WEEKLY OBJECTIVES--LA/SS, 8/25-8/29
Monday:	Back to School Team Building Activities
Tuesday:	CSA Olympics
Wednesday:	Class introductions: Rules & Procedures, Lockers, Get to Know Your Teachers, Turn In Forms, etc.
Thursday:	L.A.- Given a prompt, students will complete a free write regarding their beliefs about government. S.S. - Given three stories about different families in the colonial areas, students will complete a modified PERSIA chart about the colonial areas with 100% accuracy.
Friday:	LA-  "Sitting on the Fence"--students will be given a prompt with which they must agree (defend) or disagree (deconstruct) in writing, OR students have the right to be undecided as long as they write out their reason(s). Students will then be separated by the"camp" to which they belong (agree, disagree, undecided).  After teacher-facilitated discussion, for a period to be determined by teacher, students will then be allowed to changed "camps" and then explain why they changed their position re the specific prompt.  This process continues for approximately three cycles until students arrive at their final, definitive "camp."  Writing, speaking, and thinking skills are stressed. SS- Given a "Seeds of Government" notesheet and presentation materials, students will research and present information to their peers regarding the documents and institutions that were the precursors to the U.S. government. Students will complete the notesheet with 100% accuracy.

WEEKLY OBJECTIVES--LA/SS, 5/12-5/16 Monday: LA- Introduction to Cowboy Poetry SS- Texas Oil Industry Tuesday: LA- Vocab Test (Dial/Wood); Focus On Cowboy Poetry-samples and modeling (Walpole/Taylor); book fair  (all)      SS-  Texas AeroSpace Industry                                                                     Wednesday: LA- Cowboy Poetry-modeling; students attempt to construct    SS- Female Politicians from Texas Thursday: BEACH DAY!!!! Friday: LA- Last vocabulary test (Walpole/Taylor); Cowboy Poetry (all) (& "recital" Dial/Wood) SS- Texas Media Figures WEEKLY OBJECTIVES--LA/SS, 5/05 - 5/09
Monday:	LA:  vocabulary (SAT) words: acquiescent, cajole, intractable, scrutinize, viscous LA- PowerPoint about summer reading SS- Civil War presenter
Tuesday:	LA- video (Hector P. Garcia: Texas Legend) - notesheet and discussion                      SS-  PowerPoint for Texas Government
Wednesday:	LA/SS- Texas Scholars Presentation
Thursday:	LA- Continue Texas Legend video and examine Texas poetry SS- Texas Ranching
Friday:	LA- Continue Texas Legend video and examine Texas poetry SS- Texas Agriculture

TAKS Review Flashcards: http://www.flashcardmachine.com/195152/4ln7

WEEKLY OBJECTIVES--LA/SS, 4/28-5/02
Monday:	LA:  vocabulary (SAT) words:  no vocabulary this week due to multiple variations in the regular schedule   L.A.- Newspaper articles-1st draft due by end of class   SS-  TAKS review through the use of Jeopardy game, etc.
Tuesday:	L..A.- Newspaper articles-1st draft due by end of class                       S.S.- TAKS review through the use of Jeopardy game, etc.
Wednesday:	L.A.  -Newspaper Articles are due by end of class (final draft).  S.S.- TAKS review through the use of Jeopardy game, etc.
Thursday:	L.A.-  reading of "Coup de Grace" by Ambrose Bierce followed by a video interpretation and class discussion   S.S. -  TAKS review through the use of Jeopardy game, etc.
Friday:	LA-  reading of "Coup de Grace" by Ambrose Bierce followed by a video interpretation and class discussion   SS- TAKS/TAKS review through the use of Jeopardy game, etc.

WEEKLY OBJECTIVES--LA/SS, 4/21-4/25
Monday:	LA:  vocabulary (SAT) words:  garner, homogeneous, latent,  obscure, prodigal    L.A.-           Students will read Chickamauga ( Ambrose Bierce short story), using vocabulary assignment from Friday for assistance.               Assignment will be followed by a visual interpretation of the story. SS-  Given four video clips, students will examine life during Reconstruction. With the information from the videos, students will write a letter as a former slave to a relative describing their life after the Civil War.
Tuesday:	L..A.- Vocabulary test and library                       S.S.- Given a series of websites, students will examine the election of Grant and the end of Reconstruction by answering a series of questions in their spiral notebooks.
Wednesday:	L.A.  -   (Early dismissal)  Newspaper Article (viewpoint from a Civil War Scene)- Headline and Lead due by end of class   S.S.- Given a series of primary source documents, students will begin working on a Document Based Question (DBQ) about the failure of Reconstruction to ensure the rights of African Americans in the South. (Due at the end of class Thursday.)
Thursday:	L.A.-    "Horseman in the Sky" from literature books.  Students choose one creative writing prompt as a follow up.   S.S. -  Given a series of primary source documents, students will work on a Document Based Question (DBQ) about the failure of Reconstruction to ensure the rights of African Americans in the South. (Due at the end of class.)
Friday:	LA-  Newspaper articles-1st draft due by end of class       SS- Students will go over their Fall Social Studies Benchmark as a review for the upcoming TAKS test (May 2).

