Map Quiz on Spanish & French Explorers - Read Ch. 4

After chapel, the awards ceremony, and first aid after a fall, students spent a few minutes reviewing for the Map Quiz over Spanish and French Exploration of Texas and then took the quiz. Students knew so much that there was little time left in class after they finished. And that's a good thing!

Assignment for Thursday: Read Ch. 4 on Spanish and French Exploration, filling in mental details about Pineda, Cabeza de Vaca, Coronado, Moscoso, Onate, and LaSalle.

Map Analysis of Spanish & French Exploration - Brainstorming Presentation Projects - Opinions About Cannibalism - Swift's "A Modest Proposal"

With the blues still ringing in our ears, today we did the following:

• Used our animated PowerPoint maps and worked collaboratively on what we noticed about the Maps of Spanish & French Exploration of Texas.
• Students were asked to use the animated PowerPoint maps to prepare for a Map Quiz over Spanish and French Exploration of Texas---to be given tomorrow
• Brainstormed Possible Presentation Projects on the Spanish and French Explorers.
• Opined as to whether it was right for members of the Cabeza de Vaca Expedition to engage in cannibalism. Results are here.
• Were directed to Jonathan Swift's 18th-century essay, "A Modest Proposal" and asked to read it by tomorrow

Assignments - Due Wednesday

1. Map Quiz - Spanish & French Exploration of Texas - Use your animated maps to prepare.
2. Read and write multiple discussion questions over Swift's "A Modest Proposal."

Field Trip to CAC

We checked to see that students had embedded their PowerPoints showing Spanish and French Exploration of Texas. Click here, here, and here to see the excellent results.

We then attended a performance of the E-Flat Porch Band at the Cultural Activities Center.

No Assignments Due

Summaries of Summaries - Choosing Topics to Teach - Animated Maps of Spanish & French Exploration

Animated Map: Spanish & French Exploration of Texas

View more presentations or Upload your own.

Students:

• Wrote 15-minute summaries of the Chapter Summaries of the Spanish Period they read yesterday
• Chose the learning activity they would lead the class in while we study Spanish Texas
• Opened an animated PowerPoint of Spanish & French Exploration of Texas and were supposed to follow these instructions to learn how to make an animated slides of their own

Assignment Due Monday

1. Finish the animated PowerPoints as described in the instructions.
2. This assignment is due when you arrive to class on Monday, and no late credit will be given.
3. You wasted most of the class time given you to work on this, so I expect you to put in that time and more during the weekend, finishing and polishing your slides by 8 A.M. Monday. 
4. Save it to Slideboom and embed it in a blog post before you arrive in class. (Slideboom works better with animation than Slideshare.)

Relating Lord of the Flies to Our Previous Studies - Collaborative Planning for Spanish Period Unit

Pineda Expedition Map, 1519 

1. Today we first worked collaboratively to relate aspects of Lord of the Flies to stories and topics we've studied so far this school year. Check out the Google Doc by clicking "Google Doc."

2. Then we looked ahead toward our study of the Spanish Period of Texas history.

• Students read the three (3) chapter summaries on the Spanish Period: Ch. 4, Ch. 5, & Ch. 6.
• Each then chose a chapter and wrote down possible learning activities we could do while studying the Spanish Period. Click here to see what they've thought of so far.
• We also took a quick look at what Professor Donald E. Chipman calls "the oldest known document of Texas history," the Pineda expedition's map of the Texas coastline, drawn in 1519.

Assignments for Friday

1. Add to your LOTF/Previous Learning Activities GooDoc.
2. Add some more possible learning activities to the Brainstorming the Spanish Period GooDoc. Also, add to your classmates' ideas. Be sure to color code or use your initials or numbers (wink) to indicate who is making each suggestion.
3. Optional: I thought you tech-oriented scholars would find this article, "The Creepy New Wave of the Internet," interesting. I surely did and would enjoy discussing it with you.

Picture Day-No HistLitLogic Class

So look at yesterday's post: what was due today will be due Thursday. Smile. Click.

