WEEKLY OBJECTIVES--LA/SS, 12/15--12/19/08
Monday:	Language Arts/   Given one hour of class time, students, with instruction/guidance/examples, will work on the various components of their  Westward Expansion portfolio.   Social Studies:
Tuesday:	LA: novel discussion; based on Westward Expansion themes, students will offer sequitor comments based on the thread of the novel discussion and following the guidelines for "novel discussions" provided in the past by the teacher. SS:
Wednesday:	L.A:  Given one hour of class time, students, with instruction/guidance/examples, will work on the various components, including literary terms, of their  Westward Expansion portfolio.  SS:
Thursday:	LA:  Given TWO hours of class time, students, with instruction/guidance/examples, will work on the various components, including literary terms, of their  Westward Expansion portfolio.  SS:
Friday:	LA:  movie day; "Oregon Trail Days"--based on actual conditions and events re the Oregon Trail, students are required to complete a number of activities, involving the four academic disciplines, as a "wagon train group" in order to survive and/or be the first to complete the journey.--early dismissal SS:

WEEKLY OBJECTIVES--LA/SS, 12/08--12/12/08
Monday:	Language Arts/   novel quiz; creative writing assignment/literary terms and elements of plot; students will identify the elements of a story (protagonist, antagonist, conflict, rising action, climax, falling action/resolution, etc.)    Social Studies: Given a History Alive textbook, chart and placards, students will examine the contributions made by Mexicanos in the Southwest. Students will complete the chart in stations with 100% accuracy.
Tuesday:	LA: novel discussion; students will offer sequitor comments based on the thread of the novel discussion following the guidelines for "novel discussions" provided in the past by the teacher. SS:  Given a History Alive textbook, chart and placards, students will examine the contributions made by Mexicanos in the Southwest. Students will complete the chart in stations with 100% accuracy.
Wednesday:	L.A:  work time (students are to work on some apect of their Westward Expansion portfolio--essay due Fri.); library    SS: Students will have a round-robin discussion about the contributions made by Mexicanos in the Southwest and create a personal response about their reactions to Mexican contributions. Students will complete Mystery #5 in their Histories Mysteries detective agencies.
Thursday:	LA:  discussion of "created items for WEP; work time for WEP; portfolio is due on due Dec. 19th.  One essay is due on Friday, December 12th.  Students are to be producing summaries, essays, creative writing or "created items." SS: Given a PBS video ("The Gold Rush") and a notesheet, students will complete the notesheet with 100% accuracy. Students will take a quiz over the material the following day.
Friday:	LA:  "wrap-up" of novel if possible;  students will discuss sequitor elements of the novel being read; students will write summaries of "history's mysteries" or write or continue writing one of the two essays modeled in class  or summaries or other items;. SS: Students will complete the Gold Rush video and notesheet and take a quiz to demonstrate understanding of the material. Westward Expansion Exam- Wed. Dec. 17th Study Guide: http://csa.springbranchisd.com/wood1c/Units/Westward/WestwardStudyGuide2007.htm

WEEKLY OBJECTIVES--LA/SS, 12/01--12/05/08
Monday:	Language Arts/   Introduction of Expository Essay--given an explanation/presentation and a sample expository essay, students will identify and write out the thesis sentence, the topic sentence and one supporting detail of each body paragraph, and the restatement of the thesis sentence in the conclusion re the sample expository essay.   Social Studies: Given a web link http://csa.springbranchisd.com/wood1c/Units/Westward/oregontug.htm, a notesheet and a series of questions, students will summarize the tug-of-war over the Oregon Territory.  Students will create a foldable that answers the Who, What, When, Where, How & Why? of the Trails West with 100% accuracy.
Tuesday:	LA: Introduction of the Persuasive Essay--given a practice sheet re "stong leads" or "hooks," 3 types of "hooks" will be modeled, and then students will practice their own "leads" based on the three types--emotional, detail, and quotation. If time allows, an "outline template" re the persuasive essay will be distributed and the point of "addressing the opposition" in a persuasive essay will be modeled.  Students will begin to fill in the "outline template." SS:  Students will complete a foldable that answers the Who, What, When, Where, How & Why? of the Trails West with 100% accuracy. The directions can be found in the Resources section in the upper right corner of the webpage under the title "Trails West".
Wednesday:	L.A/  novel discussion/work on summariew or essays; students will discuss sequitor elements of the novel being read; students will write summaries of "history's mysteries" or write or continue writing one of the two essays modeled in class.   SS: Alley Theater Field Trip - "A Christmas Carol"
Thursday:	LA/ literary terms relating to novel study will be disbursed and discussed/explained; students will write at least 3 examples from the particular novel being read as it pertains to literary terms, i.e. plot, internal conflict, external conflict, etc. SS: Given an interactive timeline about the Mexican-American War, http://www.pbs.org/kera/usmexicanwar/timeline_flash.html, students will complete a timeline notesheet and discussion questions in their spiral with 100% accuracy.
Friday:	LA/ novel discussion/work on summariew or essays; students will discuss sequitor elements of the novel being read; students will write summaries of "history's mysteries" or write or continue writing one of the two essays modeled in class. SS: Students will choose one of 5 characters from the Mexican-American War and create a paper bag puppet of that character. They will also write a 30-second speech that highlights their characters point-of-view of the war. Students will present their puppets to their peers on Monday.