WEEKLY OBJECTIVES--LA/SS, 4/14-4/18
Monday:	LA:  vocabulary (SAT) words:  desultory, eclectic, flagrant, quarantine, recondite     L.A.-            Finish Soldier's Heart presentations and quiz.                      Book Projects completed.                     Grading:  Soldier's Heart Presentation= class grade                                        Soldier's Heart Quiz= quiz grade   SS-              Begin Reconstruction Unit                      Concepts of Amnesty                      Radical Republicans                      Andrew Johnson                      Freedmen's Bureau                      13th Ammendment
Tuesday:	L..A.-            Book Projects completed                     Introduction to Headlines and Leads in writing a                     newspaper article            *VOCAB MAKE-UPS FROM THE 3/9 TEST S.S.-                   Black Codes                             Civil Rights of 1866                             14th Ammendment
Wednesday:	L.A.  -       Introduction to Newspaper Article Writing.                 Students assigned a Civil War Photo.  Create                 a news article based on a "created" first hand                 account of the scene at hand.                Due at end of class:  Headline and Lead for picture S.S.-            New Southern Government
Thursday:	L.A.-        Introduction to Ambrose Bierce, author of Civil                  War stories.                    Video of "Occurrence at Owl Creek Bridge."                    Students write a predicted storyline.                 Due at end of class: Predicted Storyline S.S. -        Johnson Impeachment
Friday:	LA-         Newspaper Article worked on.                Due at end of class: 1st draft of article   SS-       Rebuilding the South                              Classwork: Students create Reconstruction Plan

WEEKLY OBJECTIVES--LA/SS, 3/31-4/04
Monday:	LA:  vocabulary (SAT) words:   aloof, ambidextrous, vacuous, anathema, undulate LA: Complete debates (Given a topic and research/planning time, students will form debate teams and debate a race related topic.) SS: Given prior materials re The Civil War, students will work on "1863 Dispatches and on the second "Regiment Trifold."
Tuesday:	LA:  "At Home Book Project" presentations  (Given a novel of their choice in a medium of their choice, students created a means to present a report of their novel to the class.) SS: Given information, students will take notes re the Battle of Gettysburg (1863), work on "Battle Cards" and Regiment Trifold;  students will begin "1864 Dispatches."
Wednesday:	LA:  "At Home Book Project" presentations  (Given a novel of their choice in a medium of their choice, students created a means to present a report of their novel to the class.) SS:  Students will work on second Regiment Trifold, on 1864 Dispatches, and 1863 Journals are Due.
Thursday:	LA:  Documentary:  "The Great Mississippi Flood of 1927"; students will view the video noting the racial and socio-economic reasons for the disparity in treatment of "flood survivors/refugees."   SS:  Students will take notes/study Sherman's March/Atlanta (1864), work on Battle Cards, and second Regiment Trifold.
Friday:	LA:  Students will complete their "graduation-related 'diamonds'" SS:  Glossary quiz #4 (37-47); begin 1865 Dispatches; work on second Regiment Trifold.

 

WEEKLY OBJECTIVES--LA/SS, 3/24-3/28
Monday:	LA:  vocabulary (SAT) words:   zenith, acclaim, waive, advocate, virulent LA: Final Black Like Me Discussion, Hand out essay prompts for in class essay on Friday, Work on Debates SS: Given their roles in Civil War regiments, students will perform          the following tasks:         Battle of Antietam, Work on Tri-Folds due Wednesday
Tuesday:	LA: Library & Vocab Quiz SS: Given their roles in Civil War regiments, students will perform          the following tasks:       Glossary Quiz #3, Complete Tri-Folds, Play Battle Cards
Wednesday:	LA: Explain presentation tactics for debates and complete final preparation for debates SS:  Given their roles in Civil War regiments, students will perform            the following tasks:         Tri-Fold Gallery Walk
Thursday:	LA: Present debates SS: Given their roles in Civil War regiments, students will perform          the following tasks:       1862 Journals Due, Play Civil War Jeopardy (Pre-War,     1861, 1862)
Friday:	LA: Essay test in class & show video "The Great Mississippi Flood of 1927 & Its Racial Impact" SS: Given their roles in Civil War regiments, students will perform          the following tasks:        1863 Dispatches, Begin 2nd Tri-Fold, Play Battle Cards