Indian Debate, Day 2

A. Students did an excellent job on Day 2 of the Indian Debate. They continued the cross examination of students who didn't get cross examined yesterday and even got in a few extra licks against tribes from yesterday. They then posted several debate items at their blogs:

1. Debate Planning Sheet (the multi-colored one) that was to be color coded by:
• Notes from the Chart-Indians of Texas (info from our textbook)
• Notes from HOTO - your tribe & each opponent
• Notes from Notes from Newcomb (Possibly Interesting Information) - your tribe & one opponent
2. Indian Debate PowerPoint
3. Notes During Indians Debate

B. We also discussed some possible ways to relate Lord of the Flies to various stories and topics we have studied thus far this year: SMERFCAPS, Texas Geography, Indians of Texas, Shipwrecked in Outer Space, "Harrison Bergeron," "The Lottery," and "The Most Dangerous Game." One student began working up a multi-part Venn Diagram as a possible approach, so we'll decide what and how to do this tomorrow.

Assignment for Wednesday: 

1. Be sure to have all three of the above debate-related items posted at your blog by tomorrow.
2. Be thinking of possible approaches to relating LOTF to previous studied stories and topics.

Indian Debate, Day 1

Excellent debating today, students. Look back over your notes and decide what you want to ask and might answer during tomorrow's cross examinations. And have a great Monday evening.

LOTF Movie, Conclusion - Canterbury Faire - Debate Instructions

On an abbreviated schedule, students viewed and discussed the conclusion to the 1963 Peter Brooks movie version of Lord of the Flies. The students then repaired to the field across the street from the church to help with the school's annual Canterbury Faire.

Assignment - For Monday: Indian Debate - Be prepared to debate the question, "Which Indian tribe of Texas was the best?"

• Organize your PowerPoint the same basic way as for the Regions Debate (Notice, though, a couple of important changes for Slide 2.)
• Slide 1: Title
• Slide 2: 
• Background Information on Your Tribe: where located, main way(s) of making a living, settled or nomadic, etc. - You could put this on a MAP if you like.
• Your 3 Main Arguments as to Why Your Tribe is the BEST (You may give more than 3 main arguments if you like.)
• Slide 3: Ways your tribe is better than Opponent #1
• Slide 4: Ways your tribe is better than Opponent #2
• Slide 5: Ways your tribe is better than Opponent #3
• Reminder: You may use more than 5 slides if you like.
• Be sure to include PICTURES illustrating your arguments.

LOTF Movie - Debate PowerPoint

Today we:

• Discussed the denouement of Lord of the Flies
• Watched and discussed the rest of the 1963 movie version (except for the final five minutes or so)

Assignments
No assignments due Friday

• Be preparing your Debate PowerPoint - due Debate Day, Monday, 11/3/14.
• We'll work on this during our pre-Canterbury Faire classtime tomorrow, time permitting.
• Organize your PPT the same basic way as for the Regions Debate
• Slide 1: Title
• Slide 2: 
• Background Information on Your Tribe: where located, main way(s) of making a living, settled or nomadic, etc. - You could put this on a MAP if you like.
• Your 3 Main Arguments as to Why Your Tribe is the BEST (You may give more than 3 main arguments if you like.)
• Slide 3: Ways your tribe is better than Opponent #1
• Slide 4: Ways your tribe is better than Opponent #2
• Slide 5: Ways your tribe is better than Opponent #3
• Reminder: You may use more than 5 slides if you like.
• Be sure to include PICTURES illustrating your arguments.

Notes from Notes from Newcomb - LOTF Movie, Day 2

After chapel, students:

• Took debate preparation notes from notes I'd taken from W. W. Newcomb, Jr.'s The Indians of Texas
• They were to take notes on their own tribe & at least one (1) of their opponents
• They can take notes on one or more of the opponent tribes for Extra Credit.
• Notes are to be added onto the Debate Planning Sheet & identified by color code as coming from Newcomb's The Indians of Texas
• Viewed the next 15-20 minutes of the movie version of LOTF

Out-Of-Class Learning Opportunity OOCLO) - Due Thursday:

1. Finish taking DebPrep Notes from my notes from  Newcomb
2. Read Ch. 12 of LOTF "Cry of the Hunters."
3. Write QFT-based questions and post them at your blog. Be sure to add a picture to each blog post.

HOTO DebPrep on Opponents - LOTF Online Game - Began LOTF Movie

Yep, same one as yesterday; good of you to notice!