WEEKLY OBJECTIVES--LA/SS, 11/24--11/28/08
Monday:	Language Arts/ novel assignments--Students will be assigned either Tom Sawyer or The Adventures of Huckleberry Finn; students will complete the first "summary" for the Westward Movement Portfolio.   Social Studies: Given a series of websites & an assigned topic area, students will research and create various presentations to teach their fellow students about the Texas Revolution & Annexation.
Tuesday:	LA: Students will be given time to read or work on the next summary for the WMP; students will fill in a reading log or show evidence of work on the next summary. SS: Students will complete a notesheet that summarizes the Texas Revolution presentations from yesterday to put in their spirals. Given a website http://csa.springbranchisd.com/wood1c/Units/Westward/oregontug.htm, students will complete a notesheet and series of questions about how the U.S. acquired the Oregon Territory with 100% accuracy.
Wednesday:	L.A/SS: holiday
Thursday:	LA/SS:  holiday
Friday:	LA/SS: holiday

WEEKLY OBJECTIVES--LA/SS, 11/17--11/21/08
Monday:	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: Introduction of "mini-author study" beginning with the use of select Mark Twain quotes.  (The next novels to be read will be Tom Sawyer or Huckleberry Finn depending on  the group in which the student is placed.); in groups, students will analyze and interpret select Mark Twain quotes, report out to the class, and attempt to detect and explain the use of sarcasm/irony and/or wit/humor, or any and all combinations of the four, from the quotes. Students will begin to analyze and understand the personality of Mark Twain as it pertains to his writing by writing an opinion piece/reflection regarding the selected quotes. SS: Given a brief PowerPoint and a copy of the "American Progress" painting by John Gast, students will review the Northwest Ordinance & the concept of Manifest Destiny. Students will take notes and do a painting analysis in their spirals.
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, 11/10--11/14/08
Monday:	LA:  both LA and SS will devote time to the DBQ re Jackson; today students will work on developing their thesis sentence and will begin writing the essay; the DBQ is an "in class" assignment. SS: same as above
Tuesday:	LA: library day (changed this week due to Book fair) SS: DBQ--progress with DBQ
Wednesday:	LA:  progress with DBQ to completion S.S- DBQ
Thursday:	L.A:  S.S. - review for historic Dinner Party in both LA and SS
Friday:	LA & SS-  Historic Dinner Party

