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HOMEWORK: Week of 11/02--work on LETTERS each night this week; LETTERS are due at the BEGINNING of class on Friday, 11/06 (one formal and one informal letter). see documents on right side of portal page (letter templates) or consult notesheet (handout)/teacher(s) for details |
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8th Grade LArts & SS |
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8th Grade Language Arts/Social Studies News! |
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WEEKLY OBJECTIVES--LA/SS, 11/16-11/20
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| Monday: |
LA: --Introduce writing the expository essay through an example and modeling--students will identify thesis sentence, topic sentences, and conclusion (restatement of thesis)
SS: Students will set-up their new Westward Expansion spiral notebook and be divided into Histories Mysteries groups.
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| Tuesday: |
LA: Introduction of the pursuasive essay through modeling, an example, an outline, and the identification and practice of three different types of "hooks."
S.S.: Given a short PowerPoint, students will review the Land Ordinance of 1785 and the Northwest Ordinance. Students will analyze "American Progress" by John Gast and how it relates to the concept of Manifest Destiny.
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| Wednesday: |
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| Thursday: |
L.A.--class time for writing summaries/essays/working on Westward Expansion Portfolio
S.S.-- Using various online resources, students will create one of five projects to demonstrate understanding of the Seminole Wars & how the U.S. acquired Florida.
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| Friday: |
LA--class time for writing summaries/essays/working on Westward Expansion Portfolio
SS-- Students will showcase what they created about the Seminole Wars to their peers.
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WEEKLY OBJECTIVES--LA/SS, 11/09-11/13
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| Monday: |
LA: --Introduce new unit, Manifest Destiny, and the accompanying "writing/creative" portfolio.
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
SS: Students will set-up their new Westward Expansion spiral notebook and be divided into Histories Mysteries groups.
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| 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.
S.S.: Given a short PowerPoint, students will review the Land Ordinance of 1785 and the Northwest Ordinance. Students will analyze "American Progress" by John Gast and how it relates to the concept of Manifest Destiny.
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| Wednesday: |
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| Thursday: |
L.A.--culminatination of Mark Twain quotes;
8TH GRADE BOOK FAIR DAY
S.S.-- Using various online resources, students will create one of five projects to demonstrate understanding of the Seminole Wars & how the U.S. acquired Florida.
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| Friday: |
LA--Practice summary writing; the skill of summary writing will be modeled and practiced based on the Seminole Wars (from social studies).
SS-- Students will showcase what they created about the Seminole Wars to their peers.
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WEEKLY OBJECTIVES--LA/SS, 11/02-11/06
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| Monday: |
LA: --"Letter to a Nation" from WB Travis, Commandant of the Alamo; students will read, analyze, define vocabulary, and answer questions pertaining to this famous, historic letter (in groups); the "letter writing process"--students will receive the assignment sheet, the check list, and the due dates for their formal/informal letters based on their historical character.
SS: Given a short reading and group sharing, students will create a foldable about opposing views on tariffs and the subsequent Nullification Crisis.
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| Tuesday: |
LA: group work re "Letter to a Nation" will be completed; students will be given work time for letter writing.
S.S.: Given a series of primary source documents, students will analyze and summarize the opinions of Jackson's veto of the National Bank charter.
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| Wednesday: |
LA: one letter, formal or informal, is due to be completed by the end of LA class time today.
S.S.- Wrap up discussion of Andrew Jackson. Students will also be given class time to work on their spiral notebooks, which are due on Friday.
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| Thursday: |
L.A.--work time for the second letter, formal or informal, will be given, and the second letter is due at the end of LA class time today, or . . .
One of the "letters" is due mid-week (rough draft), and the other may be submitted by Friday at the beginning of class (reminder: the dinner party occupies much of a student's time (preparation)).
S.S.-- Students will review and prepare for the Historic Dinner Party.
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| Friday: |
LA--historic dinner party--both letters are due upon student's arrival
SS--historic dinner party
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WEEKLY OBJECTIVES--LA/SS, 10/26-10/30
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| Monday: |
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. Three complete journal entries are due at the end of LA class time.
