Daily Teaching Summary (2-28-2014)

American Government HeaderPERIOD 1 – American Government

TODAY’S TOPIC – The Legislative Branch

TEACHING OBJECTIVE –  Students will analyze information presented to them about their representatives from California’s 9th Congressional District. They will do so by visually analyzing video clips from the news, watching clips from these representatives debates, and writing an e-mail to their representative.

C.C.S.S. STANDARDS ADDRESSED –

WHST 11-12.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST 11-12.6 – Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

LIFE CONNECTION – It is important for you understand the importance of your representatives and how to contact them to invoke change.

TEACHING AGENDA –

15 Minutes – Review yesterday’s material on McNerney vs. Gill.

15 Minutes– Wrap up debate quick notes on McNerney vs. Gill.

15 Minutes– Students will pair up, discuss, and write down what they thought of the debate and how the candidates did. This will be followed by students stating which of the candidates they felt they would have voted for back in 2012 and why.

15 Minutes- Students will write a  minimum of one question in pairs that they would like to ask current 9th district representative Jerry McNerney.

15 Minutes- In pairs students will share out what questions they would like to ask Rep. McNerney and they will be compiled on a word document. In class we will mail these questions to Mr. McNerey through his House.gov website e-mail. Below is the automated thank you we got as a class after e-mailing our questions in.

McNerney Questions

STUDENT RESOURCES – 

Website – California’s Congressional Interactive District Map 

Website – McNerney.house.gov – E-mail Page

YouTube Video – Jerry McNerney-Ricky Gill debate at University of the Pacific

Criminal Behavior HeaderPERIOD 2,3– Criminal Behavior

TODAY’S TOPIC – Common Elements of Crime and Development of a Scenario

TEACHING OBJECTIVE – Students will develop their scenarios to be voted on and used for a mock trial.

C.C.S.S. STANDARDS ADDRESSED –

WHST 9-10.1 – Write arguments focused on discipline-specific content.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

LIFE CONNECTION – It is important to understand and identify elements of crimes in the legal profession because each crime has specific elements that must be present to fit the legal definition of that crime.

TEACHING AGENDA –

15 Minutes – In pairs we will read through the scenarios that were written by other students and review them.

15 Minutes– After reviewing them go through and identify common problems.

30 Minutes– As a class we are going to design the next unit together and make sure it incorporates the last two units of mental disorders commonly associated with criminal behavior and organized vs disorganized killers.

15 Minutes- Refine what we created as a class to make sure there are no pitfalls or confusing pieces. You can read over what we created today in the Student Resources section of today’s post below.

HOMEWORK – Keep working/brainstorming about your scenarios.

STUDENT RESOURCES:

PDF – Directions- Student Based Criminal Behavior Scenarios and Mock Trial.

Daily Teaching Summary (2-27-2014)

American Government HeaderPERIOD 1 – American Government

TODAY’S TOPIC – The Legislative Branch

TEACHING OBJECTIVE – Students will analyze information presented to them about their representatives from California’s 9th Congressional District. They will do so by visually analyzing video clips from the news, watching clips from these representatives debates, and writing an e-mail to their representative.

C.C.S.S. STANDARDS ADDRESSED – WHST 11-12.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LIFE CONNECTION – It is important for you to learn about your representatives so you can make informed decisions and vote for representatives that have your best interests at heart.

TEACHING AGENDA –

1st 15 Minutes – Students will be introduced to their representatives. Specifically Jerry McNerney the representative from California’s 9th congressional district.

2nd 15 Minutes– Students will set up a paper to take some quick notes from the debate between Jerry McNerney (D) and Rickky Gill (R) for the representative seat in California’s 9th district court.

3rd 15 Minutes– After viewing the video clips students will pair up and discuss what they saw. Then they will write down questions they have for Representative McNerney.

4th 15 Minutes- We will fill out the e-mail form on Jerry McNerney’s website and e-mail our questions to him.

HOMEWORK – Review the material from today.

