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November 30, 2018
Students are working to create Google Sites exhibitions of artifacts that relate to Farewell to Manzanar.

Students are responsible for relating two artifacts to the text (with evidence) and recording works cited.

Students worked in groups to build their Google Sites during today's class.

Students will then present their exhibitions to the class and vote on which will be accepted into the museum.

They also have to work together as a group to explain why understanding internment camps is important to today's society.

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Students have been participating in collaborative literature circles to discuss the novel, Farewell to Manzanar. Each student has a different role within each literature circle.

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Deb's students used stations to learn about angles, parallel lines, and transversals today.
Three stations:

1. Teacher-student instruction

2. Using the protractor (directions on Google Classroom)

3. Transformations on Khan Academy

Deb posted directions for each station around the room and provided small-group instruction.
Students rotated every 15 minutes.

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Deb's students completed an activity in stations.

Deb posted the link to each activity on Google Classroom.

Students had hand-outs to record their answers on.

Deb had a timer on the board and the students passed the activity from one group to another at the sound of the timer.

The four stations were a mix of tactile clues and digital clues.

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Navneet's students created boards using Discovery Education Board Builder.

Students started their boards on vertebrates by creating the board, changing backgrounds, and adding text boxes.

Navneet modeled how to add each item to the board and circulated to check on students' progress after each step.

They are going to add information to their boards each day as they learn about each type of vertebrate.

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Go back to Chapter 8 and find a passage of DIALOGUE that could capture the regional dialect of the Southern Appalachians. Create a flip grid in which you read the passage in the dialect of the characters. It's okay to over-do it!

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Paper Slides: Weather Vocabulary
Students used paper slides to summarize weather vocabulary words.

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Chapter 5: Direct & Indirect Characterization

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Navneet's students used Plickers for the first time.

Students practiced finding their numbered card and scanning their answers in.

Navneet gave her phone to a student to scan other students' answers.

They completed 3 practice questions to work out the kinks with Navneet's smallest class today.

Navneet asked for feedback at the end of the activity.

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Students are taking a chapter from the novel and altering the setting. They are then creating a ONE MINUTE Paper Slides Video using the outline attached.

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Paper Slides: Serafina and the Black Cloak

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Example of Shared Biltmore Innovations Webquest

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Example of Shared Biltmore Innovations Webquest

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Students will be reading the novel, Serafina and the Black Cloak and going to Biltmore Estate on a field trip. To deeply understand how "advanced" Biltmore was, they were given an innovation to become a master of and then put their information in a "Shared" Google Slides

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Students working collaboratively on a hyperdoc assignment

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Each Friday I send out a Smore Newsletter to parents and students to communicate

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November 13-17, 2017 Please take a look at this flyer! I am going to send one out weekly. I teach two sections of literature, so please...

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Students worked on this with a pair to apply mood/tone concepts taught in class.

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Raquel's Spanish II students participated in a Plickers review for the first time.

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Deb's students are learning about exponents.

To review what they learned in a previous class, students participated in a Quizlet Live at the beginning of the period.

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Navneet's students created weather forecasts as meteorologists.

Students found weather data for a city of their choosing using Weather Underground.

Students then typed a script for reporting the weather as a meteorologist.

Students used Chromebooks and Vocaroo to record their weather report and created a QR code linked to their weather report.

After creating the QR code, students shared to a group Google Doc and scanned each other's QR codes to listen.

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Students giving teachers thank you cards for Thanksgiving. The student wrote the cards in Spanish, as they were wrapping up the courtesy words unit. 

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Students giving teachers thank you cards for Thanksgiving. The student wrote the cards in Spanish, as they were wrapping up the courtesy words unit. 

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The DLC team worked with the Instructional Coach (Julie Marlowe) to plan professional development initiatives.

Each staff member earns stickers for specific actions (leading PD, participating in PD, etc.).

Each teacher also has a yellow sign that says #observeme outside their doors to let colleagues know they are welcome to come in for their learning lab.

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Students working on stations as they learn about the verb to be in Spanish. 

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Students working on stations as they learn about the verb to be in Spanish. 

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Raquel's Spanish II students read a story in Spanish and did a character analysis.

Students wrote analysis that included a picture of themselves, a picture of the title of the book and choose one of the following:

Character analysis

Biography

Second chance

Sing me a song

Speculation

Raquel created QR codes for students to complete a gallery walk of classmates' work.

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Students used Quizizz to review for an upcoming test

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The attached padlet contains artifacts from year 1 (with Bryanna Bailey coaching) of the DLC.

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Click on the image below to navigate to the resources padlet for our year 2 DLD full-day PD sessions.

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Nanveet's students completed a lab in science today.

Students first discussed the difference between qualitative and quantitative observations and described inferences.

They then went over the instructions for the lab and created a hypothesis for how many drops of water can fit on a penny.

Students recorded how many drops of water fit on the penny before and after the variables (soapy water) were introduced and found averages for each set of trials.