SS: Given a series of video clips and a complimentary note sheet, students will review the presidency of Andrew Jackson. A copy of the notesheet can be found at http://csa.springbranchisd.com/wood1c/Units/New%20Nation/jacksonvideonotes.htm
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| Tuesday: |
LA: Students will take notes and be given a handout re "formal letters." The student will practice by using Abigail and John Adams's letters "Remember the Ladies"--(group work).
S.S.: Given a short reading, students will summarize the topics surrounding Jackson's approach to governing, including the spoils system. Students will create "talking heads" to illustrate the opposing viewpoints of Andrew Jackson.
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| Wednesday: |
LA: group work re: "Remember the Ladies" (letters) is completed
S.S.- Given a short video clip and two primary source documents, students will examine the events surrounding Indian Removal under Andrew Jackson. They will create either a cartoon strip or piece of artwork to show understanding of the events.
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| Thursday: |
L.A.-- morning class--work time for journal; (afternoon class--Sky Dome from 1:10 to 1:55): possibly, if time allows, work time on journal.
S.S.-- Given a short reading and group sharing, students will create a foldable about opposing views on tariffs and the subsequent Nullification Crisis.
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| Friday: |
LA--Journal (final product) is due; library
SS-- Given a series of primary source documents, students will analyze and summarize the opinions of Jackson's veto of the National Bank charter.
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WEEKLY OBJECTIVES--LA/SS, 10/19-10/23
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| Monday: |
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| Tuesday: |
LA: Introduction and modeling of "journal writing" based on the students' historical characters; sample journals and check lists will be reviewed; students will take notes, and parameters and due dates will be established.
Tuesday AND Wednesday: teacher will provide the elements (and style/genre) of journaling through samples, examples, and Q & A while using an overhead projector or ActiveBoard. Teacher will check for understanding. Use of annotation skills will also be reviewed.
S.S.-- Given a series of political cartoons, students will make conclusions about the Monroe Doctrine and analyze the varying opinions regarding its creation.
http://csa.springbranchisd.com/wood1c/Units/New%20Nation/monroedoc_files/frame.htm
THOMAS JEFFERSON QUIZ TODAY
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| Wednesday: |
LA: Students will practice journaling in class and will be assigned a journaling homework exercise. Both in-class and HW will be checked for understanding.
S.S.-- Given a short reading, students will answer questions about the Era of Good Feelings and then create their own political cartoon.
Handout can be found at http://csa.springbranchisd.com/wood1c/Units/New%20Nation/EraofGoodFeelingsNotes.htm
HW: Lewis and Clark journal exercise homework
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| Thursday: |
L.A.--Lewis and Clark journal exercise homework will be reviewed for accuracy; work time for "journaling" will be given on Thursday and Friday.
S.S.-- Given a PowerPoint, students will take notes, analyze and discuss the results of the Election of 1824 and the Corrupt Bargain.
PowerPoint & Note Sheet can be found at http://csa.springbranchisd.com/wood1c/
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| Friday: |
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WEEKLY OBJECTIVES--LA/SS, 10/12-10/16
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| Monday: |
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| Tuesday: |
LA: EXPLORE testing--completing preliminary info. (Information re the EXPLORE Test was sent home last Thursday--additional information available on school website.)
S.S.-- (With Food Fighers) Discuss Barbary Pirates
Given a class simulation (A Cootie Embargo), video clip and a political cartoon, students will analyze and discuss the Embargo Act of 1807.
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| Wednesday: |
LA: EXPLORE testing
S.S.-- (With Red Hots) Discuss Barbary Pirates
Given a class simulation (A Cootie Embargo), video clip and a political cartoon, students will analyze and discuss the Embargo Act of 1807.
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| Thursday: |
L.A.--class work time, 1st 15 minutes; 1st (rough) draft of bio is due (see Homework for week of 10/12); Peer editing of bio RD
S.S.-- Given a brief movie with a complementary note sheet, students will be introduced to the major events of President James Madison's adminstration.
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| Friday: |
LA--peer editing/revising of bio RD; (for Monday, class work time: final draft of bio is due at the end of LA period Monday--with Works Cited page)
SS-- Given a series of primary source documents, students will review the arguements for and against the War of 1812 and have a class debate.
