry --> http://www.encyclopedia.chicagohistory.org/pages/804.html

Bessemer / Making Steel -->  https://www.thebalance.com/a-short-history-of-steel-part-ii-2340103

Upton Sinclair 's The Jungle -->Upton Sinclair http://www.chicagotribune.com/lifestyles/books/ct-prj-the-jungle-upton-sinclair-20151105-story.html

Jacob Riis & Lewis Hine --> http://xroads.virginia.edu/~ma01/davis/photography/home/home.html

Child Labor --> http://www2.needham.k12.ma.us/nhs/cur/Baker_00/2002_p7/ak_p7/childlabor.html#intro

Ellis Island  history.com-->

New Immigrants -->

Bell's Phone -->History of phone

Unions/AFof L -->

Skyscrapers -->

Edison and Menlo Park →

Tenements →

 Henry Ford  https://www.thehenryford.org/collections-and-research/

RR--basic  another article

Day #2 - Tuesday, November 28th

I Think - I See - I Wonder

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.

TODAY'S TASK:
Browse through the 39 photos in the FLICKR.  Determine which of the photos INTRIGUE you the most.  Make a TOP THREE list.

We will use this top 3 list to assign topics. Your top 3 list should be diverse. (i.e. do NOT pick two pics that are similar like two children working or two photos showing mass production).  Rank your top 3 photos.  Remember your selections are topics you are interested in writing about and investigating further.  For instance, if you want to write a song about technology do NOT choose a photo on crowded living conditions. 

After the THREE photos are chosen students should take notes (on flipgrid notes sheet) of how each photo affected you emotionally.  What did you like?  What stood out?  This information will be shared by students in a 60-Second FLIPGRID response (find a quiet-ish space).
Points awarded if the following is done:
    # of photo is identified
    Topic is identified
    Reason photo chosen is included and well developed

Once Flipgrid is completed. You will be assigned a topic and a photo. You will then be given and the THINK SEE WONDER handout. You will need to work toward completing this worksheet.

HW: Complete worksheet--the requirement is a full sheet of freewriting. See example here and page 2 here.

Day #1 - Monday, November 27th

Welcome to 

Today we start FLOCABULARY, our Q2 Clarklisto Requirement.  You have been prepped by practicing with different ingredients of FLOCAB in both ELA and SS8.  Now it's time to put it all together.  It will be a PROCESS.

Be ready and excited to put yourself "out there."

Let's play with a little freestyle!

Be ready to work as a team:

Be ready to incorporate history:

Today we start by getting you to look at photos from the time period from which your SONGS will be generated.  These songs will be grouped together for a musical but we will discuss that later.

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 have many photos from the Industrial time period.  

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.

Enjoy.

Friday THE END

Today we will learn from one another by viewing and listening to the final products. 
As we listen, you will need to pay attention.
We will hold you accountable for learning by asking you to record one fact you learned by listening to each voiceover. 
After each set of voiceovers, you will need to identify which voiceover was best and be able to point to the specific detail that made it better than the others. These will be collected and a grade will be assessed 
If you are absent today, be sure to see me 10th on Monday.


HW: Read 20 minutes--I will take a reading grade on Monday. I will expect you to have read at least 200 minutes since you last filled out your Status of the Class sheet.

Wednesday 10/4 Day #10 Clarklisto Q1 - Were the Reconstruction Amendments a Reality?

Today's Goal:
Work as a group to create a visual that captures the theme all of you have chosen. This visual will be displayed as the individual voiceover pieces within that theme are played for the class on Friday
This will require much communication and cooperation.

Plan of attack (more details on handout provided in class):
1. Organize--Break into thematic groups--2 go to Mr. Clark's room, 2 stay in Ms. Carlisto's
2. Be informed--Each group member shares the summary of their researched topic.
3. Pool ideas-Members will each share visuals they remember
4. Define and designate roles-everyone has one
5. Divide and conquer--Stay focused and create a fabulous product.


BY END OF BLOCK:

Visual shared and created via Google Drawings.
Master Google doc shared and completed--includes all links and other pertinent details.


HW: Read IR book. Be sure to bring it to class tomorrow too.

Tuesday 10/3 Day #9 Clarklisto Q1 - Were the Reconstruction Amendments a Reality?

Grading Breakdown: Be sure you have completed all components

Padlet (5)

Presentation (5)

Article (10)

F/S/F/A (15)

Podcast Write-Up (30)

Recording (15)

Visual (20)

Today's goal:

Record transcript

Share links in form (this can also be found on the recording directions page)

Work as thematic group and discuss 5 possible documents for your document collage. Have someone in group record these ideas.

How we will attack it:

• Recording directions
• Recording order determined
• Practice reading your script-it should be 60 -90 seconds in length (not including the intro pieces (name through theme boxes) You must read it through at least 3 times.
• When given the green light to record students will go to designated recording rooms and record.
• only up to 5 min/person to record-most should take 3 or under
• Once audiofile is recorded, exit the quiet room, send new person in
• sit down and complete all steps including the last one where you fill out the form
• Thematic groups meet and strategize by sharing ideas for visuals for the COLLAGE
• One person should take notes in a google doc and share that with all members of the group so all can contribute and it will be handy to put link possibilities on this tomorrow

HW:

• Read 20 minutes in your IR books.
• If you did not complete the recording of your document or the form, please stay 10th and do so or do it for HW tonight (you will need your own device).

Monday 10/2 Day #8 Clarklisto Q1 - Were the Reconstruction Amendments a Reality?

 Monday already!

Today we are getting right to work on writing the transcript for our voiceovers.

Each student is responsible for creating his/her own voiceover that gives us information about the primary document selected.