Today our scholars did the following

History: Indians of Texas

Took Debate Prep Notes from HOTO articles on the 3 opposing tribes

• They did not have to highlight the HOTO articles  but simply took notes right onto the Debate Planning Sheet they worked on yesterday.
• They were to indicate by color coding the information they were taking from the HOTO articles.

Literature: Lord of the Flies

• Played, discussed, and evaluated an online Lord of the Flies Game
• Discussed Ch. 10 of LOTF
• Watched and discussed the first 13 minutes of the 1963 Peter Brooks movie version of Lord of the Flies

Assignments for Wednesday:

1. Finish HOTO notes on your 3 Debate opponents

• You are taking these notes on the Debate Planning Sheet.
• Please remember to color code them so I can see they are taken from HOTO. This will also allow you during the debate to say something like, "As stated in the Handbook of Texas Online . . ." This will add authority to your arguments, as HOTO is considered to be a respected, scholarly source.
• These notes will be graded tomorrow. 

2. Read and write questions over Ch. 11 of LOTF: "Castle Rock."

• Please follow the QFT (Questions Formulation Technique) we've been using the past week.

Indian Debate Prep - Lord of the Flies, Ch. 9

Today students:

• Prepared for the upcoming Indian Debate by using information they've been reading and highlighting to fill out a Debate Planning Sheet.
• Information was to come from:
• Chart - Indians of Texas - 4 tribes: each student's own tribe & each of the 3 opponents
• HOTO - each student's own tribe
• This is due Tuesday, 10/28.

• Discussed Chapter 9 of Lord of the Flies - Notes are here.

Assignment - Due Tuesday

1. Debate Planning Sheet as described above - Include information from Chart (4 tribes) & HOTO (your own tribe)
2. Read & write discussion q's over Ch. 10 of LOTF: "The Shell and the Glasses." - Use the Question Formulation Technique (QFT) as your guide.

Lord of the Flies - Pigs - Indian Debate Prep

Next?

Lord of the Flies: Today we had a nice long discussion of LOTF through Ch. 8. Highlights:

• Focus on Simon & his "chat" with the Lord, especially analyzing these statements from the Pighead on p. 111:
• "You knew, didn't you?"
• "I'm part of you?"
• "Close, close, close!"
• "I'm the reason why it's no go?"
• "Why things are as they are?"
• 12345 looked up the word "Beelzebub" and found it's Hebrew for "lord of flies." This led to a discussion of Satan, original sin, and how this might apply to Simon's saying on p. 66 that "maybe there is a beast . . . maybe it's only us."
• We enjoyed a visit from Dr. Carpenter, who added pertinent insights and questions to the discussion.
• We discussed pigs and enjoyed a chat with Mrs. Jeter about Rufus, her three-year-old pet porker.
• Notes taken during all of this can be viewed here.

Indians of Texas

• Students got back their graded Map Quiz over the Indians of Texas & Texas Geography: Well done, ya'll!!!
• Debate Prep
• Students' color-coded highlightings of Strong Points/Weak Points were checked and graded (the Chart).
• Students began color coded highlighting from HOTO (Handbook of Texas Online) over the tribe they will be defending in next week's debate.

Assignments for Monday:
1. Finish the HOTO reading & highlighting.
2. Read Ch. 9 of LOTF:"A View to a Death." Write questions that follow the Questions Formulation Technique we practiced this week. That means writing as many questions as you can!!!

Map Quiz on Indians & Geography - Debate Prep

Our students today:

• Did some last-minute study for the Map Quiz - (Kudos to student 12345 for producing another study guide, this time on the Indians of Texas in 1600 & 1800!)
• Took the Map Quiz
• Prepared for the Indians Debate by reading and color coding the strong points & weak points of their tribe and their opponents' tribes.

After-Class Learning Opportunities (A-CLO, aka "Assignments") for Friday

1. Finish color coding the Strong Points/Weak Points for your tribe and each of your opponents' tribes (Jumanos vs. Comanches vs. Wichitas vs. Caddos . . . gee, I wonder if any of the central and southern tribes are feeling left out; sad, man). The color coding is being done (AS YOU WELL KNOW) on the Chart - Indians of Texas.
2. Read and write questions over Ch. 8 of Lord of the Flies: "Gift for the Darkness." Follow the Question Formulation Technique we've been using this week. Post your questions at your blog and include a picture.
3. Have a wonderful Rest-of-Thursday!