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WEEKLY OBJECTIVES--LA/SS, 10/05-10/09
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| Monday: |
LA: peer editing revising of AF rough draft
S.S. -- Given a Powerpoint and set of maps, students will takes notes over how the United States gained the Louisiana Purchase. They will demonstrate understanding of their notes by creating a human timeline.
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| Tuesday: |
LA: Final draft of AF paper due at beginning of class; note sheet for biography of students' historical character is explained and begun.
S.S.-- Washington Review/John Adams Quiz
Given a letter from Thomas Jefferson to Meriwether Lewis, students will write and discuss the major goals of the Lewis & Clark Expedition.
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| Wednesday: |
LA: class work time, 1st two sections (6 total) of bio notesheet is to be completed
S.S.-- Given a video clip and map, students will create a web of the journey of the Lewis & Clark Expedition.
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| Thursday: |
L.A.--class work time, next two sections (6 total) of bio notesheet is to be completed; explanation and distribution of handout: "Considerations before Writing the 1st Draft of a Biography"--modeling & transition words
S.S.-- Go over GW/Adams Quiz to check for enduring understanding.
Play Lewis & Clark "Into the Unknown"
http://www.pbs.org/lewisandclark/into/index.html
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| Friday: |
LA--class work time, last two sections (6 total) of bio notesheet is to be completed--checked beginning 15 min. prior to end of LA class time
SS-- Given a two video clips and a New York Times article, students will create a Venn Diagram comparing and contrasting the Barbary Pirates of the 1800's and the Somalian Pirates of today.
http://www.nytimes.com/2009/04/12/weekinreview/12gettleman.html?_r=1
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WEEKLY OBJECTIVES--LA/SS, 09/28-10/02
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| Monday: |
S.S. --
LA: Students will continue the writing process, working on the introduction (introduced and worked on previously) and on the first two body paragraphs.
mini-lesson, quotation marks, sample MLA papers, citing sources; focus is on body paragraphs.
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| Tuesday: |
LA: writing process re AF paper cont'd; focus is on quotes used in body paragraphs
explanation of AF paper rubric
S.S.--
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| Wednesday: |
LA: library; writing process re AF paper: the first two body paragraphs are the goal--for comprehension and completion.
early dismissal
S.S.--
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| Thursday: |
L.A.--writing process re AF paper: focus is on the conclusion paragraph
S.S.--
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| Friday: |
LA--writing process re AF paper: "Works Cited" page
SS--
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WEEKLY OBJECTIVES--LA/SS, 09/21-09/25
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| Monday: |
S.S. --Washington’s Farewell Address & Wrap-Up
LA: Introduction of themes and MLA paper re Animal Farm;
all students must have declared a theme on which to write before leaving class; HW: the theme and 3 supporting quotes are due at the beginning of class Tuesday.
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| Tuesday: |
LA: update chart; "symbolism" chart due Wednesday; continue with elaboratin on AF themes;
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.--Intro to John Adams & XYZ Affair
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| Wednesday: |
LA: The writing process re formal MLA paper; modeling of MLA guidelines/requirements (sample paper); focus is on constructing the "introduction"; 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.--Alien & Sedition Acts
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| Thursday: |
L.A.--mini-lesson, quotation marks, sample MLA papers, citing sources; focus is on body paragraphs.
Students will continue the writing process, working on the introduction (introduced and worked on previously) and introduction and work on the first two body paragraphs.
HW: introduction due Friday
S.S.--Virginia & Kentucky Resolutions
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| Friday: |
LA--the first two body paragraphs are the goal--for comprehension and completion.
SS-- Midnight Judges
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WEEKLY OBJECTIVES--LA/SS, 09/14-09/18
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| Monday: |
S.S. --Intro to Washington; "candy bar" activity; compare/contrast Thomas Jefferson & Hamilton
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.
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Chips
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Birsdeed
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2 White
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1 cup
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1 Blue
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2 cups
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1 Red
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8 cups
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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.
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| Tuesday: |
LA: "reading discussion"/update charts
S.S.--Hamilton's economic plan; war debts, bonds, & national debt; tarrifs
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| Wednesday: |
LA: update charts; library
S.S.--Hamilton's economic plan; the National Bank
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| Thursday: |
L.A.--SCAMPER--setting, characters, action, motivation, ending, resolution; on a folded sheet of construction paper--resulting in 8 equal rectangular sections--students will "detail" various segments of the book through various literary aspects (SCAMPER--see above); criteria is listed in the "Homework" section of this page.
