Note: For students who are in Mr. Puterbaugh's Period 1 Lit and Comp 10 class, here's the blog recap from our open wall class on Friday morning.
Trees in a forest near Multnomah Falls in the Columbia River Gorge.
Dear class,
We began the Documents Based Question (DBQ) today, as students had this combined assignment with my class and Mr. Puterbaugh's Lit and Comp 10 class (if applicable). Here's what we did today in class:
Learning Targets Addressed:
Behavior LT 2: I can manage my responsibilities as a student.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.
Soundtrack: "Coyotes" by Don Edwards. Selected for today because the song is about the loss of culture, people, and a way of life as connected to the West. Lyrics here.
Critical Thinking LT 5: I can justify and support arguments or interpretation with appropriate evidence.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Knowledge LT 16: I can explain the process of change and continuity in a society, place, or region.
Soundtrack: "Coyotes" by Don Edwards. Selected for today because the song is about the loss of culture, people, and a way of life as connected to the West. Lyrics here.
AGENDA 10/28/19:
News Brief - Amin
Review Last Class
DBQ Analysis
Work Time
We also checked in to see if anyone was up to anything interesting or fun outside of class over the weekend.
Ashling was selected to do the next news brief.
As part of the news brief, we also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):
Review Last Class: Last class (blog entry available here if you missed Friday or are not in Mr. Puterbaugh's Period 1), we made a list of major issues related to Native American reservations and assimilation.
Here are the notes that we took down together (it is important that students have these notes ready to use on the DBQ next class):
Once the groups broke down the issues into smaller parts, we asked someone to write down on butcher paper for the class as to what they decided on were the key points to take away. We went through the pictures of the posters created in last class (the green posters are still up in the room).
DBQ Response Time (Part I): The rest of class was spent on the DBQ document analysis questions, as assigned on Google Classroom (a paper copy was available in class). These were due at the end of class today - students will be using them to write the in class essay next class. See you then!
Here are the notes that we took down together (it is important that students have these notes ready to use on the DBQ next class):
Once the groups broke down the issues into smaller parts, we asked someone to write down on butcher paper for the class as to what they decided on were the key points to take away. We went through the pictures of the posters created in last class (the green posters are still up in the room).
No comments:
Post a Comment
Please enter your comment. I will review the comments before posting them to the blog, so do not worry if yours does not pop up right away. Remember, do your best with spelling and grammar! :-)