WEEKLY OBJECTIVES--LA/SS, 11/03--11/07/08 Monday: LA:  letters--sample formal letters from a slave trading post in Houston (c. 1853) will be discussed; work time for letters?  HW: continue to work on letters, due Tues. at the end of LA. SS: Given various topics and debate guidelines, students will debate the upcoming election. Tuesday: LA: work time for formal and informal letters; letters due SS: Students will create their own election skits, songs, or raps to perform for their peers. Wednesday: LA:  Reading Benchmark S.S- Students will perform their raps, skits, songs created Tuesday. Thursday: L.A: The two hour block is devoted to social studies--the "nullification crisis" and the "National Bank." S.S. - Students will perform "As The State Turns" - a dramatization fo the Nullification Crisis of 1832. Students will complete a webquest about Jackson's battle with the Second Bank of the United States and create a headstone depicting the death of the bank in their spirals. Friday: LA & SS-  Students will be introduced to the "DBQ" process--or "document-based question" and have time to study the document(s).  Through the writing process, students will be proving a "thesis," based on the document, next week in class.     WEEKLY OBJECTIVES--LA/SS, 10/27--10/31/08 Monday: LA:  check point #1 for journal entries (3 entries due at the beginning of the period) letters--a sample letter from the Alamo will be read out loud and discussed; students will complete a quiz re the letter with 70 to 100% accuracy HW: continue to work on journal/journal entries SS: Given a brief reading, students will complete 5 questions about the Era of Good Feelings and then create their own political cartoon that illustrates the irony of the era's name. Tuesday: LA: formal and informal letters--through handouts and sample letters, students will understand the rudiments of constructing a formal and an informal letter with 100% accuracy. HW:  continue to work on journal/journal entries SS: Given a PowerPoint and note sheet, students will watch the candidates compete in the Horse Race of 1824 (a.k.a. Election) and keep track of the results. Students will also discuss the "Corrupt Bargain" that may have led the 2nd place horse to end up with the prize.  Wednesday: LA:  journal and/or letter work time; library S.S- Given 4 video clips & a note sheet, students will examine Andrew Jackson and his rise to the presidency. Thursday: L.A: sample letters from the slave trade in Houston/relations of men in the Alamo; work time for writing letters S.S. - Given a domino challenge, students will complete a simulation of the Spoils System. They will create a T-chart in their spirals to compare what happened in class to what happened in history. Friday: LA-  Journals due at the end of the LA portion of the LA/SS block (work time) SS: Given a brief simulation, video and primary source documents, students will understand the Trail of Tears.    WEEKLY OBJECTIVES--LA/SS, 10/20-10/24/08 Monday: LA:  bio rough/final draft revisons HW: final revisions of final draft of biography SS: Given a class simulation & notes, students will examine the events leading up to the Embargo Act of 1807 and its effects on the U.S. economy. Tuesday: LA:  final draft of bio.  due at the beginning of class; introduction of the process of "journaling" (After modeling the process and showing students samples from years past, students will begin constructing their own journals (6 entries) based on the student's assigned historical character.) S.S. Given a brief lecture and primary source documents, students will review events leading to and the varying opinions regarding the War of 1812.  Wednesday: LA:  journaling work time S.S- Students will decide wether they would have been for or against the War of 1812 based on the documents from the previous day and we will hold a class debate. Thursday: L.A: introduction of formal and informal letter writing; a sample letter from the Alamo will be used followed by a quiz re reading content. S.S. - Given a PowerPoint, students will explore Clay's American System and draw conclusions about why Clay wanted to lead the American system in this direction. Friday: LA-  work time for journals and/or letters weekend HW:  work toward completing writing assignments (6 journals, one formal and one informal letter) SS: Given a series of political cartoons, students will determine what the Monroe Doctrine was and what its importance has been to U.S. foreign policy.   WEEKLY OBJECTIVES--LA/SS, 10/13-10/17/08 Monday: Columbus Day/School Holiday Tuesday: LA:  Bio. rough draft due; at this time, the Explore test pre-empts class work; ("Clock Method" will be used to peer edit student papers; students will peer edit for "mechanics--spelling, punctuation, capitalization, etc. to the best of their ability--time allowing.)  Picture Day S.S. Given a brief PowerPoint, students will review the events that lead to the Louisiana Purchase and will then create a "human timeline" of the events. Wednesday: LA:  AF paper due; ("peer revising' of bio rough draft.); EXPLORE test during morning core--2 hours S.S- By re-drafting a letter written by Thomas Jefferson, students will understand the purpose of the Lewis & Clark Expedition. Thursday: L.A:  library; (editing/revising of bio rough draft?) HW:   S.S. - Given 5 stations around the room, students will complete a foldable about the Barbary Pirates. Friday: LA-  editing/revising of bio rough draft; (introduction of "journaling"?) weekend HW:  begin preliminary work on final draft of biography  http://www.pbs.org/lewisandclark/into/index.html SS:Given a classroom simulation, students will examine the events surrounding the Embargo Act of 1807 and its effects on the U.S. economy.   WEEKLY OBJECTIVES--LA/SS, 10/06-10/10/08 Monday: LA:  "Clock Method" will be used to peer edit student papers Students will peer edit for spelling, punctuation, grammar, structure, format, and transitions to the best of their ability--time allowing. SS: Given three short video clips, students will complete a video note sheet about the Alien & Sedition Acts with 100% accuracy.  Tuesday: LA:  Introduce/explain the writing assignment "biography"; students will work toward completing a note sheet re biography of the student's historical character with 100% accuracy. Finalization of final draft of AF paper and "Works Cited" page S.S: Given song lyrics & a class discussion, students will examine the idea of protesting a government policy & relate it to the Virginia & Kentucky Resolutions. Wednesday: LA:  Students will work toward completing a note sheet re biography of the student's historical character with 100% accuracy; handout, "Considerations before Writing 1st Draft of Biography" S.S- Given a series of short readings, students will answer four questions about John Adams and the Midnight Judges in their spriral with 100% accuracy. Thursday: L.A:  check biography note sheet; mini-lesson, the "complete sentence"; students will identify complete sentences in a handout with 100% accuracy; work on biographies, time permitting. HW:  work on rough draft of biography S.S. - Given a class simulation (Tub-O-Candy) and a brief PowerPoint, students will examine the election of 1800 and complete a note sheet with 100% accuracy. Friday: LA-  work time for biography, rough draft   SS- JOHN ADAMS QUIZ Students will examine the Supreme Court case Marbury vs. Madison and the concept of judicial review. WEEKLY OBJECTIVES--LA/SS, 09/29-10/03/08
Monday:	LA:  A theme paper re Animal Farm will be begun by introducing and discussing the various themes upon which to focus.  In addition, various MLA formatting procedures will be explained, modeled, and given in "hand out" form. Students will choose  a theme on which to write their paper. Homework:  students must choose a theme from AF; students must find a minimum of three quotes to support his/her theme. SS: Given a PowerPoint, students will analyze political cartoons using various criteria and take notes with 100%accuracy.
Tuesday:	LA:  The writing process re formal MLA paper; modeling of MLA guidelines/requirements (sample paper); quotation marks mini-lesson. students will understand, with70 to 100% accuracy, the requirements for writing a formal MLA paper and using quotation marks in that paper (modeling provided). S.S. Given a brief PowerPoint and discussion, students will examine foreign policy during the Washington administration.
Wednesday:	LA:  (library day)  Students will take notes re resources for creating a biography based on their historical character. S.S- Given sections of Washington's Farewell Address, students will determine what advice Washington was giving the country as he left office. Students will complete a note sheet with 100% accuracy.
Thursday:	L.A:  mini-lesson, quotation marks, sample MLA papers, citing sources; focus is on body paragraphs. Students will continue the writing process completing the introduction (done previously) and the first two body paragraphs. S.S. - Washington Quiz & Begin Adams administration with XYZ Affair.
Friday:	LA-  students will complete third body paragraph and conclusion (modeling of conclusion will be provided (previously)); rough draft is to be completed by the end of class time. SS- XYZ Affair play & Alien & Sedition Acts