After chapel, students:

• Read one another's blog posts on the relationship between the geography of Texas and the Indians of Texas
• Augmented their blog posts with the information from their classmates' posts

Prepared for tomorrow's Map Quiz over the Indians of Texas by:

• Glancing (very briefly but probably not long enough to suit them) at a page of the actual quiz
• Analyzing the two maps on Texas Indians in 1600 & 1800
• Looking at an excellent study guide a classmate voluntarily made (see above) - OUTSTANDING! And MANY THANKS!

Assignments for Thursday

• Read Ch. 7 in Lord of the Flies and write as many questions as you can, following the Questions Formulation Technique previously referenced
• Quiz over Indians of Texas - See study tips at previous post.

Today students:

• Learned to make QR Codes
• Made codes for the Google My Maps assignment from a couple of weeks ago
• Helped finalize the Texas Our Texas bulletin board in the north hall downstairs, adding their QR Codes to the Texas My Texas table/map assignment
• Analyzed the two maps from yesterday showing the relationship between Texas geography and the lifestyles of the Indian tribes living in each region and sub-region of Texas. 
• Each student took the region & sub-regions their defended in the Regions debate last week.
• Students will share their analyses with one another tomorrow.
• Looked at several other maps of Indians of Texas, noting that not every map shows the same locations as those in our textbook. Some of the more useful ones can be found here, here (1500), here (1500/1776), here (Comanche Migration), here, and here. That last site has a useful note about the challenges of mapping locations of Indian tribes.

Assignments

Lord of the Flies

• For Wednesday: Read Ch. 6. (Rescheduled from yesterday)
• Use the Questions Formulation Technique to write as many questions as you can about Ch. 6: "Beast from the Air."

Map Quiz-Indians of Texas

• The Map Quiz over the Indians was rescheduled for Thursday. 
• See the instructions at the HistLitLog blog post of Monday, 10/20.

Lord of the Flies, Ch. 5 - Indians of Texas (very briefly)

Today we:
Were introduced to a Question Formulation Technique

• Used the technique to write additional questions for Chapter 5 in LOTF
• Discussed students' favorite questions

Were told of a Quiz Wednesday over the Indians of Texas (see below)

Assignments
For Tuesday:

• Read Chapter 6 in LOTF: "Beast from the Air"
• Write as many questions as you can over Ch. 6, using the technique we practiced in class today

For Wednesday Thursday:
Learn the locations of the Indians of Texas from the following maps

Regions/Indian Cultures

• We were introduced to this on Friday.
• Be able to relate the locations of the Indians to the geographical region in which they lived and how geography affected the way they made their living (economics), housing (architecture), and whether they lived in settled villages or were nomads. 
• This map should also help you learn this concept.

Two Maps: Texas Indians in 1600 & 1800 - Sent by email today, but click on the title if you need to.

• Know the locations of the various Indian tribes
• Notice how their locations changed between 1600 & 1800.

We will study this in class tomorrow to help you learn these concepts.

Lord of the Flies, Day 6 - Texas Indians/Texas Geography

On this good Friday, HistLitLog students did the following.

Lord of the Flies

• Discussed the GooDoc they collaborated on tracing the relationship between Ralph and Jack in Chapters 1-3 of Lord of the Flies
• Read and analyzed student responses to a British teacher's essay assignment over the RalphnJack relationship
• Pretended they were teachers and wrote a response to one British student's essay
• Discussed last night's reading assignment of Chapter 4: "Painted Faces and Long Hair"

Click pic for larger view.

Geography & the Indians of Texas

• Summarized their Predictions About Indians of Texas Based on Geography
• Compared their findings with a two-map juxtaposition of the Regions of Texas and the 4 Native Texas Culture Groups
• Chose a tribe to defend in next week's Indian Debate - Surprisingly (or not) each student chose a tribe from his Regions Debate region. Wow!

Assignment for Monday
Lord of the Flies

• Read Ch. 5 in LOTF. 
• Write and post at your blog 5 good discussion questions from the reading.
• Continue noting developments in the relationship between RalphnJack.

