THE DAILY BLOG
MONDAY, 10.24.11
The students took a quiz on Chapter 12. At least half the test was knowledge, which meant basic memorization. There were no level 2 comprehension questions; thus, this was the easiest assessment they have taken this year. Performances on this quiz were much higher than the previous ones. Good job!
If a student received below a 60%, they may come to ASP tomorrow and review the quiz they took today. Then, they can take the same quiz (rearranged) on Thursday during ASP. If a student performed higher than a 60%, they are still encouraged to come and review their quiz.
Today, we looked at the website together and talked about how it could be used to help them performat a higher level. The students received all their homework questions and a vocabulary sheet that must be mastered to fully understand the test and assessments.
If you have any questions, please email me at [email protected]
TUESDAY, 10.22.11
Today, I shared their quiz results. Then, we moved into a period of discussing some of the more challenging vocabulary and terminology from last evening's reading. Finally, I informed the students that I wanted them to study closely Muckrakers and the Square Deal. They should be focusing on cause and effect, as well all other data closely affiliated with the terms. Next, I told them to study all the names associated with Chapter 13, Section 1. These would include the following: Henry George, Edward Bellamy, Ida Tarbell, Florence Kelley, Upton Sinclair, Jane Addams, Theodore Roosevelt, John Bunyan, and Felix Frankfurter. Of course, the students should always be comfortable discussing any vocabulary from their homework.
WEDNESDAY, 10-.23.11
Due to student confusion in first hour, we took time in class to look at this web site. Students were having difficulty navigating through the site; thus, the suggestion was made to create a "Help" page that would be in an early slot when moving through the site. When we were done discussing this, we focused on vocabulary/terms from last evening's reading. The vast majority of the students were unable to tell me the definitions for arbitration, attorney general, levy, OSHA, and ward. All of these vocabulary words are located on the sheet they received on Monday and can also be accessed via this site. Next, we discussed Upton Sinclair's novel The Jungle and what its original purpose was and how that changed due to people's perceptions. As part of their homework tonight, please encourage them to review the 1912 Election and Ballinger-Pinchot. They should focus on cause/effect for these two specific items.
THURSDAY, 10.24.11
We began class with questions! Students in two of the hours placed terms and vocabulary on the board that they needed to discuss further. That is absolutely awesome! I truly want to meet the specific needs of each class hour, which I don't know unless they tell me. Please encourage your student to write on the chalkboard each day what they had difficulty understanding at night while doing their homework. Then, we took a practice vocabulary quiz to gather data on which terms/vocabulary was difficult for them. The words included the following: alienating (v), complied (v), distinction (n), eloquent (adj), exempted (v), Federal Reserve (n), House Speaker (n), instituted (v), irreparable (adj), insurgent (n), midterm (adj), migrant (adj), Old Guard (n), peak (n), rebelled (v), regressive (n), repressive (n), sputtered (v), suffrage (n), tenant (adj), and unbendlingly (adv). All of these words were from their text and vocabulary worksheet that they received Monday. Please ask your student what these words mean. We spent significant time in some of the classes discussing the Ballinger-Pinchot Affair and the 1912 Election. Please reinforce the learning by asking them to describe these events to you, especially regarding cause/effect. Thanks!
FRIDAY, 10.25.11
Today, we took care of the last homework for this particular chapter. They all have their sheets returned and can access the answers on this site. They were reminded that there is a quiz on Chapter 13 scheduled for Monday, 10.31.11. They can use the worksheets (homework) and the "help" section on this site to better prepare for the quiz. If you view the "quizzes" link, you can see the type of assessment they will be taking on Monday. In class, we watched a DVD that relates the story of the assassination of William McKinley and how that impacted history with the rise of TR into office. Since we are studying progressivism right now, the student can see that the effect of McKinley's death was the rise of one of the most reform-minded Chief Executives in American history. Please encourage your student to study thoroughly this weekend.
The students took a quiz on Chapter 12. At least half the test was knowledge, which meant basic memorization. There were no level 2 comprehension questions; thus, this was the easiest assessment they have taken this year. Performances on this quiz were much higher than the previous ones. Good job!
If a student received below a 60%, they may come to ASP tomorrow and review the quiz they took today. Then, they can take the same quiz (rearranged) on Thursday during ASP. If a student performed higher than a 60%, they are still encouraged to come and review their quiz.
Today, we looked at the website together and talked about how it could be used to help them performat a higher level. The students received all their homework questions and a vocabulary sheet that must be mastered to fully understand the test and assessments.
If you have any questions, please email me at [email protected]
TUESDAY, 10.22.11
Today, I shared their quiz results. Then, we moved into a period of discussing some of the more challenging vocabulary and terminology from last evening's reading. Finally, I informed the students that I wanted them to study closely Muckrakers and the Square Deal. They should be focusing on cause and effect, as well all other data closely affiliated with the terms. Next, I told them to study all the names associated with Chapter 13, Section 1. These would include the following: Henry George, Edward Bellamy, Ida Tarbell, Florence Kelley, Upton Sinclair, Jane Addams, Theodore Roosevelt, John Bunyan, and Felix Frankfurter. Of course, the students should always be comfortable discussing any vocabulary from their homework.
WEDNESDAY, 10-.23.11
Due to student confusion in first hour, we took time in class to look at this web site. Students were having difficulty navigating through the site; thus, the suggestion was made to create a "Help" page that would be in an early slot when moving through the site. When we were done discussing this, we focused on vocabulary/terms from last evening's reading. The vast majority of the students were unable to tell me the definitions for arbitration, attorney general, levy, OSHA, and ward. All of these vocabulary words are located on the sheet they received on Monday and can also be accessed via this site. Next, we discussed Upton Sinclair's novel The Jungle and what its original purpose was and how that changed due to people's perceptions. As part of their homework tonight, please encourage them to review the 1912 Election and Ballinger-Pinchot. They should focus on cause/effect for these two specific items.
THURSDAY, 10.24.11
We began class with questions! Students in two of the hours placed terms and vocabulary on the board that they needed to discuss further. That is absolutely awesome! I truly want to meet the specific needs of each class hour, which I don't know unless they tell me. Please encourage your student to write on the chalkboard each day what they had difficulty understanding at night while doing their homework. Then, we took a practice vocabulary quiz to gather data on which terms/vocabulary was difficult for them. The words included the following: alienating (v), complied (v), distinction (n), eloquent (adj), exempted (v), Federal Reserve (n), House Speaker (n), instituted (v), irreparable (adj), insurgent (n), midterm (adj), migrant (adj), Old Guard (n), peak (n), rebelled (v), regressive (n), repressive (n), sputtered (v), suffrage (n), tenant (adj), and unbendlingly (adv). All of these words were from their text and vocabulary worksheet that they received Monday. Please ask your student what these words mean. We spent significant time in some of the classes discussing the Ballinger-Pinchot Affair and the 1912 Election. Please reinforce the learning by asking them to describe these events to you, especially regarding cause/effect. Thanks!
FRIDAY, 10.25.11
Today, we took care of the last homework for this particular chapter. They all have their sheets returned and can access the answers on this site. They were reminded that there is a quiz on Chapter 13 scheduled for Monday, 10.31.11. They can use the worksheets (homework) and the "help" section on this site to better prepare for the quiz. If you view the "quizzes" link, you can see the type of assessment they will be taking on Monday. In class, we watched a DVD that relates the story of the assassination of William McKinley and how that impacted history with the rise of TR into office. Since we are studying progressivism right now, the student can see that the effect of McKinley's death was the rise of one of the most reform-minded Chief Executives in American history. Please encourage your student to study thoroughly this weekend.