They then discussed the data as a class and completed their lab reports.

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Day 1- Monday, July 24 @ JL Mann HS

Day 2- Thursday, October 12 @ Riverside HS

Day 3- Thursday, December 14 @ Riverside MS

Day 4- Thursday, February 8 @ Greenville HS

Day 5- Thursday, March 8 @ Beck Academy

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Raquel Batista's students learning daily routine in Spanish by singing a song. 

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Raquel Batista's students learning daily routine in Spanish by singing a song. 

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- Students first took notes on morning daily routines and greetings in Spanish.
- Second, students repeated the greetings in the target language.
- Third students were able to greet each other in the target language.
- Last but not least students were able to sing in the target language.

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Students singing a greeting song in the target language 

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Students singing a greeting song in the target language 

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Navneet's students completed a stations activity focused on energy.

Stations included: a Discovery Education virtual lab, a categorizing activity, an Edpuzzle video, and creating marble roller coasters.

These stations helped students review for their upcoming assessment on energy.

One of Navneet's colleagues also used the same energy stations in her classroom today.

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Singh Energy Stations 9/28 - Google Drive

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A step-by-step guide to creating a Google Form Quiz for other teachers to watch.

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I am so proud of myself.  I created my first EDpuzzle.  As a quick introduction to proportion, I used a video I found and made my own questions.  Because I was in my DLC profession Development, I asked my ICS Coach and Algebra students for feedback.

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Students and ISC perspectives

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Google Forms - create and analyze surveys, for free.

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Create a new survey on your own or with others at the same time. Choose from a variety of survey types and analyze results in Google Forms. Free from Google.

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Students worked on vocabulary with our unit on Bold Actions. We utilized a Quizlet, to refresh, learn, review.

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Abby Sunderland Vocab Flashcards | Quizlet

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Start studying Abby Sunderland Vocab. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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I created a Screencastify on Google Forms which I turned into an EdPuzzle for a Professional Development

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EDpuzzle video lesson. Make any video your lesson. Take a video and crop it, add your voice or embed questions at any point.

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Students were introduced to a new topic through a Webquest on Japanese Internment Camps

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Japanese American Internment Camps Webquest

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I have created a Google Calendar for each section of my classes. After each day, I write an agenda of what we did.

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Raquel's Spanish I students reviewed using Quizlet Live.

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Deborah's Algebra I students reviewed using Quizlet Live.

Deb first had students learn new material via EdPuzzle.

Students then got into groups for Quizlet Live.

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I utilize Goobric to grade assignments and give feedback!

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Students reviewed terms for an upcoming quiz using Quizlet Live!

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Students explored the Manzanar Internment Camps

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Manzanar National Historic Site, located in California's Owens Valley, was established to preserve the stories of the internment of nearly 120,000 Japanese Americans during World War II and to serve as a reminder to this and future generations of the fragility of American civil liberties.

Relocations recur throughout the history of Manzanar and the Owens Valley. The Paiute and early settlers as well as Japanese Americans all were uprooted from their homes.

Although the museum collections focus on the Manzanar War Relocation Center era, the park also preserves and interprets the history of the people who came before. Archeological collections and other items document and celebrate all eras of park history:

* American Indians began using the valley almost 10,000 years ago. About 1,500 years ago the Owens Valley Paiute established settlements here. They hunted, fished, collected pine nuts, and practiced a form of irrigated agriculture.

* Miners and ranchers moved into Owens Valley in the 1860s, destroying the natural resources the Paiute depended on, and disrupting their economy. Conflicts between the Paiute and the new arrivals were settled by the U.S. military, which forcibly relocated nearly 1,000 Owens Valley Paiute to Fort Tejon in 1863. Many Paiute later returned to Owens Valley to work on local ranches.

* The town of Manzanar-the Spanish word for "apple orchard"-was developed as an agricultural settlement beginning in 1910. Farmers grew apples, pears, peaches, potatoes, and alfalfa on several thousand acres surrounding the town.

* The Los Angeles Department of Water and Power began acquiring water rights in the valley in 1905 and completed the Los Angeles Aqueduct in 1913. Land buyouts continued in the 1920s, and by 1929 Los Angeles owned all of Manzanar's land and water rights. Within five years, the town was abandoned.
Manzanar National Historic Site Virtual Museum Exhibit Teaching with Museum Collections Lesson Plans

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Manzanar National Historic Site, National Park Service - Google Arts & Culture

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Manzanar National Historic Site, located in California's Owens Valley, was established to preserve the stories of the internment of nearly 120,000 Japanese Americans during World War II and to serve as a reminder to this and future generations of the fragility of American civil liberties.

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Deb's Algebra students worked in three stations during today's class.

One group of students completed a Desmos activity on inequalities.

A second group of students completed a worksheet on word problems.

A third group of students worked on desktop computers on Cognitive Tutor.

Deb circulated through the classroom as students completed the three activities.

Students had 20 minutes at each station.