Chart: Indians of Texas (clicky clicky)

• Read the column on the tribe you will be defending in next week's debate.
• Color code the STRONG POINTS & WEAK POINTS of your tribe.
• If you have time, do the same for the 3 opposing tribes.
• Reminder: the tribes in the debate will be:
• Jumanos
• Comanches
• Wichitas
• Caddoes

RalphnJack Chronology Challenge - Natural Features of Texas - Predictions About Indians

Today our 7th Graders learned through the following:

• Did a RalphnJack Chronology Challenge, placing pictures in plot order and analyzing Golding's development of the two characters in Lord of the Flies
• Briefly analyzed key natural features of Texas as seen on this map and this map - They were given the option of taking a quiz over either or both of the two maps. There was no wild stampede to sign up.
• Made Predictions About Indians of Texas Based on Geography - We're working on this collaboratively, as seen in the embedded map below. View full-size here.

Assignments for Friday

• Finish the PPT on RalphnJack, upload it to Google Docs, & embed it in a blog post.
• Finish your part of the collaborative Google Doc on the Indians & Geography
• Read Ch. 4 of Lord of the Flies and post 5 good discussion questions in a blog post. 

Quiz over Rivers - "Wrong-Way Rivers" - Ralph & Jack in LOTF

After chapel, students:

• Did some last minute review for the Quiz over Rivers of Texas
• Speculated as to why Texas rivers are sometimes called "wrong-way rivers"
• Were given an analysis handout on "Wrong-Way Rivers"
• Took the Quiz (& did spectacularly WELL!!)
• Had the analysis handout postponed due to time constraints
• Began working collaboratively on a Google Document analyzing The Relationship Between Ralph & Jack as presented by author William Golding in Chapters 1-3 of Lord of the Flies. Here is an embed of the table.

Assignment due Thursday

• Finish collaborating on the Google Document on The Relationship between Ralph & Jack.
• Be sure to color code each character, as seen in the directions. I haven't noticed anyone's doing that so far.

Lord of the Flies, Day 3

How accurate do these maps seem? I chose these two because they might help you visualize the island without giving away too much of the plot. The originals are here and here.

Today students:

• Went to one another's blogs and read the 5 questions over Chapter 2 of LOTF
• Chose any 3 questions and wrote 3-4 (or more)-sentence responses
• Discussed their responses with their classmates
• Viewed and discussed a British video giving tips for writing an essay on LOTF - all 6 videos can be found here.
• Viewed and discussed two one-minute videos from a series called 60second
• Viewed the first 30 seconds of a Spark Notes video on LOTF but decided it might give away too much of the plot and decided to watch it some other time
• Chose to continue discussing LOTF rather than using some class time to review for tomorrow's quiz over the Rivers of Texas (& the Gulf of Mexico)

Assignment for Wednesday

• Study for the Quiz over the Rivers of Texas (& Gulf of Mexico)
• Read Ch. 3 of LOTF - "Huts on the Beach" & post 5 good discussion questions on your blog
• Be noticing how the relationship between Ralph & Jack develops in each of the first 3 chapters - we will analyze & write on this on Wednesday.

Lord of the Flies, Day 2 - Texas Rivers

Lord of the Flies

• Discussed some of the Vocabulary Words in Chapter 1
• Students assumed character roles they'd chosen and discussed various aspects of LOTF from their characters' points of view
• Discussed some of the students' interpretive questions
• Wrote predictions as to future developments in LOTF (See student blogs.)

Texas Rivers

• Analyzed a map of the major rivers of Texas - See PowerPoint for excellent student insights.
• Began using animated slides to learn names and locations of rivers for next Wednesday's quiz

Assignment for Tuesday

• Enjoy your 3-day weekend!
• Read Chapter 2 of LOTF and write 5 interpretive questions into a blogpost.
• Study for Wednesday's Quiz over the Rivers of Texas. Use the PPT previously referenced.

Shipwrecked in Outer Space - Began Lord of the Flies: Vocabulary - Assigned Characters - Began Reading

Students today:

• Did an excellent job of ranking and discussing the 16 options in "Shipwrecked in Outer Space"
• Attempted to reach a unanimous decision for each step after arguing vigorously when their ranking differed from a classmate's.
• Demonstrated excellent logical reasoning in defending their rankings
• Were so thorough we didn't have time to finish; you can see what they accomplished here.
• Discussed Vocabulary for LOTF
• Were given the names of several characters in LOTF and chose a part to play as they read and discuss the novel. 

