Humanities Classby Gian
Today, we started off commenting on blog posts from our humanities blog. Our purpose was the same: Research to prepare to draft our historical fiction story and to answer our lingering questions about apartheid.
|Our purpose of what we are learning.|
|Maya commenting on the class scribe's blog post on the humanities blog.|
Then, when all the class commented, Ms. V explained that we need not only to give feedback on the comments, but to, for example, as questions, add to what the scribe is explaining on the blog post, and other possibilities. When you add a comment, you add to the blog post by explaining more of it if necessary. After that, we watched a quick video of Brain Pop about apartheid, and we watched it twice. We were aloud to take notes and after, we were going to do a short assessment about the video.
|Brain Pop video about apartheid.|
After watching the video, we shared some facts from the videos and Brenna, while we were sharing, wrote some apartheid: key facts, that the class shared. In the class, we also have a poster about apartheid living conditions between blacks, whites, and coloreds.
|Brenna writing some apartheid: key facts.|
|Our poster of apartheid living conditions between different races.|
|Our timeline! It has facts that happened on the years it happened, like when apartheid became a law (above.) This photo doesn't shows the timeline completely.|
|Our assessment after watching the video twice and taking notes.|
|Switching papers with a partner so he or she can check it, while the class shared answers and Ms. V checking if the answers are right or wrong.|
|Ms. V going over both assessments as a whole class.|
|The class watching another video apartheid and taking notes.|
|Forced Removals text with important information underlined.|
|Jack writing some apartheid: key facts for the class.|
We then, with all the information, started planning our historical fiction story, and we received a narratives leads paper. A narrative lead is how the story starts. We were supposed to write a learning target on top of the paper so we could keep in mind. (I am sorry, I don't have the photo for this paper.) We read some examples of how to begin our historical fiction story. We then read the examples out loud with a partner and shared thoughts. We then shared with the class what was our favorite lead, that were typical, action, dialogue, and reaction.
|Matheus and Gabe reading the narrative leads paper out loud.|
We then, with our favorite lead, started writing our historical fiction story. We created a document and started writing our narrative lead. Lastly, we received the literature circle homework sheet, so we could complete it. Our homework, was to read the chapter "The Gun" on the book out of Bounds.
|I chose to have a reaction as the lead of my historical fiction.|
|Chapter "The Gun" that we need to read as homework.|
|Literature Circle Homework sheet.|
Class was then over!
|Class is over!|