 

WEEKLY OBJECTIVES--LA/SS, 09/22-09/26
Monday:	No School Due to Hurricane Ike
Tuesday:	LA:  Class time will be given to read and to work on "Inference" and "Symbolism Charts" (review of book is an almost certainty).  Most likely, reading and working on charts will continue throughout the week until the novel and charts are finished, Friday being the target date (subject to slight variations/changes).  S.S. -  Students will review concepts (Early political parties, etc.) covered in the days leading up to Ike to ensure comprehension.
Wednesday:	LA:  Most likely, reading and working on charts will continue throughout the week until the novel and charts are finished, Friday being the target date (subject to slight variations/changes).  S.S.- Divided into groups and given primary source documents, students will create party platforms for the Federalists & Democratic-Republicans. Once completed, groups will share their platforms and explain them to the class.
Thursday:	L.A  Most likely, reading and working on charts will continue throughout the week until the novel and charts are finished, Friday being the target date (subject to slight variations/changes). S.S. - Divided into groups and given primary source documents, students will create party platforms for the Federalists & Democratic-Republicans. Once completed, groups will share their platforms and explain them to the class.
Friday:	LA-  Most likely, reading and working on charts will continue throughout the week until the novel and charts are finished, Friday being the target date (subject to slight variations/changes). SS- Given a brief reading and two primary sources documents, students will examine the events and opinions surrounding the Whiskey Rebellion and answer questions in their spiral with 100%accuracy. Given a PowerPoint, students will analyze political cartoons based on three criteria.