WEEKLY OBJECTIVES--LA/SS, 3/10- 3/14
Monday:	LA:  vocabulary (SAT) words:   wax, wizened, xenophobia, yoke, zealot     LA: Given last week's video of Black/White, students          will discuss implications of racism in today's world;          Given timeline of African Americans in the U.S, students will be           introduced to mini research topics SS: Given their roles in Civil War regiments, students will perform          the following tasks:         Background Check; 1861 Dispatches, Regiment Tri-folds
Tuesday:	LA: Given mini-debate topics, students will begin to             research and form arguments for or against their topic SS: Given their roles in Civil War regiments, students will perform          the following tasks:       Battle of Bull Run, Introduction to 1862, Regiment Tri-folds       *ENLISTMENT JOURNALS DUE
Wednesday:	LA: Given final Novel Discussion for "Black Like Me," students        will contribute final thoughts regarding the novel       Given mini-debate topics, students will begin to formulate       research. SS:  Given their roles in Civil War regiments, students will perform            the following tasks:         1862 dispatches, Battlecards, Regiment Tri-folds
Thursday:	LA: Given mini-debate topics, students will formulate arguments        and prepare for mini-debate presentation SS: Given their roles in Civil War regiments, students will perform          the following tasks:       GLOSSARY QUIZ #2 (13-24), Regiment Tri-Folds
Friday:	LA: Given Debate Topics, Students will present debates for the         class. SS: Given their roles in Civil War regiments, students will perform          the following tasks:        1861 JOURNALS DUE   TALENT SHOW 1-3

WEEKLY OBJECTIVES--LA/SS, 3/3- 3/7
Monday:	LA:  vocabulary (SAT) words:   vapid, verbose, vilify, wane, wanton   LA: Complete imagery assignment and read Black Like Me. SS: Given a packet of information for Civil War Unit, students will prepare their journals for army enlistment and active participation in the Civil War.
Tuesday:	LA: Read Black Like me           *VOCAB test SS: Given a background chart and explanation, students will demonstrate understanding of esprit de corps by creating flags and uniforms for their respective regiments.
Wednesday:	LA: TAKS READING; novel discussion in afternoon SS: TAKS READING
Thursday:	LA: Black/White TV Show SS: Students will finish their charts and regiment colors. Given instructions, students will further demonstrate understanding military life and esprit de corps by practicing roll call.
Friday:	LA: Discuss Black/White TV Show and its implications on racism; reading/discussion of BLM if time allows. SS: Students will work on 1861 Dispatches and begin work on their first Regiment Trifold         *Glossary Quiz #1 (1-12)         *First Unit Inspection

WEEKLY OBJECTIVES--LA/SS, 2/25 - 2/29
Monday:	LA:  vocabulary (SAT) words:  trite, ubiquitous, unkempt, usurp, vacillate L.A.: After reading, discussing, and analyzing "articles" re: racism/stereotypes, student groups will "report out"/record conclusions gleaned from said articles. SS: Given a PowerPoint, student will demonstrate understanding of the Kansas-Nebraska Act and Bleeding Kansas (link in Document section) by completing parts two and three of their Events Leading to the Civil War foldable #2 with 100% accuracy.
Tuesday:	L.A.:  Students will read and discuss Black Like Me through p. 50. SS: Given a video and readings, students will demonstrate understanding of the Dred Scott case by completing part one of their Events Leading to the Civil War foldable #3 with 100% accuracy.
Wednesday:	L.A. "Uncovering Layers of Meaning" from Laying the Foundations--Imagery Essays; Given a variety of essay re: racial justice (or injustice), students will complete a chart, with images from the essays, with 100% accuracy SS: Given sections from the debate and discussion, students will demonstrate understanding of the Lincoln-Douglas debates by completing part two of their Events Leading to the Civil War foldable #3 with 100% accuracy.
Thursday:	L.A.:  Interactive Theater, "Frederick Douglass" field trip, back by 1:00; reading in BLM SS:  Interactive Theater, "Frederick Douglass" field trip, back by 1:00
Friday:	L.A.:  continuation of imagery essay lesson; reading/discussion of BLM SS: Given a readings, student will demonstrate understanding of the significance of John Brown by completing part three of their Events Leading to the Civil War foldable #3 with 100% accuracy.