S.S.--Whiskey Rebellion--readings with questions
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| Friday: |
LA--Introduction of themes and MLA paper re Animal Farm
SS--foreign affairs--powerpoint; Jay Treaty
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WEEKLY OBJECTIVES--LA/SS, 09/08-09/11
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| Monday: |
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| Tuesday: |
LA: accountability for assigned reading in Animal Farm--possibilities include a quiz, a reading circle, or Q & A to plumb for understanding.
"Inference" and "Symbolism Charts" will be dispensed and explained with students understanding their use, through modeling, with 100% accuracy.
(Reading Goal)
S.S. - completion of 7th grade review sheet/crossword puzzle, "Road to Revolution" through "Constitution"
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| 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.
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Chips
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Birsdeed
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2 White
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1 cup
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|
1 Blue
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2 cups
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|
1 Red
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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. - "7th grade review Jeopardy"
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| 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 10th at 6:30. See you there!
S.S. - New Nation Unit Intro
Dinner Invitations Issued; Explanation of Dinner Party Expectations; Set-up notebooks
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| 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- "7th grade review" quiz
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WEEKLY OBJECTIVES--LA/SS, 08/31-09/04
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| Monday: |
LA: "Get off the Fence"--2nd prompt--Flag Burning (Constitutional Amendment?)--see Friday 08/28 for procedures
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.
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| Tuesday: |
LA: teacher-guided notesheet/discussion of Karl Marx/Communist Manifesto/communism/socialism notesheet; complete if time allows (see Thursday)
S.S. - Conclusion of "Seeds of Government"/7th Grade Review -The French & Indian War
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| Wednesday: |
LA: library; if necessary due to time constraints, students will continue the teacher-guided notesheet re Karl Marx/communism-socialism/Lenin/Bolshevik Revolution et. al with 100% accuracy.
S.S. 7th Grade Review – The Road to Revolution
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| Thursday: |
LA: Conclusion of above-mentioned "notesheet" if necessary. 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 and update a "flowchart" previously begun re abstract and concrete concepts.
Objective is to identify both abstract and literal characteristics of an object and relate abstract concepts to concrete manifestations of gov't.
S.S. - 7th Grade Review – The Declaration of Independence
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| Friday: |
LA- Introduction of novel, Animal Farm (brief synopsis). "Reading Expectations" guidelines; reading goal--1st two chapters
SS- 7th Grade Review – The Constitution
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WEEKLY OBJECTIVES--LA/SS, 8/24-8/28
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| Monday: |
Back to School Team Building Activities
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| Tuesday: |
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| Wednesday: |
Class introductions: Rules & Procedures, Lockers, Get to Know Your Teachers, Turn In Forms, etc.
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| 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.
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| 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.
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WEEKLY OBJECTIVES--LA/SS, 05/25--05/29/09
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| Monday: |
LA: vocabulary for week of 05/25: no more vocab tests will be given this school year
Prices from the 1960s for historical context for recent TX history; reading of Cowboy Poetry and student poetry/song presentations (see document(s)) "song/poetry assignment"
SS:
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| Tuesday: |
LA: vocabulary test; student poetry/song presentations (see document(s)) "song/poetry assignment"
retake/make up vocab test from 05/19 will be given at STREAM unless this date conflicts with math EOC testing in which case the retake/make up will be given Wednesday
SS:
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| Wednesday: |
LA: student poetry/song presentations (see document(s)) "song/poetry assignment"
SS:
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| Thursday: |
LA: student poetry/song presentations (see document(s)) "song/poetry assignment"
SS:
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| Friday: |
LA: student poetry/song presentations (see document(s)) "song/poetry assignment"
SS
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WEEKLY OBJECTIVES--LA/SS, 05/18--05/22/09
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| Monday: |
LA: vocabulary for week of 05/18: one bonus word: undulate
Prices from the 1960s for historical context for recent TX history; reading of Cowboy Poetry and student poetry/song presentations (see document(s)) "song/poetry assignment"
SS: Given a series of short readings, students will jigsaw the various topics surrounding Presidential Reconstruction and take notes on their "Reconstruction Plate".
