M.Rilley

T.MOUNKHALL- FINE STUDENT GUIDE- SUGGEST STUDENTS BE DIRECTED TO WRITE A CLEAR, SPECIFIC STATEMENT FOR THESIS THAT DIRECTLY ADDRESSES THE TASK AT HAND-4/19 //T.MOUNKHALL- SHARING MEETING RE:INSIGHTS ON 4/18 FROM 3:30 TO 6:30 P.M. IN SAME ROOM AS FIRST MEETING-4/14-T.MOUNKHALL-PLEASE SEE INSIGHT LIST ON MY PAGE-4/14// //MRilley--I uploaded my skills worksheets for writing instruction. I have blanks of the hamburger that I hand out to students who prefer to use it. Otherwise, they use the outline. I also uploaded a context clues skills sheet that I was hoping to get Mrs. Mounkhall's feedback on. I also created a Document activity for a Global I unit on exploration that I am working on. Let me know what you think and if this satisfies the requirements I am missing. 4/10 (I think, I am on break, days are bit sketchy!)-T.MOUNKHALL- PRECISE CLAIM WRITING MODEL IS SATISFIED- VISUAL COMPONENT OF THIS LEARNING EXERCISE WILL BE POSITIVE FOR VISUAL LEARNERS- COULD BE USED ALL YEAR LONG WITH DIFFERENT ESSAY TOPICS-4/10-T.MOUNKHALL- EXPANDED CONCLUSION MODEL IS SATISFIED. WOULD YOU PLEASE MODEL A TRANSITION SENTENCE FROM ONE SUPPORT PARAGRAPH TO THE NEXT AS YOUR RUBRIC CALLS FOR. REQUIREMENT OF SPECIFIC, ACCURATE AND RELEVANT EVIDENCE ADDRESSES THE HIGHEST LEVEL OF HISTORIOGRAPHY AND SHOULD BE ACCOMPLISHED BY ALL STUDENTS SINCE THEY CAN USE THE DOCS. THERE IS NO MEMORY REQUIRED.-4/10-T.MOUNKHALL- CREDIBILITY LEARNING ACTIVITY ABOUT AMERINDIANS IS VERY WELL DEVELOPED IN THAT SOME VOCAB. IS GIVEN TO STUDENTS AND SOME HAS TO BE WORKED OUT FROM CONTEXT CLUES.ALSO, DOC. CREDIBILITY IS ADDRESSED BY QUESTION ABOUT WHAT THE SPANISH MIGHT GAIN FROM DOC.-4/10-T.MOUNKHALL- HAMBURGER METAPHOR IS PRACTICAL. NUMBER OF SENTENCES PER PARAGRAPH IS SPECIFIC GUIDANCE FOR STUDENTS. FOR BOTTOM PIECE OF BUN THE SUGGESTION OF A SENTENCE THAT IDENTIFIES THE IMPORTANCE OF THE TOPIC IS HELPFUL BUT I THINK MORE DIRECTION IS NEEDED FOR POOR WRITERS,E.G. MODELS FROM YOU OR OTHER STUDENT EXEMPLARS-4/10-T.MOUNKHALL- CONSIDER ALL OF YOUR WORKSHOP REQUIREMENTS COMPLETED AS A RESULT OF THESE HELPFUL MODELS- 4/10-S.MOUNKHALL- THESE ARE GREAT EXAMPLES. I HAVE A MUCH LARGER LIST OF CONTEXT CLUES THAT I WILL BRING TO WORKSHOP AND SHARE WITH ALL. MANY OF THESE"CONTEXT CLUES" CAN BE USED AS TRANSITIONAL DEVICES WHEN TEACHING WRITING SKILLS-ONE SENTENCE TO THE NEXT OR PARAGRAPH TO NEXT PARAGRAPH-4/10//



T.MOUNKHALL- AS OF TODAY, YOU NEED 3 POSTS PLUS PRECISE CLAIMS MODEL AND EXPANDED CONCLUSION MODEL. PLEASE PUT MODELS AT THE TOP OF THIS PAGE AND POSTS AT THE TOP OF COLLEAGUES PAGES-4/9 //MRilley-- Do you mean my essay assignment for the unit? I put the file above and changed it. 4/3-T.MOUNKHALL-THE RUBRIC IS EXCELLENT AND REGENTS RELATED.HOWEVER, YOU NEED TO SHOW A LEARNING ACTIVITY THAT WILL DEVELOP THE ABILITY TO WRITE A PRECISE CLAIM AND ONE THAT DEVELOPS THE ABILITY TO WRITE AN EXPANDED CONCLUSION- 4/4// T.MOUNKHALL- AS OF TODAY, YOU NEED MODELS FOR PRECISE CLAIM AND EXPANDED CONCLUSION PLUS 3 POSTS. PLEASE PUT MODELS AT THE TOP OF THIS PAGE AND POSTS AT THE TOP OF COLLEAGUES' PAGES-4/3