WEEKLY OBJECTIVES--LA/SS, 2/18 - 2/22
Monday:	LA:  vocabulary (SAT) words:  sycophant, taciturn, tenuous, torpid, trepidation, trite, ubiquitous, unkempt, usurp, vacillate L.A.: Using video clips, students will examine whether political correctness has gone too far in correcting racism. SS: Students will wrap-up their slave revolt foldables from last week.
Tuesday:	L.A. Vocabulary Test & Library S.S. Given a brief reading and discussion, students will demonstrate understanding of the Underground Railroad by completing their notes and questions with 100% accuracy.
Wednesday:	L.A. Given racism stations, students will respond to different scenarios of racism. S.S. Given a PowerPoint, student will demonstrate understanding of the Missouri Compromise (link in Document section) by completing part one of their Events Leading to the Civil War foldable #1 with 100% accuracy.
Thursday:	L.A. "Black Like Me" Discussion and Quiz S.S. Given a series of placards, students will demonstrate understanding of the Compromise of 1850 by completing Part Two of their "Events Leading to the Civil War" foldable #1 with 100% accuracy.
Friday:	L.A. Using primary documents and literary pieces concerning slavery/racism, students will begin to recognize pieces of imagery. S.S. Given a PowerPoint (link in Document section), students will demonstrate understanding of the Fugitive Slave Law by completing Part Three if their "Events Leading Up to the Civil War" foldable #1 with 100% accuracy.

WEEKLY OBJECTIVES--LA/SS, 2/11 - 2/15
Monday:	LA:  vocabulary (SAT) words:  sonorous, spurious, stymie, sublime, succor
Tuesday:
Wednesday:
Thursday:	SS: Slave Revolt Foldable
Friday:

WEEKLY OBJECTIVES--LA/SS, 1/28 - 2/1
Monday:	LA:  vocabulary (SAT) words:  relegate, reprove, repudiate, reticent, rotund  SS: Given pro-slavery and abolitionist arguments, students will demonstrate understanding of the divisiveness of slavery by accurately summarizing the viewpoints of prominent figures.  LA:  Given various poems by E. Dickinson and E. B. Browning, students will analyze, through guided practice, the various poems (Walpole).  Given the "Desiderata,"  through guided practice, students will analyze the piece (Dial). HW (Dial):  Given "Sonnet 43," sudents will analyze, and answer questions about, the poem--due Thursday 01/31.
Tuesday:	SS:  Given primary source documents, students will examine the methods used by abolitionists to encourage change and will complete a chart with 100% accuracy.  LA:  Given the poems "Sonnet 43" (Walpole) and "Because I Could Not Stop for Death" (Walpole/Dial), students will discuss and continue to analyze and to answer questions about the poems (teacher facilitated), working toward the goal of the students being able to analyze a poem independently. Hand out/explanation of "At Home Novel Project (AHNP)"
Wednesday:	SS:  Given a powerpoint and primary source documents, students will take notes about the status of women in the mid-1800s. LA:  As an introduction to a more in-depth study of Poe and in preparation for student analysis of "Annabel Lee," a short video segment allowing students to glean more information/deeper understanding of Poe's life and writing will be shown. Novel Assigned:  Shakespeare's Spy--Students are to read through ch. 11, pg. 82, for Monday.
Thursday:	SS:  Given primary sourc documents and a short video, students will track the progression of the women's suffrage movement from 1848 to 1920. LA:  HW due.  Given the poem "Annabel Lee," students will independently analyze the poem.  Following "Annabel Lee," the teacher will play a video of Poe's The Tell-Tale Heart to provide students a broader spectrum and better understanding of Poe's writing style.
Friday:	SS:  Student will complete lesson regarding women's suffrage and begin Reform project.   LA:  Given the past week of putting literary terms into practice when analyzing poetry, students will be given a quiz requiring identification of literary terms and answering textual questions while analyzing a poem.