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| Tuesday: |
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| Wednesday: |
LA: presenter re "Unsung Texas Heroes"/recent TX history
SS:
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| Thursday: |
LA:
8th grade beach day
SS:
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| Friday: |
LA: student poetry/song presentations (see document(s)) "song/poetry assignment"
SS:
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WEEKLY OBJECTIVES--LA/SS, 05/11--05/15/09
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| Monday: |
LA: vocabulary for week of 05/11: lichen, marsupial, nocturnal, ozone, symbiosis, (bonus: undulate)
Introduction of "Cowboy Poetry"--what is it? How does one write it? Students will make an attempt at it. Introduction of final unit--"Unsung Texas Heroes"
SS: John Keahey, Civil War Presenter
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| Tuesday: |
LA: "UTH" cont'd
SS: Work Day: Students will put finishing touches on their Civil War spirals, due Thursday May 14th
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| Wednesday: |
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| Thursday: |
LA: Texas Scholars
SS: Turn in Civil War spirals and discuss Lincoln's assassination.
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| Friday: |
LA: cowboy poetry/student song-poetry presentations
SS: Given a lego activity and short PowerPoint, students will discuss and takes notes about Reconstruction and Lincoln's 10% Plan.
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WEEKLY OBJECTIVES--LA/SS, 05/04--05/08/09
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| Monday: |
LA: vocabulary for week of 05/04: gargoyle, maneuver, plateau, renegade, tempo
review CW "newspaper article" and writing assignment re "A Horseman in the Sky"; students can elect to read some of their writing assignments
SS: Social Studies TAKS
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| Tuesday: |
LA: HD Thoreau/Dr. Martin Luther King, Jr. comparison
SS: Glossary Quiz #4, begin 1865 dispatches, and work on trifold #2 (Due Thursday).
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| Wednesday: |
LA: vocabulary test; library day
SS: Appomattox Court House notes, 1865 dispatches, and 1864 journals due.
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| Thursday: |
LA: introduction of music/poetry reports that will continue throughout the final six weeks of the school year: students will supply a school appropriate song, with lyrics and an analysis and will also identify at least one "literary device" as well as give a short bio re the group/artist, and play it for the class. Students will sign up and present at a rate of approximately two per day for the remainder of the six weeks.
Teacher modeling will take place if time permits.
SS: Trifold Gallery Walk #2
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| Friday: |
LA: Possible continuation of intro of Thu's "mini-project"; introduction of the coming unit, "Unsung Texas Heroes"
SS: Civil War Jeopardy
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Social Studies TAKS Review http://csa.springbranchisd.com/wood1c/TAKS_Review_Grade08_Social_Studies.pdf
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WEEKLY OBJECTIVES--LA/SS, 04/27--05/01/09
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| Monday: |
LA: vocabulary for week of 04/27: dialogue, hieroglyphic, mutation, tundra, zoology
Present "At Home Book Projects"
SS: Social Studies TAKS Review
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| Tuesday: |
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| Wednesday: |
LA: Present "At Home Book Projects"
SS: Social Studies TAKS Review
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| Thursday: |
LA: Present "At Home Book Projects"
SS: Social Studies TAKS Review
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| Friday: |
LA: Present "At Home Book Projects"
Science TAKS Test
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WEEKLY OBJECTIVES--LA/SS, 04/20--04/24/09
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| Monday: |
LA: vocabulary for week of 04/20: divulge, immune, labyrinth, nebula, tumult
Students will read Chickamauga and take a quiz based on the story while using the story and vocabulary done the previous Friday/weekend.
SS: Review Social Studies Benchmarks
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| Tuesday: |
LA: Ambrose Bierce short story "Coup de Grace"; story will be read aloud in class, and students will compare a video version of the story to what was just read in class.
