Writing 3-E and 4-D-US History-Student refer to works of quality and substance as models to inform their work.

How to effectively and correctly take notes in U.S. History using Cornell Notes.   August-2015

1.       Project on the board and discuss:  http://coe.jmu.edu/learningtoolbox/cornellnotes.html

2.       Show and example of what good looks like: http://coe.jmu.edu/learningtoolbox/cornellnotes1.html

3. Pass out blank Cornell Note Taking Sheet. 

4. Model using lecture 1 on Exploration and Colonization.

Writing Dem. 3-F and 4-B-Working and respecting social and cultural differences.

Anna Sullivan-Writing Dem. 4-B-Student work with others from a variety of diverse backgrounds on developing ideas about writing and rewriting a document.  Student must work together to build on their own ideas while respecting the differences of opinions of those they are working with. Students shown are working with African American students who have transferred here from Frankfort and Portsmouth.  They are paring up to learn how to work minority groups within the classroom setting. 

Demonstrator 4-B: Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student’s performance at a consistently high level.

B- Students respect cultural differences and work effectively with people from a range of social and cultural backgrounds (face-to-face and virtually) to build on and articulate their own idea.

Writing Dem. 4-A-Student communication and storytelling. Using an image to write and perform a story.

Students were paired up to write a story in Psychology Class.  They were given an image and had 45 minutes to write a story about the image.  Students had to include what is going on in the picture, what led up to this image and what will happen in the future.  Students then had to perform their stories.  Below are the written portions of what they created.

Demonstrator 4-: Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level. 

A- Students craft communications distinctive to specific disciplines and purposes.  

Writing Dem. 4 Student Performance and Arts and Humanities Dem. 4

Writing-Demonstrator 4: Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level.

A)    Students craft communications distinctive to specific disciplines and purposes. 

Arts and Humanities-Demonstrator 4-Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level.

 E) Students demonstrate the ability to become self-sufficient in creating performances and/or products after teacher guidance.

Project Me!

Psychology/Sociology

Aug. 2014

          You will have 2-weeks to complete this project.  The due date for it is Aug. 14. Please take the time to complete this assignment to the best of your ability. Incomplete projects will be assigned an incomplete grade. 250 pts.

1.    One Hundred Goals: Type 100 goals that you want to accomplish in your lifetime.  (e.g. to travel to Italy before age 50). You will need to take 5 of those goals and explain in detail how you plan on accomplishing them.

2.    Self-Portrait: Draw a picture of yourself ten years from now engaged in the activity of your choice (this could be a picture of what you will be doing in 10 years.). You will not be graded on artistic ability however, please do your best. Be prepared to share with the class.

Writing Demonstrator 3-E- and 4-A-Using a variety of writing strategies to communicate-Fraye

Anna Sullivan-Using Frayers to communicate understanding of terms and concepts of the Social Studies and Standards.. Dem. 3-E and 4-A

Demonstrator 3- Instructional Strategies: All teachers implement instructional strategies that provide quality experiences, variety of activities, and access for all students.

E-Students use varying strategies and demonstrate an understanding of communicating to audiences in different forms and for various purposes.  

Demonstrator 4-: Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level. 

A- Students craft communications distinctive to specific disciplines and purposes.  

Curriculum and Instruction Writing 2-B and 3-F as well as Instructional Strategies 1-A

Curriculum and Instruction -Writing
Demonstrator 2: Aligned and Rigorous Curriculum: An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards.



B: Curriculum integrates the strands of literacy (reading, writing, speaking, listening and language use) across content areas to explicitly instruct and develop communication skills.



Students were given an opportunity to be a part of Operation Gratitude in US History. With that, they chose to write a letter to a veteran with an option for artwork as well. Below is evidence of letters being written. You will also find evidence of peer reviews not once but twice and then a final review by me. Student work on this over the course of the month of November with final drafts. Evidence includes pictures of peer reviews in writing using a scoring guide, a video of peer review and feedback.

 

Writing Demonstrator 1-A-Student Access and Writing 2-E for Aligned and Rigorous Instruction

Anna Sullivan

Writing Demonstrator 1-Student Access:  All students should have equitable access to high quality curriculum and instruction.  Full implementation of a writing curriculum encompasses reading, speaking and listening opportunities. 

A-   Students participate in intentionally planned literacy learning opportunities to explore ideas and design products across content areas.

Student interpreting and looking up words they don’t know.  After students have highlighted words they are not familiar with, they will begin rewriting the Declaration of Independence.   This is evidence of students working together to interpret and rewrite.