WEEKLY OBJECTIVES--LA/SS, 1/21-1/25
Monday:	Holiday- Martin Luther King Jr.
Tuesday:	LA:  vocabulary (SAT) words:  quell, querulous, rebuff, recant, redolent SS- Given an internet scavenger hunt, students will examine various Americans that have benefited the world and discuss how education made their contributions possible. L.A.-
Wednesday:	SS: Given a free write and brief PowerPoint, students will take notes about Education Reform and the impact of Horace Mann and other reformers with 100% accuracy.            LA: Given a copy of E.B. Browning's Sonnet #43, students will discuss the poem and complete a poetry analysis worksheet.
Thursday:	SS: Given primary source documents and a web-based activity, students will examine the life and impact of Dorthea Dix and complete the web activity with 100% accuracy. LA: Given a copy of Edgar A. Poe's "Annabell Lee", students will analyze the poem and complete a poetry analysis sheet with 100% accuracy.
Friday:	SS: Given primary source images and political cartoons, students will examine the treatment of the mentally ill before and after the reforms that Dorthea Dix fought for and participate in the class discussion. LA: Given quotes by Henry David Thoreau, students will interpret and compare Thoreau's attitudes to those of Martin Luther King Jr.

WEEKLY OBJECTIVES--LA/SS, 1/14-1/18
Monday:	LA:  vocabulary (SAT) words:  precarious, primordial, prodigious, proximity, peurile All classes on field trip to A & M University from 8:00-3:00
Tuesday:	SS- Given facts about European immigration to the United States, students will act out scenarios of the "Push-Pull" factors of immigration L.A.- Given a basic understanding of Henry David Thoreau, students will examine and compare the cost of building his "Walden Pond Cabin" in 2007.  Given a variety of authors known for being "Transcendentalists,"  students will begin to reserach and construct power point projects centered around the lives and works of the various authors.  20% completion is due by the end of class.
Wednesday:	SS:            Given the concept of The Second Great Awakening, students will understand the concept through lecture and notes. LA:          Given computers, students will continue to work on their author projects. 60% completion is expected by the end of class.
Thursday:	SS: Given the  concept of  The Temperance Movement, students will use primary sources, pledges and classroom discussion to explore the concept. LA: Using power point or photo story, students will complete and present their author studies in class.  Classmates will be expected to take notes and a quiz  will follow.
Friday:	SS: Students will continue their focus on The Temperance Movement, using testimonials, primary sources and class discussion. LA: Students will complete author presentations( if necessary), complete quiz(if necessary). Students will begin to explore the life and poetry of Emily Dickinson

 

WEEKLY OBJECTIVES--LA/SS, 12/17-12/21
Monday:	LA:  vocabulary (SAT) words: no SAT vocabulary this week Language Arts/Social Studies: - Novel Groups Meet--novels completed - Given one hour of class time, students, with instruction/guidance/examples, will begin their creative writing piece and work on "created items" for the Westward Expansion portfolio. - Given exam information, students will review/peer review for the Westward Expansion exam through presenting to their peers in a "carousel" manner.
Tuesday:	LA/SS: - Given one hour of class time, students, with instruction/guidance/examples, will continue writing their "creative writing" piece and work on "created items" for the Westward Expansion portfolio. - Westward Expansion Exam Study Guide: http://csa.springbranchisd.com/wood1c/Units/Westward/WestwardStudyGuide2007.htm
Wednesday:	LA/SS: -Westward Expansion portfolio due at the beginning of class   Videos (Movie) of individual "Westward Expansion novels"
Thursday:	LA/SS: -NO SAT vocabulary test (words from 12/03 through 12/14) (cancelled) Showing of remainder of "novel" movies if necessary
Friday:	LA/SS: - Final thoughts/discussion of novels if necessary -

WEEKLY OBJECTIVES--LA/SS, 12/10-12/14
Monday:	LA:  vocabulary (SAT) words: neophyte, nostalgic, nuance, nullify, obdurate Language Arts/Social Studies: - Given the 6th mystery in Social Studies, students will be introduced to the next component (Transcontinental Railroad) of Manifest Destiny and will demonstrate understanding by completing the mystery with 100% accuracy. - Given examples of expository essays, students will demonstrate understanding of this type of essay by beginning to write their own. The introduction will be completed by the end of the day.
Tuesday:	LA/SS: - Given information about the various builders of the Transcontinental Railroad, students will demonstrate understanding by completing the questions given in their spiral with 100% accuracy. - Library Day - Novel Groups Meet
Wednesday:	LA/SS: - Given class time, students will continue to work on their expository essays. The rough draft must be compelted by the end of the class period.
Thursday:	LA/SS: - Given class time, students will continue to work on their expository essays. Students must show proof of peer editing and revision. - Students will meet in their assigned novel groups and discuss literary terms.
Friday:	LA/SS: - Students will be given class time to complete their expository essay, which will be due at the end of the class period. - Given a review sheet, students will begin reviewing for their Westward Expansion final exam. The exam will take place on Tuesday, Dec. 18th.