T.MOUNKHALL- PLEASE SEE NOTE ABOUT THE NEXT TWO WEEKS OF THE WORKSHOP ON MY PAGE-4/2

T.MOUNKHALL- PLEASE BRING COPIES OF INSIGHTS FOR ALL ON 4/18-THANKS- 3/30

-T.MOUNKHALL- PLEASE SEE MY COMMENTS ABOUT INSIGHT SHARING FOR 4/18 ON MY PAGE-3/29

1. DO WE NEED HARD COPIES OF OUR WORK TO HAND OUT GIVEN THE FACT THAT IT IS ALL ON THIS WIKI AND CAN BE COPIED ? //MRilley--I am old-fashioned and think that it is nice to have the hard copies.// 2. DO WE WANT TO KEEP OUR WORK PRIVATE ONLY FOR OUR USE OR DO WE WANT TO MAKE IT AVAILABLE TO ALL TEACHERS ? //MRilley-- I would defer to the group consensus on this one.// 3. CAN EACH ONE OF US BRING A LIST OF INSIGHTS GAINED DURING THIS WORKSHOP TO SHARE ON 4/18 ? //MRilley-- Sure can!-T.MOUNKHALL-THANKS-3/29//

Day: || Lesson: || Skills Addressed: || Common Core Skills: || Activities: || Multiple Perspectives Relationships across time and place || Use text as teaching vehicle Employ specific, accurate, and relevant supporting evidence from documents Write conclusions that emphasize importance of issue || Dude, Where’s My Land Map Treaty of Versailles Perspectives Grade the Allies on the Treaty of Versailles || Relationships across time and place Theme/Example || Context of documents Use text as teaching vehicle Identify central ideas in text || Great Depression Graphic Organizer Great Depression Reading Activity Discussion and Modeling || Multiple-Causation Multiple Perspectives || Identify central ideas in text Use text as teaching vehicle Employ specific, accurate, and relevant supporting evidence from docs || Doctored Propaganda Photos of Me Fascism in Italy Reading Activity Discussion of Elements of Totalitarianism found in Fascist Italy || Compare/Contrast Multiple Causation Relationships across time and space || Context of Docs Identify central Ideas in text Use text as teaching vehicle || Hymn to Baxter Notes on Nazi Germany Identifying elements of totalitarianism Hitler Youth Activity || Compare/Contrast || Use text as teaching vehicle Identify central ideas in text Employ specific, accurate and relevant supporting evidence from docs || Totalitarianism 5 questions Comparative Government Activity Complete chart as whole group discussion || Multiple Perspectives Relationships across time and place ||  || Dictator Choice Board activities || Multiple Causation || Write precise claims in Essay Employ specific, Accurate, and Relevant Supportive Evidence from docs || Totalitarianism DBQ Essay || T.MOUNKHALL- PROFESSIONALLY CRAFTED UNIT: FOUR CATEGORIES ARE QUITE CLEAR AND GOAL FOCUSED, SUGGEST BREAKING UP BASIC SKILLS E.G. MAP CODES AND COGNITIVE SKILL DEVELOPMNT E.G. THEME/EXAMPLE, EXCELLENT FOCUS ON COMMON CORE GOALS, HISTORICAL NARATIVE CONTINUES, SUGGEST EXPANDED CONCLUSION BEYOND PARAPHRASING THESIS/CLAIM PRACTICE IN ESSAY-3/26 T.MOUNKHALL- AS OF TODAY, YOU ARE MISSING 3 POSTS ON COLLEAGUES' WORK FOR THE WEEK OF 3/19- 3/23 T.MOUNKHALL- YOU ARE RIGHT UP TO DATE ON YOUR WORK- PLEASURE WORKING WITH YOU-3/17 //MRilley-- Thanks! Then you won't mind if I also work on a unit for Global I and post it for feedback? :-) 3/19-T.MOUNKHALL-THAT WOULD BE FINE.3/19//
 * T.MOUNKHALL-PLEASE SEE MY QUESTIONS ABOUT 4/18 ON MY PAGE AND ANSWER THEM HERE-3/28
 * 1 || Treaty of Versailles creates conditions which will lead to the rise of totalitarian dictators in the Interwar Years || Map Skills
 * 2 || Great Depression as contributing factor to the rise of totalitarian dictators in the Interwar Years || Multiple Causation
 * 3 || Rise of Fascist Totalitarian Italy under Mussolini || Theme/Example
 * 4 || Rise of Hitler in Nazi Germany || Theme/Example
 * 5 || Comparative Government Activity || Theme/Example
 * 6 || Application of knowledge and understanding of totalitarian, fascist, and Nazi systems || Theme/Example
 * 7 || Essay assessment || Theme/Example