We will listen to these on FRIDAY. It will be important that you not fall behind.
We are here every 10th period; you should be too if you are behind at all.

We will begin by going over the directions and end with our example. Our Voiceover.

QUESTIONS?

The rest of the block is a work session-your goal is to complete your transcript by the end of the block.

HW: COMPLETE TRANSCRIPT if not done and read 20 minutes.

Friday 9/28/17 Day #7 Clarklisto Q1 - Were the Reconstruction Amendments a Reality?

We will begin by taking 5 minutes filling out the 5 w's of the handout you were given.
We will then fill in the rest of the handout step by step.
We recognize some students couldn't get their articles approved and may, therefore, have ended up with a document that is weak. We will have all students who are uncertain work for a bit with Mr. Clark while Ms. Carlisto oversees the note taking process.
Your worksheets will be due at the end of the block. OR Monday at the beginning of class if you did not finish this today.
Summary example

Thursday 9/28 Day #6 Clarklisto Q1 - Were the Reconstruction Amendments a Reality?

OBJECTIVE:
To prove the 14th or 15th amendment was not supported by either the government or the people by finding a primary source document that shows this happening.
Morning block-redo of yesterday's lesson only with steps broken up. (See yesterday's post for all handouts)

Afternoon Block:
Examples of log done well.
Research to find a document--fill out log as you go.
Get approval for article from Mr. Clark or Ms. Carlisto
Fill out form with link
Print article
Read with a purpose


HW:

1. Read your approved article with care.  READ WITH A PURPOSE.  

2. Underline or highlight important terms, examples, dates, ideas from the article.  Remember the ½ Rule.  If you underline or highlight more than half the article you have done too much.  Underline the IMPORTANT FACTS of the article W, W, W, W, W, H.

3. Annotate.  You need to annotate for every single paragraph.  What you should consider a strong annotation:

• A note that indicates what the paragraph is about (SUMMARY note)
• A question that might need to be answered to fully understand what is being written
• A note of how the information in the paragraph CONNECTS to either the 14th or 15th Amendments

(Make sure to annotate in ALL THREE ways listed above)

4. Your reading of the article WITH A PURPOSE is worth 5 Points of this project.

Wednesday 9/27 Day #5 Clarklisto Q1 - Were the Reconstruction Amendments a Reality?

Share out key terms found from textbook.
choose partner, choose key term each person gets his/her own key term.

Model thinking before you research.
Partners "think" by using handout and writing answers.

Proposal sheet completed to set up for research. Computers assigned once your column is filled out thoughtfully.

Research log and tips (Make a copy in your drive. Share that copy with your partner and with me -please uncheck notify sender before you share it) example handwritten log--you should type yours.

RESEARCH-log each step 

Goal Each student must have a hard copy of his/her document that either shows the government or the people not supporting the 14th or 15th amendment before leaving--Please fill out this Form to share links with us.

HW: Students in the afternoon block need to record at least 4 entries on their research log. They should also be sure their research handout is shared with me. There is no IR reading assignment for tonight.  IF YOU ARE IN THE MORNING BLOCK--YOU DO NOT HAVE HW. 

Tuesday 9/26 Day #4 Clarklisto Q1 - Were the Reconstruction Amendments a Reality?

First we will finish our presentations.

(Short overview of 18th Amendment)

XVIII - Liquor Prohibition Passed by Congress Dec 18, 1917. Ratified Jan 16, 1919.

1. After one year from the ratification of this article the
manufacture, sale, or transportation of intoxicating liquors
within, the importation thereof into, or the exportation 
thereof from the United States and all territory subject to
the jurisdiction thereof for beverage purposes is hereby 
prohibited...

Warm-Up Activity:

You will choose a new partner. Mr. Clark will give you a series of historical documents surrounding the 18th Amendment.  You will be given 4 categories. You will need to determine which category each of the documents best falls into. We will discuss.

Review of 14th and 15th amendment
Introduce textbook key term search activity
     -three groups assigned pages to cull key terms 
     - group 1-pages 554-556 and 677-678
     - group 2 all of section 2
     - group 3 all of section 3 except page 571
Reconstruction Amendments 

Proposal sheet completed to set up for research tomorrow.
(make a copy share that copy with your partner and with me -please uncheck notify sender before you share it)
Questions to help prepare for research
Search Operators
HW: Read 20 minutes in your IR books

Monday 9/25 Day #3 of Clarklisto Q1 - Were the Reconstruction Amendments a Reality?

After essentially a 3-day weekend it is important to review what we did on days 1&2:
1. Reviewed the Declaration, Preamble, Gettysburg Address.
2. Familiarized ourselves with 17 Amendments to the Constitution.  Then, with a partner, ranked your top 10.  Created a Class Top Ten based on rankings.  From The Class Top Ten you and your partner were to consider what is your Top 3 (not in order per say)
3. Fill-out inventory sheet on those THREE choices (this was started but not completed by groups.)

Today, we continue to look at the Amendments and consider their importance to CITIZENS of the United States:

INTRO - Ms. Carlisto walks through how to submit work for this project.
FIRST TASK - Complete the google doc started on Thursday with your partner.  (This is the first part of the Final Clarklisto Grade - 5 points)
SECOND TASK - Create your padlet slide for the class presentation.  You will present 1 of the 3 amendments to the class. You need to be prepared to present ALL three.  When it is your turn to present Mr. Clark will tell which one to present.
THIRD TASK - Present your Amendment (Both partners should participate in the presentation) 

Presentation Expectations:
1. Both partners participate (equally or close to equally)
2. When presenting you may NOT just read directly from your tablet.  You may have brief notes on an index card for support.  You may NOT write down word for word what you wrote on the tablet (just supporting notes)  
3. Speak clearly and confidently.  This is worth 5 Points.