WEEKLY OBJECTIVES--LA/SS, 12/3-12/7
Monday:	LA:  vocabulary (SAT) words:   magnanimous, malefactor, mendacity, mitigate, myriad Language Arts/Social Studies Given a guest speaker, students will listen and understand the Mexican American war from a variety of perspectives. Given a novel group discussion, students will participate in discussion and analysis of book contents. Homework Due Today: * Persuasive Writing Revision and Editing chart due Homework Due Later This Week: * Final Draft due Weds. * Vocab test Weds *DBQ Re-do essays due Friday
Tuesday:	LA/SS: Student field trip to A Christmas Carol Students will use remaining time at school to work on final draft of persuasive paper, due tomorrow.
Wednesday:	LA/SS: Given time for novel groups, students will discuss novel or take quiz based on assigned readings thus far. Students will take Vocabulary test based on words the week of 11/12 and the week of 11/26.   Students will wrap up unit on Mexican American War and Texas Heroes
Thursday:	LA/SS: Given the 5th mystery in Social Studies, students will be introduced to the next component ( Gold Rush) of Manifest Destiny. Given examples of creative writing, students will be introduced to the next component(creative writing) of the Westward Movement portfolio. Portfolio Contents Update: 3 summaries- At least 2 should be done by now Persuasive Essay- Final Draft should be complete 2 Extra Items-Continual work on design Creative Writing- In process Expository Essay-TBA SS Spiral Table of Contents should be frequently referenced to make sure you are up to date
Friday:	LA/SS: Given a novel discussion meeting, students will continue exploration of novel *DBQ Re-do essays due today Given notes and necessary information, students will continue with study of The Gold Rush and completion of SS spiral notebook.

WEEKLY OBJECTIVES--LA/SS, 11/19-11/20 Monday: LA:  vocabulary (SAT) words:  no vocabulary words this week   Language Arts/Social Studies - Given a series of web links, students will demonstrate understanding of the Texas Revolution by completing the Texas Revolution: A "Four Act" Play note sheet and creating a political cartoon. (Blank Note Sheet) - Given biographies and teacher guidance/modeling, students will demonstrate understanding of the type of people who ventured west by summarizing characters' lives in their student spiral. Tuesday: LA/SS:   - Given a series of web links, students will demonstrate understanding of the Texas Revolution by completing the Texas Revolution: A "Four Act" Play note sheet and creating a political cartoon. (Blank Note Sheet)   "Movie Day"--afternoon- Given biographies and teacher guidance/modeling, students will demonstrate understanding of the type of people who ventured west by summarizing characters' lives in their student spiral. Wednesday: L.A/SS:  - holiday   Thursday: LA/SS:  - holiday Friday: LA/SS:  - holiday     WEEKLY OBJECTIVES--LA/SS, 11/12-11/16
Monday:	LA:  vocabulary (SAT) words:  jaunty, jettison, judicious, kindle, kinetic Language Arts/Social Studies - Given student group presentations, students will review the major events surrounding the Seminole Wars by seeing the board games create by their peers. - Given a mini-lesson, students will demonstrate understanding of sentence fluency by writing examples of the three kinds of sentences with 100% accuracy. - Students will work in their "investigative teams" to solve Histories Mysteries #2.
Tuesday:	LA/SS:  Students will take a fieldtrip the Guthrie Center.
Wednesday:	L.A/SS: - Given examples and characteristics, students will be introduced to persuasive essay, which is a component of their Westward Expansion Portfolio. -Students will examine the trails used by the pioneers to head west.
Thursday:	LA/SS:  - Given biographies, students will demonstrate understanding of the type of people who ventured west by summarizing their lives in their spiral.
Friday:	LA/SS: - Students will model a persuasive essay and complete a note sheet on how the U.S. acquired the Oregon Territory. and answer questions in their spiral. Blank copy of the note sheet.