STUDENT RESOURCES – 

Website – California’s Congressional Interactive District Map 

Website – McNerney.house.gov – E-mail Page

YouTube Video – Jerry McNerney-Ricky Gill debate at University of the Pacific

Criminal Behavior HeaderPERIOD 2,3 – Criminal Behavior

TODAY’S TOPIC – Common Elements of Crime Scenes

TEACHING OBJECTIVE –Students will visually analyze practice crime scenes in groups, verbally discover the identity of the murderer in the practice crime scenes, and write a scenario of their own with an answer.

C.C.S.S. STANDARDS ADDRESSED – RH 9-10.2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

LIFE CONNECTION – Investigation skills are very important to develop in any discipline in the legal profession so innocent people are not prosecuted and guilty people aren’t allowed to victimize others.

TEACHING AGENDA –

15 Minutes – Review our practice from yesterday. Depending on class vote we can do one more practice crime scenario.

15 Minutes– In pairs students will identify common elements of a crime scene.

15 Minutes– In pairs students will write a practice crime scenario and solution. Each scenario MUST have the following:

Suspects:

Suspects Motives:

Setting:

Evidence:

15 Minutes- Students will hand in scenarios to teacher. teacher will scramble scenarios and pass back out. Teacher will hang onto solutions.

Daily Teaching Summary (2-26-2014)

American Government HeaderPERIOD 1 – American Government

TODAY’S TOPIC – The Legislative Branch

TEACHING OBJECTIVE – Having written their own bills today students will participate in a simplified mock congress to see the path a bill takes to become a law.

C.C.S.S. STANDARDS ADDRESSED – RH 11-12.9 – Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

LIFE CONNECTION – It is vital to know how a bill becomes a law in the event that you ever want to create new laws.

TEACHING AGENDA –

15 Minutes – Quick review session on what was previously learned about the Legislative Branch of the U.S. Government

15 Minutes– It will be explained to students why the room is set up to resemble  the bicameral nature of the U.S. Capitol building. ( two groups of desks on the left to represent the House of Representatives and two groups of desks on the right to represent the Senate. The groups will be divided by blue painters tape). The rules and grading of Mock Congress will be explained.

15 Minutes– The bills that students created will be turned in, mixed up, and sent back out to random groups in the House and the Senate. Students will be given the remainder of this time to read over the bills and discuss them. They will have the ability to amend them if they want to.

15 Minutes- After the bills have been seen in both committees of the House and the Senate then the bills will be sent to the opposing side for consideration.

15 Minutes- In the last 15 minutes of today we will see what bills received their stamps of approval from all concerned committees so that they may be sent on to the president.

Outcome of Activity: At the beginning we had 16 student created bills to be scene in 3 House of Representative Committees and 2 Senate Comittees. By the end of the period 1 bill made it through both the House and the Senate.

STUDENT RESOURCES – 

PDF – How our Bills Become Laws Diagrams

Criminal Behavior HeaderPERIOD 2,3 – Criminal Behavior

TODAY’S TOPIC – Common Elements of Crime Scenes

TEACHING OBJECTIVE – Students will visually analyze practice crime scenes in groups, verbally discover the identity of the murderer in the practice crime scenes, and write a scenario of their own with an answer.

C.C.S.S. STANDARDS ADDRESSED – RH 9-10.2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

LIFE CONNECTION – Investigation skills are very important to develop in any discipline in the legal profession so innocent people are not prosecuted and guilty people aren’t allowed to victimize others.

TEACHING AGENDA –

1st 15 Minutes – Students will be introduced to their teams in the room. They will be given instructions on how to use their white boards to write their answers down and that the beginning of the period is about team competition.

2nd 15 Minutes– Students will be presented with brief 2-3 minute video practice crime scenes complete with evidence and testimony. Based on this information they are to talk out the scenario in their group and come to an answer as to who the killer must be. The answer must be written down in full sentences and the writer has to be a different person each round.

3rd 15 Minutes– In teams students will identify the common elements they notice about every practice crime scene they have seen so far.

4th 15 Minutes- Teams are to write up their own scenario complete with a reasonable answer that another team could come to.

5th 15 Minutes- After being able to write out their scenarios they are going to exchange scenarios with each other. First team to uncover the correct answer complete with reasoning will win extra raffle tickets.

STUDENT RESOURCES – 

YouTube Video – Murder Mystery #7 – This is a good example of the kinds of quick videos you saw today.