H. Frischknecht - I really like your use of choice with regard to your dictators project. I think it is important that we don't forget things like multiple intelligences when looking at the Common Core. Students are much more likely to find meaning and interest in projects and activities when they have a say in the assessment. I may steal some of the ideas for my class!-T.MOUNKHALL- EXCELLENT POINT. THE COMMON CORE FOCUSES ON PEOPLE WHO ARE STRONG WITH TEXT. LET'S NOT FORGET THE OTHER LEARNING STRENGTHS IN OUR CLASSES IN AN ATTEMPT TO ADDRESS THE COMMON CORE REQUIREMENTS-3/25 T.MOUNKHALL- DID I MISS YOUR UNIT PLAN GOALS AND EXAMPLE OF DATA DRIVEN INSTRUCTION?-3/15 //MRilley: I put them as student objectives on the Unit Plan document: Students will be able to:// // What would you like to see for the data driven instruction? I typically use the student performance on the assignments and feedback in class to inform my instruction and the need to re-teach or reinforce. I am not sure how to put that in here. =T.MOUNKHALL-YOU MAY WANT TO TELL THE STUDENTS AT THE BEGINNING OF THE UNIT WHAT THEY ARE GOING TO ASSESSED ON SO THAT THEY WILL FOCUS ON WHAT YOU THINK IS IMPORTANT-3/16 // -T.MOUNKHALL- EXCELLENT DIRECTIONS FOR READING QUESTIONS RE:MUSSOLINI- PARAPHRASE THE TASK AND WRITE ANSWER IN FULL SENTENCE-BOTH COMMON CORE LITERACY GOALS.WHICH QUESTIONS IN THE SET GO BEYOND FINDING THE ANSWER IN THE DOC?-3/12 T.MOUNKHALL- EXCELLENT SET OF LEARNING ACTIVITIES ON DICTATOR CHOICE BOARD ADDRESSING STUDENT CREATIVITY, CHOICE AND MULTIPLE LEARNING STYLES-3/12 T.MOUNKHALL- EXCELLENT WRITING ACTIVITY RE: DOC. ABOUT MUSSOLINI- ADDRESSES COMMON CORE FOCUS ON SOPHISTICATED THINKING SKILLS SINCE STUDENTS HAVE TO RELATE NEW INFO. ABOUT iL DUCE TO THE ABSTRACT NOTION OF TOTALITARIANISM AND COMMON CORE FOCUS ON USING INFO. FROM TEXTS IN WRITTEN ARGUMENTS- NEED FOR USE OF OUTSIDE INFO. FROM CLASS LECTURES ADDRESSES THE OUTSIDE INFO. REQUIREMENT ON THE DBQ'S-3/12 T.MOUNKHALL-HITLER YOUTH ACTIVITY IS VERY WELL PLANNED AND ADDRESSES:1-READING GOAL OF COMMON CORE RE:FINDING EVIDENCE IN TEXTS, 2- DEVELOPING SOPHISTICATED THINKING SKILLS E.G. COMPARE/CONTRAST AND RELSTIONSHIPS OVER TIME AND PLACE,3- WRITTEN PARAGRAPH ADDRESSES COMMON CORE GOALS OF WRITING PRECISE CLAIMS AND USING TEXTUAL DATA AS EVIDENCE IN ESSAYS-3/14 WHEREBELAND EXERCISE ADDRESSES CONTINUITY AND CHANGE AND RELATIONSHIPS ACROSS TIME AND PLACE. IT COULD ALSO LEAD TO AN ESSAY ON MULTIPLE CAUSATION OF THE CHANGES. QUESTION FOR ALL-WHAT IS THE MISTAKE ON THE MAP RELATIVE TO THE HISTORY OF IRELAND?-3/14 T.MOUNKHALL-DEPRESSION READING IS VERY PROFESSIONALLY PLANNED: ADDRESSES THREE IMPORTANT THINKING SKILLS- RELATIONSHIPS OVER TIME AND PLACE, THEME AND EXAMPLE AND COMPARE/CONTRAST.REINFORCEMENT OFMARX'S THEORIES IN THE TEXT IS BRILLIANT. INCLUSION OF VOCABULARY IN READING IS QUITE PRACTICAL.-3/14 T.MOUNKHALL- VERSAILLES TREATY ACTIVITY IS QUITE STRONG. IT EMPHASIZES MULTIPLE PERSPECTICES AND USE OF TEXTUAL DATA. LOVE THE REFERENCE TO THE GERMAN COLONIES ON THE COAST OF CHINA WHICH COULD BE AN EXCELLENT LEAD IN TO THE STUDY OF THE GROWTH OF CHINESE COMMUNISM-3/14 T.MOUNKHALL- COMPARE GOVERNMENT READING PROVIDES MANY POSITIVE LEARNING ACTIVIIES FOR STUDENTS:1-VOCABULARY LIST ON THE SIDE-COMMON CORE, 2-STUDENTS HAVE TO INTERPRET THE MEANING OF A QUOTE FROM READING-COMMON CORE-EXTRACTING MEANING FROM TEXT, 3- USE OF VISUAL ORGANIZER TO PROCESS DATA, 4- COMPARE/CONTRAST THINKING SKILL ADDRESSED AND 5-USE OF TEXT DATA TO DECIDE IF A SYETEM IS TOTALITARIAN OR NOT- THEME/EXAMPLE- 3/14
 * // Analyze the extent to which the Treaty of Versailles and the Great Depression led to the rise of totalitarian regimes in Western Europe. //
 * // Identify, discuss, and evaluate the methods which totalitarian dictators use to establish and maintain control. //
 * // Compare and contrast the regimes of Mussolini and Hitler with a Communist dictator previously studied (Stalin)-T.MOUNKHALL-WELL DONE- SORRY I MISSED THEM- SOPHISTICATED THINKING SKILLS ADDRESSED: RELATONSHIPS OVER TIME AND PLACE AND COMPARE-CONTRAST=3/16 //