SS: Social Studies TAKS Review
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| Wednesday: |
LA: (early dismissal) vocabulary test; library day
SS: Social Studies TAKS Review
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| Thursday: |
LA: Ambrose Bierce short story, "A Horseman in the Sky"; students will read the story, and then have 3 writing choices: 1) writing as Carter Druse, the protagonist of the story, a letter to "your" ailing mother; 2) a prequel to the story; 3) a sequel
SS: Social Studies TAKS Review
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| Friday: |
LA: (review of quiz re Chickamauga); completion of writing assignment from "A Horseman in the Sky"
SS: Social Studies TAKS Review
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WEEKLY OBJECTIVES--LA/SS, 04/13--04/17/09
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| Monday: |
LA: vocabulary for week of 04/13: boycott, embargo, guerilla, metaphor, suffrage
(Intro to newspaper article writing--cont'd)--considering the previous lesson re modeling (using overheads and notes re students writing newspaper articles ("historic fiction") based on a "Civil War era" photograph), rough draft of "newspaper article" is due at the end of class.
SS: Students will complete three dispatches for 1863 and begin working on their second regiment trifold (Due May 6).
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| Tuesday: |
LA: final draft of "newspaper article" is due at the end of class.
SS: Students will complete two dispatches for 1863 and work on their second regiment trifold (Due May 6).
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| Wednesday: |
LA: Intro/notes re the American writer Ambrose Bierce; students will take notes and emphasis will be placed on Bierce's service and experiences in the Civil War; the video An Occurrence at Owl Creek Bridge will follow the notes, and the video will be stopped just before the end to allow students to write what they think will occur; upon completion of student writing, the remainder of the video will be played.
SS: Given a PowerPoint & direct instruction, students will complete notes on the Battle of Gettysburg. They will also work on their 2nd regiment trifold.
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| Thursday: |
LA: vocabulary assigned for Chickamauga; students will write definitions from the dictionary re vocabulary in the previously mentioned short story. Their definitions will be used the next day when they take an "open story quiz" re Chickamauga.
SS: Students will complete two dispatches for 1864 and work on their second regiment trifold (Due May 6).
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| Friday: |
LA: students will read Chickamauga and take a quiz based on the story while using the story and vocabulary done the previous day.
SS: Given a PowerPoint & direct instruction, students will complete notes on the Sherman's March to the Sea. They will also work on their 2nd regiment trifold (Due May 6).
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WEEKLY OBJECTIVES--LA/SS, 04/06--04/10/09
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| Monday: |
LA: vocabulary for week of 04/06: chronology, deduction, heritage, jaunty, silhouette
Intro to headlines and leads--a lesson re writing newspaper articles beginning with leads and headlines; using an overhead presentation for modeling, students will be given the opportunity to see and take notes re newspaper article headlines and leads and attempt writing their own.
SS: Glossary Quiz #2 (25-36)
Students will also work on their regiment trifolds (Due 4/8).
Students may play Battle Cards as well.
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| Tuesday: |
|
| Wednesday: |
LA: Intro to newspaper article writing--modeling using overheads and notes, students will begin writing/create their own newspaper article ("historic fiction") based on a "Civil War era" photograph.
SS: Students will put their regiment trifolds on display and the entire class will walk around and take notes on all 6 trifolds on display, including their own.
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| Thursday: |
LA: (Intro to newspaper article writing--cont'd)--considering the previous lesson re modeling using overheads and notes re students writing newspaper articles ("historic fiction") based on a "Civil War era" photograph, rough draft of "newspaper article" is due at the end of class.
SS: 1862 Journals Due
Students will compete in their regiments in Jeopardy covering their enlistment, 1861, and 1862.
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| Friday: |
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WEEKLY OBJECTIVES--LA/SS, 03/30--04/03/09
|
| Monday: |
LA: vocabulary for week of 03/30: bizarre, eclectic, formidable, hypocrisy, quarantine
Novel in Two Hours re Soldier's Heart; students will present/take notes and then take a quiz over the book ("open-note")
SS: Given a PowerPoint, students will take a closer look at the Battle of Bull Run/Manassas Junction.
Students will also work on their regiment trifolds (Due 4/8).
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| Tuesday: |
LA: At Home Novel Project Presentations--students will present their books using a variety of media; student audience will take notes and make comments/form opinions about the books based on the presentations.
SS: Students will take down three 1862 dispatches in their war dispatch section.
Students will have the opportunity to play Battle Cards.
Students will also work on their regiment trifolds (Due 4/8).
