Professional Development-Writing Demonstrator 1-B Formative and Summative in Writing-Demonstrator 1-A

The Social Studies Department met today to discuss student work and the Reading and Writing Standards for Literacy in History/Social Studies.  Mrs. Pugh, Mrs. Sullivan and Mr. Hughes brought student samples from writing assessments students completed in class.  The department looked at several samples to discuss next steps.  We discuss what to do with students who are struggling with writing/reading.

November 6, 2013--Agenda

1. Writing-Analyze Student Work/Standards

2. Program Review-Postings

3. Wrap Up 

Writing Demonstrator 4-D-What does good look like in U.S. History-Using Cornell Notes to Organize Learning.

How to effectively and correctly take notes in U.S. History using Cornell Notes.   August-2013

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 Demonstrator 3-E-Using Frayers to Communicate Understanding of Vocabulary of Standards.

After learning about Antebellum America, student were given a list of critical vocabulary terms and people to learn.  To show understanding, student must complete a 3 box frayer.  Box 1 is the term, Box 2 is using the term in a sentence that shows understanding and Box 3 is the impact today.

Demonstrator 1-C-U.S. History-Using a Guided Reading Note Taking Sheet.

Students are learning how to use a guided reading sheet as they learn about early American History.  For those needing help with lecture notes, students with special needs will use the form below and fill in as I lecture and they read.  

For those students who are on track and need no special differentiation of instruction, they will continue to use the Cornell Note taking method as used all year. They will fill in Key Points, Details and then summarize at the end of the lecture and reading. 

Demonstrator 1-A-Writing for U.S. History-Reading a Document for Understanding and Design.-Reading and Interpreting the Declaration of Indpendence

Students read the Declaration of Independence and then watched a reading of it on the following site.
                              Evidence of Declaration of Independence Reading.
After watching, listening and reading, the students had to interpret the document and design a document that showed understanding of it. This included breaking the document up into three or four sections, labeling those sections and justification for such.

U.S. History-Interpreting the Constitution-Writing Demonstrator-4-C

Students were given powers as granted by the Constitution and questions about the document.  Working with a partner, students learn and work together to problem-solve and list not only the powers assigned to branches, but where this is guaranteed by the Constitution.

Writing Demonstrator 4-A-Using written word and Art to communicate to an audience to show understanding/Using Art to Demonstrate Understanding and Learning-Arts and Humanities-Demonstrator 4-C

Students have been learning about the Antislavery Movement.  As part of this lesson, they are required to find critical information in the text then draw a picture to demonstrate their understanding of the event, issue or person that made the Antislavery Movement what is was.  Evidence from U.S. History for this standard is from one of my special needs students who is able to show that he can use art to demonstrate his understanding of the topic at hand.