T.MOUNKHALL- I AM NOT FAMILIAR WITH YOUR DISTRICT'S UNIT PLAN TEMPLATE.I AM SURE THAT THESE COMMON CORE ASPECTS ARE IN THERE BUT I DO NOT SEE THEM. PLEASE SPECIFY EXAMPLES OF DATA DRIVEN INSTRUCTION, READING AND WRITING SKILL BUILDING ACTIVITIES, USE OF SOPHISTICATED TEXTS, FOCUS ON DEVELOPING SOPHISTICATED SKILLS IS EXCELLENT, WHAT DOES FOCUS STANDARDS MEAN?-3/11-T.MOUNKHALL- CHOICE BOARD DICTATORS.PUB WILL NOT OPEN-3/11 //MRilley--The focus standards are the common core standards that are addressed throughout the unit. I will convert the publisher document to a PDF and repost. I will also post the activities the students will complete so that it more clearly shows the elements of the unit. 3/11// Here is my unit plan for the rise of dictators. It is in my district format. Let me know if this is not acceptable. I also uploaded my Dictators Choice Board for differentiation. My Hymn to Baxter is an anticipatory set that I use to illustrate life in a totalitarian state. Mrs. Baxter is our principal and I insert her name into the Hymn to Stalin. I put her intimidating looking photo on the SMART Board and post it all over the room, even on their desks and make the students recite the hymn.T.MOUNKHALL- THIS IS AN EXCELLENT LEARNING TOOL SINCE IT APPLIES AN IMPORTANT THEME- TOTALITARIANISM TO LOCAL EXPERIENCE- 3/11

Achieve The Core

The above is a good site for information from the writers of the standards.T.MOUNKHALL-VERY HELPFUL-THANKS-3/5

This is the unit template our district is using at this point. T.MOUNKHALL- IMPORTANT FOCUS ON THINKING SKILLS AT THE BEGINNING, DIRECT CONNECTION OF LEARNING ACTIVITIES AND COMMON CORE STANDARDS- IMPORTANT-3/5