WEEKLY OBJECTIVES--LA/SS, 11/5-11/9
Monday:	LA:  vocabulary (SAT) words:   infer, innocuous, inscrutable, irascible, jargon Language Arts/Social Studies Given the new unit of Manifest Destiny/Westward Movement, students will construct the spiral notebook that they will be using as a "portfolio" for the unit. Unit expectations will be outlined for the students
Tuesday:	LA/SS:  Given SAT vocabulary words from 10/15-10/26, students will take a vocabulary test consisting of the following: Spelling the word, defining it, and using it in a contextual sentence. Given a teacher lecture on Manifest Destiny, students will begin to acquire knowledge needed for unit.
Wednesday:	L.A/SS: Given a "mystery clue" students will research the clue to find the answer to the next topic of study for this unit. Students will complete a WebQuest about the Seminole Wars.    Students will also begin to explore the skill of summary.  The skill will be applied to a primary source document on the subject of Manifest Destiny.
Thursday:	LA/SS:  By continuing to work on The Seminole Wars WebQuest, students will acquire more knowledge on the topic.  Knowledge will be applied to guided instruction on the use of the skill of summary.
Friday:	LA/SS: Completing the WebQuest on the Seminole Wars, students will continue to construct their first summary based on the Seminole Wars.

WEEKLY OBJECTIVES--LA/SS, 10/29-11/02
Monday:	LA:  vocabulary (SAT) words:  impasse, impetuous, inane, incorrigible, indolent Language Arts/Social Studies Document Based Questioning- (DBQ)-Essay based on Jacksonian Democracy (cont'd) Teacher will present information about Introduction (paragraph),  thesis statement, and body paragraphs and topic sentences in order to review essay format.  Teacher will continue the presentation of the writing process re: DBQ by explanation/modeling of the Conclusion paragraph. Student will continue the writing process by developing an essay based on DBQ.
Tuesday:	LA/SS:  DBQ-Essay (Essay is due Friday for admittance to the Dinner Party.) Teacher will continue to facilitate the writing process re: the essay and DBQ.  Student will continue the writing process
Wednesday:	L.A/SS. Early Dismissal; Science Testing (Benchmark); no LA/SS
Thursday:	LA:  DBQ-Essay (Essay is due Friday for admittance to the Dinner Party.)   Teacher will continue to facilitate the writing process re: the essay and DBQ. Student will continue the writing process  Student will be given time to write an "introduction" for the Dinner Party. Students will review for the Historic Dinner Party by playing  Jeopardy.
Friday:	Dinner Party

WEEKLY OBJECTIVES--LA/SS, 10/22-10/26
Monday:	LA:  vocabulary (SAT) words:  heinous, hiatus, homage, hyperbole, imbue Language Arts  Letters from the Alamo-daily grade Students will analyze a letter written from The Alamo using annotation and answering questions regarding the text  Document Based Questioning- (DBQ)-Reliability of Source Teacher will provide various documentation and address the issue of determining the reliability/worthiness of the source Students will participate in the discussion, interpretting whether or not a source provides necessary information.       SS: Given artwork, poems, and historical accounts, students will demonstrate understanding of Jackson's Indian policies and the Trail of Tears by creating their own artistic interpretations of the events (DUE Thursday).
Tuesday:	LA:   DBQ- Bias in a primary source  Teacher will provide primary sources and discuss the idea of bias.  Students will participate by recognizing bias and realizing the need for objectivity in a source. Students will review various sources in groups to look for reliability and bias.   SS: Given a PowerPoint, students will demonstrate understanding of the Nullification Crisis by taking notes and participating in the interactive discusssion with 100% accuracy.
Wednesday:	L.A. DBQ - Inferencing Teacher will provide primary documents and ask students to inference what pertinent information can be found from these sources. Students will begin to apply the concepts of reliability, bias and inferencing to answering an essay question correctly.   SS:  Given a textbook and a group, students will demonstrate understanding of Jackson and the Second National Bank by answering a set of questions with 100% accuracy.
Thursday:	LA: Teachers out at Staff Development   SS: Given their first Document Based Question (DBQ), students will analyze the question and begin reviewing the documents to gain knowledge about how to properly begin answering a DBQ.
Friday:	LA/SS:  Teacher will present information about thesis statements and topic sentences in order to review essay format. Students will formulate a framework for their DBQ essay