WEEKLY OBJECTIVES--LA/SS, 09/08-09/12
Monday:	LA:  Hand out page and explain "Reading Homework Expectations 8th Grade L.A."; trial reading circle re the novel Animal Farm.  (Students have a trial period in which they can change the book they wish to read from Animal Farm to The Giver.) S.S. - Students will complete their review of the U.S. Constitution by completing an "I Have; Who Has" Game of the Constitution and a game of Constitutional Review Jeopardy with 100% accuracy.
Tuesday:	LA:  accountability for assigned reading in Animal Farm--possibilities include a quiz, a reading circle, or perhaps a different activity not specifically related to the text of the book but more to a theme or themes in the book which will not evaluate reading (for content or comprehension). "Inference" and "Symbolism Charts" will be dispensed and explained with students understanding their use, through modeling, with 100% accuracy. (Reading Goal)  S.S. -  Students will begin the New Nation/Dinner Party Unit. They will set-up their new spiral notebooks, receive their dinner party invitations and character assignment, and review dinner party expectations.
Wednesday:	LA:  "Fill Our Container"--process:  “Fill Our Container”  Class System Game    Depending on the card you have drawn, you will receive either a white, blue or red chip.   The chips will be used to buy birdseed, to fill your team’s container.   Below are the values of the chips and the amount of birdseed it will buy.   Chips Birsdeed 2 White 1 cup 1 Blue 2 cups 1 Red 8 cups  Rules of the Game   1.     There is no trading or giving of chips between teams.   2.     No stealing of other teams’ birdseed.     3.     When you have no chips left, you must sit out of the game.   4.     Once you fill your bucket, you may sell it back to us for double what you paid for it.    5.     Whoever has the most money at the end of the game wins. Objective:  Students will comprehend with 100 %accuracy the difficulties and luxuries of living in a corrupt "Czarist" system. (Reading Goal & update charts)  S.S. - Given a brief video, students will be introduced to George Washington and complete a note sheet with 100% accuracy. Given a candy bar activity and T-chart, students will review the formation of the first political parties by comparing and contrasting Thomas Jefferson and Alexander Hamilton and completing their T-chart with 100% accuracy.
Thursday:	L.A.-  (reading goal) + accountability for assigned reading in Animal Farm--possibilities include a quiz, a reading circle, or perhaps a different activity not specifically related to the text of the book but more to a theme or themes in the book which will not evaluate reading (for content or comprehension). (Reading Goal & update charts) Parents--Open House Open House is Thursday, September 11th at 6:30. See you there! S.S. - Hamilton's Economic Plan
Friday:	LA-  (Reading Goal & update charts); Reading/work time for the two different charts re Animal Farm.  Students will complete charts or read toward Monday's reading goal 100% of their class time. SS- Hamilton's Economic Plan

WEEKLY OBJECTIVES--LA/SS, 09/02-09/05
Monday:	holiday
Tuesday:	LA:  free write re gov't prompt:  Those who would give up essential liberty to purchase a little temporary safety deserve neither liberty nor security."--Benjamin Franklin "Get off the Fence" (see Friday last week) activity re the previous quote. S.S. - Given a "Seeds of Government" research resources 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 notes with 100% accuracy.
Wednesday:	LA:  library; introduction of notesheet if time allows (see Thursday)   S.S. - Given a worksheet guide, students will participate in French & Indian War PowerPoint guided lecture/ class discussion and complete notes with 100% accuracy. Given scrambled ‘Road to Revolution’ blurbs, students will read, identify, and arrange the events in proper order, then analyze the significance of the events leading to the American Revolution with 100% accuracy.
Thursday:	L.A.- Students wil complete a teacher-guided notesheet re Karl Marx/communism-socialism/Lenin/Bolshevik Revolution et. al with 100% accuracy. Students will construct a T-chart using the US flag by writing at least 5 abstract/symbolic items re the US flag on one side and 5 literal/concrete items on the other side. Objective is to identify both abstract and literal characteristics of an object. S.S. -    Students will then participate in a Tug-of-War activity in groups representing the major parties involved in the American Revolution.  After completion of the activity, students will analyze the importance of each group in the war for American independence with 100% accuracy.
Friday:	LA-  Introduction of novels, Animal Farm and The Giver (brief synopsis of each in an effort to aid students with their choice).   Reading goal--1st two chapters SS- Students will participate in the Constitution Game to evaluate the formation of our current government and the importance of three distinct branches of government. Students will then exhibit mastery through a game of Constitution Jeopardy with 100% accuracy.

 

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:  "Get off 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)