• Wingboy = Ralph
• Jaycolt = Piggy
• 12345 = Jack & Samneric
• Teacherman = Simon
• Began working together on a sheet to help Piggy (the character, not the student playing the character) improve his grammar.
• Read the first several pages in character

Assignment for Friday:

• Read the rest of Ch. 1 of LOTF.
• Read it from the point of view (POV) of your character
• Come prepared to discuss the events of Ch. 1 from your character's POV
• Write 5 good interpretive questions from Ch. 1

Organizational Matters - Pre-Reading Activity for Lord of the Flies

After  chapel, students:

• Tended to administrative and organizational details, checking grades, missing assignments, etc.
• Began reading and following directions on a handout in anticipation of reading William Golding's novel, Lord of the Flies
• The handout, "Shipwrecked in Outer Space," puts students at a crash site on another planet and asks them to rank 16 possible tasks that need to be carried out.
• In LOTF, a group of English schoolboys being evacuated during World War II crash land on an apparently deserted island and deal with their survival situation.

No assignment for Thursday

Regions Debate-Day 2

You did exceptionally well in the cross-examination phase of the debate, students. I watched you grow intellectually during the debate and found it thrilling. I was particularly pleased by your use of the evidence you had gathered and your use of logic in defending your region. Outstanding!

Regions Debate - Day 1

Great job on Day 1 of the debate, students. You presented strong cases and took good notes on your opponents' arguments and evidence. Study back over your notes and be formulating strategies you can use tomorrow during the cross examination phase of the debate. Each of us will be cross examined (questioned) by the other three, so be prepared to defend your own region and "attack" the other three. This is your assignment for tomorrow.

Pet Blessing - "Beautiful Texas" - Debate Preparation

Today students:

• Attended the annual blessing of the pets
• Listened to an excellent student-made video to the tune of Willie Nelson's cover of "Beautiful Texas"

Here, by the way, is the 1935 recording by Milton Brown & His Musical Brownie.

• Prepared PowerPoints for Monday's Debate: "Which of the four major regions of Texas is the best?"

Assignment: Regions Debate Monday

• Be sure to finish taking textbook notes on the 11 sub-regions - I've noticed some of you haven't been keeping up with this.
• Have your PowerPoint and debate arguments ready to begin the debate shortly after class begins
• Slide 1: Title Page
• Slide 2: Your Region's Strengths
• Slide 3: How your region is better than one of the other regions
• Slide 4: How your region is better than another of the regions
• Slide 5 How your region is better than the last of the opposing regions
• You may have more than 5 slides if you wish.
• Be sure to include PICTURES illustrating your arguments.
• I look forward to hearing your arguments and debating with you (even though I got the region no one else wanted. Sniff. Don't worry, though. I plan to turn my lemon into grape juice.).

Google "My Maps," cont'd - Regions Analysis Using Various Media

Today students:
Viewed & heard the final presentations of a student's Personal Texas
Analyzed the Regions of Texas Using Various Media

• Google Maps - identified regions & subregions as seen on GooMaps
• Raised relief maps of Texas, the USA, and the World - visual & tactile comprehension of the regions

• Maps of USA showing that regions of Texas actually begin elsewhere & extend into Texas

• Maps showing different names & boundaries of the regions & sub-regions
• Responded to a student's claim that "the Great Plains are dead" by acknowledging that farming there was generally not done during Indian times but then zooming in on a Google Map to see how parts of the Great Plains of Texas are now one of the most productive agricultural regions in the state Click + repeatedly to zoom in; pay particular attention to the green areas west of Plainview and in the Dalhart-Dumas area (although you'll see the same factor in many parts of the Panhandle); as we zoomed, students repeatedly hypothesized as to what they were seeing

• Viewed, critiqued, and corrected errors in two YouTube videos on the 4 main regions of Texas

Assignment

• No specific assignment due Friday
• Continue preparing for Monday's Regions Debate.

Regions Quiz - Regions Deb Prep, cont'd

Today students:

• Did last-minute studying for Regions Quiz
• Took the Regions Quiz . . . and did quite well!
• Continued Regions Debate Preparation by taking Strong Points/Weak Points notes from the textbook on each Sub-Region

Assignment

• No specific assignment due Thursday
• But continue taking Deb Prep notes for Monday's Regions Debate