WEEKLY OBJECTIVES--LA/SS, 10/15-10/19
Monday:	LA:  vocabulary (SAT) words:  germane, gravity, gregarious, hackneyed,  harangue   Teacher will conclude journal writing with kids by using an "analysis challenge" in the classroom.  Teacher will also show a power point introducing letter writing.  Students will participate in challenge as a means to conclude journaling.  Students will take notes on the "Letter" power point.   HW:  "Abigail Adams letters"  homework due Friday   SS: Given political cartoons, students will demonstrate an understanding of the Monroe Doctrine by analyzing the cartoons and coming to a conclusion about the purpose of the doctrine with 99.83% accuracy.
Tuesday:	LA:  Teacher will issue a review for Thursday's vocab test.  Students will actively participate in the review by spelling, defining and creating sentences for the words. Teacher will administer requirements for letter writing assignment.  Students will begin the process. Classwork Due by Friday: One formal letter and one friendly letter from character's perspective.  See below in "documents" for assignment sheet.     SS: Shown the "Election of 1824 Horse Race", students will demonstrate understanding of the Election of 1824 by completing a note sheet with 100% accuracy.
Wednesday:	L.A. Teachers out an district inservice today LA: Teacher will provide computers and work time. Student will continue the process of letter writing based on his/her historical character.  Students should be 50%-75% complete today.     SS:  Given a video and note sheet, students will understand the importance of the election of Andrew Jackson by completing the note sheet with 100% accuracy. Video, titled "He Brought the People With Him", is located on Discovery Streaming on the Library Resources page.
Thursday:	LA:  Teacher will use a letter from Thomas Jefferson as a means to teach letter analysis to students. Students will analyze the letter in small groups(jigsaw) and will respond to the analysis in their L.A. binders. Teacher will allow students time to work on their letters. Students should be 75% complete today. SS: Given a classroom simulation and mini-lesson, students will demonstrate understanding of the spoils system by being able to identify modern-day examples of the spoils system with 100% accuracy.
Friday:	LA:  Library Teacher will give students the opportunity to complete and turn in letters. Classwork due date:  Letter due by end of class   SS: Given artwork, poems, and historical accounts, students will demonstrate understanding of Jackson's Indian policies and the Trail of Tears by creating their own artistic interpretations of the events.

WEEKLY OBJECTIVES--LA/SS, 10/08--10/12 Monday: LA:  vocabulary (SAT) words:  flaccid, foment, furtive, garish, garrulous   Teacher will provide the elements (and style/genre) of journaling through samples, examples, and Q & A while using an overhead projector.  Teacher will check for understanding. Use of annotation skills will also be reviewed. Students will practice journaling in class and will be assigned a journaling homework exercise.  Both in-class and HW will be checked for understanding. HW:  Lewis and Clark journal exercise homework SS: Given a short reading (Link), questions and a political cartoon, students will demonstrate an understanding of foreign policy in the Jefferson administration, particularly the Embargo Act, by completing notes and cartoon analysis with 10% accuracy. Tuesday: LA:  Students not familiar with Photostory will write or type journals, creating the booklets in the traditional way.  Teacher will provide computers which have Photostory for those students who are familiar with the program "Photostory."  SS:  Given a PowerPoint, students will demonstrate an understanding of the events leading to the War of 1812 by taking part in debate concerning the need to go to war with 100% accuracy.  Student will begin creating a journal. Wednesday: LA: Teacher will provide computers and work time. Student will continue the process of creating a journal or photojournal based on his/her historical character.  Some pictures and one to two journals should be completed by the end of class this day. SS: Given a video, students will demonstrate an understanding of the War of 1812 by completing a corresponding notesheet with 100% accuracy.   Thursday: LA:  TBA SS: Given a Winnie the Pooh worksheet and primary source documents, students will demonstrate an understanding of Clay's American system by creating a foldable with 100% accuracy. Friday: LA: TBA SS: Given a PowerPoint, students will demonstrate an understanding of the Era of Good Feelings by creating a political cartoon with 100% accuracy.   WEEKLY OBJECTIVES--LA/SS, 10/01--10/05

Monday:

LA:  vocabulary (SAT) words:  emulate, eradicate, esoteric, expunge, fervor--these words will not be on Tuesday's test! Monthly vocabulary quiz, Tuesday, October 2nd!!! Teacher will provide/has provided resources for writing the first draft of the bio, plus revising and editing and will now provide class time for revision and editing of the final draft. Student will work on completion of final draft of bio.--due at the beginning of class Wednesday. Teacher will supply handout , explanation, and guidance for creating "Works Cited" page--formerly known as "Bibliography." Student will create a Works Cited page