1/25

Large group presentations were concluded today. We then looked at some song lyrics to prepare for writing our own lyrics for FLOCAB which begins on Friday. 

      HW: 

o   Read/log/post-it--logs due on Friday

o   Study vocab--> Quiz tomorrow


quizlet flashcards to study

1/24

Today we investigated chapter 1 closely.  We worked in small groups to gather information to share with the large group.  Large group presentations will conclude tomorrow and we will move on to peruse song lyrics.  Have a good night.

      HW: 

o   Read/log/post-it

o   Study vocab

o   E-mail/print out song lyrics

1/23/12

Today we finished chapter 1 and worked on a closer reading of the chapter with small groups and will share out on them tomorrow.  If you received a low grade on your vocab assessment on Friday, you may complete it correctly and resubmit it tomorrow.

·      HW: 

o   Read/log/post-it

o   Study vocab

o   E-mail/print out song lyrics

1/20

We finished chapter one of Call of the WIld and spent much time discussing the setting, point of view and plot structure of the chapter.We also reviewed vocab words.  There will be a vocabulary quiz on Thursday of next week and Logs will be collected on Thursday as well.  150 minutes need to be logged.  Have a great weekend.

1/19

Today I collected printed grades and logs 1/12-1/19.  We then continued reading in Call of the Wild.  After Buck is set down in the warehouse, we drew a picture of the scene, we also stopped as Buck was on the baggage car to jot how we thought Buck was feeling and why.  Additionally, After Buck's encounter with the man into red sweater, we reacted.  All of these reactions need to be in your reflections on reading section of your reader's notebook. We also did consensus definitions for vocab.   HW:  Be sure to have your two words defined, and identified, also read log post it.  Long write on Ch1 of Call of the Wild.

1/18

Today in class we read for 10 minutes.  We then continued reading Call of the Wild discussing inferences we made as we read about the setting and the character of Buck.  We also spent a quick minute in class drawing the setting as we saw it in our mind's eye. Nick Saulpaugh just shared some great info--If you can not get into Powerschool via the lakeplacidcsd.net link, try typing in lpcsd.powerschool.com and press continue.
HW:
Read/log/post it.
Print grade (remember to log into lakeplacidcsd.net first) If you can not get in, you need to be able to tell me the steps you took and the problem you encountered. 
Logs due tomorrow too.

1/17

We read for 10 minutes in class. I then talked quickly about grades and the new assignment for Thursday to  print out grades, look them over and turn in outstanding work by Thursday. Also logs will be due on Thursday with 150 minutes logged.  Additionally a handout was given to track vocab during chapter .  We spent time discussing Charles Darwin and how he relates to Jack London.
We then tackled the quote that begins the book, "Old longing's nomadic leap/chafing at custom's chain/ Again from its brumal sleep/Awakens the ferine strain."

HW: Print out grades, read log post-it

1/13

Today students were given some descriptive writing handouts to help them with the social studies creative writing assignment.  Also students read for ten minutes paying close attention to language and noting any outstanding sensory details.  Period 3 began reading chapter 1 of Call of the Wild by Jack London.
Periods 8 and 9 finished presentations then wrote notes about what they learned throughout their own research and through their peer's research and presentations in their READER NOTEBOOKS under reflections on reading tab AND completed a reflection on project hand out and turned this in.
HW: read/log/post it One more long write that notes exceptional language and comments on its usage dn what makes it effective.

1/11 and 1/12

Students presented their findings in class both days.  Logs were collected on 1/12.

1/10

More work on project presentations tomorrow and logs collected Thursday.

1/9/12

You will be working in a group today. You are to research your given topic using the guiding question provided to prepare a presentation for the class.  Everyone will use at least one of  the general resources then each group has a series of links they can peruse.  You are going to find it is necessary to really look at each general site looking for information pertaining to your topic, you may have to click around.  You will also find stopping to read an article may be the best use of your time!  Take notes and keep your questions in mind.  Have fun.  Use all members of your group, listen to one another and trust one another.

All general sources are one blog entry then each individual group is another blog entry.  Click the label "research" to show all entries related to this assignment.

Objective: To understand your topic as well as you can then prepare a presentation to your classmates so they too can understand your topic.

Timeline:  ONE FULL BLOCK TO WORK WITH PARTNER 1/9
                 ONE FULL CLASS PERIOD TO WORK WITH PARTNER  1/10
                 PRESENT TO CLASS 1/11

TIME IS TIGHT--DO NOT WASTE IT!

Remember logs collected Thursday--150 minutes

Group 7--In the Towns

Group 7: In the Towns
What was life like in the established cities and boom towns affected by the gold rush?

• From Links to the Past
  • Skagway 1898 (NOTE: The picture is sideways.)
  • Trail Street Skagway 1897
• Links from Links to the Past
  • Washington State Historical Society
    • Photo: Landing Supplies at Skagway
    • Skagway Streets
    • Reaching Dawson (NOTE: Read the brief note, then click on the image for a larger image.)
  • Library of the State of Alaska
    • What Services Did People Need?

Group 6-Equipment

Group 6: Equipment
What kinds of equipment did the Klondike Stampeders use?

• From Digital Classroom
  • Equipment
  • Alaska Winter Transportation—Dog Sleds and Dog Harness: Drawing of equipment for U.S. Army personnel in Alaska at the turn of the century
  • Dog Sleds and Dog Harness
  • Klondike Outfits at Dyea, 1898
  • (the above links require some extra searching use the ones below first)
• Links from Links to the Past
  • Washington State Historical Society
    • Only the Beginning
    • King Flour
  • Library of the State of Alaska
    • What Do I Need for a Trip to the Gold Fields
    • When and How to Outfit
  • The National Park Service
    • A Ton of Goods

Group 5--Who Came to the Klondike?

Group 5: Who Came to the Klondike?
What kinds of people came to the Klondike? What motivated them to go? What did they do when they got there, in addition to those who went to the gold fields?

• Links from Links to the Past
  • The National Park Service
    • Dyea (NOTE: List of professions and businesses at the bottom of the page.)
  • National Postal Museum: As Precious As Gold: The Alaska/Klondike Gold Rush
    • Americans Abroad
    • Extraordinary Women
  • Library of the State of Alaska
    • What was a Gold Miner Like?
    • Woman's Standpoint: What to Take and What to Leave Behind
    • How Did the Gold Rush Change the Population?
    • Letter from Mae in Dawson N.W. Territory about "the condition of things from a woman's standpoint" to home. Aug. 25, 1898
    • Women in the Gold Rush
    • Children of the Gold Rush
      • China Joe and Other Foreign Miners
    •