//Feyen- Thanks for sharing! Our district has a template for ELA and a template for Math. When we planned our ELA/Science unit and our ELA/Social Studies unit that we taught this year, we just used the ELA template and infused the content. It worked out okay, but I like how yours is the same regardless of the subject area. It seems like that would be especially helpful for providing cohesiveness throughout the district while allowing the different subject areas to put what they think is important for their content specific units in the template.-3./////5// //This is a test that I made that is based on the Common Core standards. I am interested in getting input from colleagues as to whether or not it is rigorous enough and reflects the Common Core focus. I would like to create one for my Five day unit that is effective and would appreciate feedback.-T/MOUNKHALL-THIS IS AN EXCELLENT ASSESSMENT FROM MULTIPLE CHOICE ON DOWN. I QUESTION THE UTILITY OF MATCHING. MULTIPLE CHOICE QUESTIONS ARE REGENTS BASED AND FOCUS ON SOPHISTICATED THINKING SKILLS- SUCH AS MULTIPLE CAUSATION- #'S-1 AND8, RELATIONSHIPS OVER TIME AND PLACE- #'S-2, COMPARE-CONTRAST-#3, THEME AND EXAMPLE- #4. IT ALSO ADDRESSES COMMON CORE GOALS SUCH AS READING FOR MAIN IDEA AND POINT OF VIEW OF 2 AUTHORS ON SAME TOPIC. FINALLY, IT ADDRESSES THE COMMON CORE GOAL OF WRITING PARAGRAPHS WITHIN THE DISCIPLINE OF HISTORY THAT HAVE SPECIFIC EVIDENCE TO SUPPORT CLAIMS- 3/6// //LFeyen- Since I teach fifth grade this assessmenr is much more in depth and advanced than what I am used to, but from the training I received on the Common Core it looks liike it focuses on many aspects of the new standards. In the questions where you require students to provide evidence you asking them to demonstrate text based knowledge and use the text as proof to support their answer. This is a huge shift for the Common Core Standards. The nonfiction based documents lend themselves nicely to the Common Core and students will engage in content area specific reading for a variety of purposes based on the questions asked. The assessment also includes writing skills. I thought it was great! Based on Dr. Mounkhall''s comments, maybe there is another way you could incorporate the vocabulary or assess their understanding of the terms that isn't a matching activity. One thing that came to mind, it may not work for your grade level, but maybe you could try a cloze reading with content interwoven where students have to fill in blanks by applying the vocabulary.T.MOUNKHALL- PERHAPS YOU COULD DEMONSTRATE THE USE OF A CLOZE READING RELATIVE TO COMMON CORE STANDARDS- USE OF TEXT BASED KNOWLEDGE AS SUPPORTIVE EVIDENCE IN ESSAYS IS A KEY COMMON CORE FOCUS- FOR ME, MATCHING JUST ADDRESSES RECALL OF INFORMATION AND I WOULD RATHER HAVE STUDENTS REINFORCE RECALL OF DATA THROUGH ITS USE IN MORE SOPHISTICATED TASKS AS DEMONSTRATED WELL IN MULTIPLE CHOICE #'S 1-4- 3/7 --Thanks for the feedback, Lauren and Tom! I appreciate it. I, too, prefer to see their vocabulary applied in sophisticated tasks. I put them on the tests as a way to try to make my test anxious students feel empowered and less anxious because I view it as an easy task. Sometimes it backfires!!!!-MRilley 3/10// -T.MOUNKHALL- THIS IS A GOOD EXAMPLE OF THE FACT THAT YOU KNOW YOUR STUDENTS BETTER THAN I DO- 3/11 J. Pedota--- I too use the Treaty of Versailles and the Great Depression to explain the rise of totalitarian leaders in the 1920s and 1930s. The Treaty of Versailles sets the stage for World War II. I like how you used documents on your test without making the test a DBQ.-T.MOUNKHALL- DBQ SKILLS AND ALL SKILLS MUST BE PRACTICED AND DEVELOPED ON A REGULAR BASIS-3/12

//3/19 L.Feyen- The Dictator Choice Board appeals to a vareity of learning styles. I also like the choice component because students are more motivated to complete activities and assignments that they get to pick themselves. Do you ever have students who don't complete the one writing assignment? I might be thinking in elementary terms, but maybe you could highlight or make the writing tasks stand out so they know they have to have one of those. Just a thought, but I think it is a great learning activity for your topic!-T.MOUNKHALL- SUGGEST THAT YOU SPECIFY SOME COMMON CORE WRITING REQUIREMENT FOR THE WRITING CHOICES E.G. START THE PARAGRAPH BY THE WITNESS TO KRISTALLNACHT WITH A PRECISE CLAIM-3/19//

//3/20 J. Pedota--- Your Dictator Choice Board is a very creative idea. You are giving students many choices to complete projects. These activities promote critical thinking and choice. I also thought your packet on the Hitler Youth would be a great activity to use in the classroom. Students would get a better understanding and gain more insight into the Hitler Youth.-T.MOUNKHALL- THIS ASSIGNMENT ADDRESSES MANY DIFFERENT LEARNING STYLES WHICH IS SOMETHING THAT THE COMMON CORE DOESN'T PRIORITIZE-3/21//