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| Wednesday: |
LA: At Home Novel Project Presentations--students will present their books using a variety of media; student audience will take notes and make comments/form opinions about the books based on the presentations.
SS: Glossary Quiz #2 (13-24)
Students will work on their regiment trifolds (Due 4/8).
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| Thursday: |
LA: Intro to headlines and leads--a lesson re writing newspaper articles; using a powerpoint presentation for modeling, students will be given the opportunity to see and take notes re newspaper article headlines and leads and attempt writing their own.
SS: 1861 Journals (2) are due.
Students will also work on their regiment trifolds (Due 4/8).
Students will have the opportunity to play Battle Cards.
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| Friday: |
LA: Intro to newspaper article writing--a lesson re writing newspaper articles; using a powerpoint presentation for modeling, students will be given the opportunity to see and take notes re newspaper articles; possibly at the end of this lesson, Civil War era pictures will be distributed to the students from which they will create a historically fictional newspaper article based on the picture.
SS: Given a PowerPoint, students will take a closer look at the Battle of Antietam.
Students will also work on their regiment trifolds (Due 4/8).
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WEEKLY OBJECTIVES--LA/SS, 03/23--03/27/09
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| Monday: |
LA: vocabulary for week of 03/23: commemorate, flourish, guru, jovial, parasite
video--"When weather Changed History; The Great Mississippi Flood"--review of racial issues from slavery, BLM, stereotyping and Black/White
SS: Enlist in the army & set-up Civil War section of spiral.
HW: Get Enlistment Form signed by a parent
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| Tuesday: |
LA: (Civil War related) notes/background re PTSD (post-traumatic stress disorder); introduce "A Novel in Two Hours"
SS: Given a PowerPoint explaning Esprit de Corps, students will begin creating esprit de corp for their Civil War regiments (name, flag, motto, symbol, & nametag). All elements must be completed by Thursday.
Work on completing Background Chart, due Friday.
http://csa.springbranchisd.com/wood1c/CivilWar/Background_files/frame.htm
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| Wednesday: |
LA: Novel in Two Hours re Soldier's Heart; in groups, using the "jigsaw" method, students will read their portion of the novel and create a presentation.
SS: Given a PowerPoint, students will complete Background Chart. Regiments will work on their esprit de corp and practice roll call for the first time.
http://csa.springbranchisd.com/wood1c/CivilWar/Background_files/frame.htm
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| Thursday: |
LA: (library book swap/shopping); Novel in Two Hours re Soldier's Heart; students will continue working on presentations
SS: Glossary Quiz #1 (Words 1-12)
Students will have their first official unit inspection. Regiments will be assigned their first trifold topic (Due 4/8) and work on 1861 dispatches.
Dispatches on http://csa.springbranchisd.com/wood1c/
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| Friday: |
LA: Novel in Two Hours re Soldier's Heart; students will present/take notes and then take a quiz over the book ("open-note")
SS: There will be a Background Chart check. Students will work on 1861 dispatches and their first trifold. Regiments will have the option to play Battle Cards.
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WEEKLY OBJECTIVES--LA/SS, 03/09--03/13/09
|
| Monday: |
LA: vocabulary for week of ____: no vocabulary words this week.
Given a planning sheet, a check list, and 20 + prompts, students will choose a prompt and then begin preparation for a timed essay exam Friday re BLM; after choosing a prompt, students will write a thesis, complete an introductory paragraph, and find at least one quote to substantiate the thesis of their essay.
SS: Given a series of quotes from the Lincoln-Douglas debates of 1858, students will examine the major political issues of the time and get a better understading of the two candidates.
http://csa.springbranchisd.com/wood1c/CivilWar/Lead%20Up/LincolnDouglasDebates.htm
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| Tuesday: |
LA: students will complete two body paragraphs with substantiating quotes.
SS: Students will do a re-enactment of the Lincoln-Douglas debates using the primary sources documents provided Monday.
Given a brief PowerPoint and a painting, students will examine abolitionist John Brown and his effect on the slavery debate. Students will analyze the painting and take brief notes in their 3rd lead-up foldable.
http://csa.springbranchisd.com/wood1c/CivilWar/Lead%20Up/johnbrown_files/frame.htm
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| Wednesday: |
|
| Thursday: |
LA: review of poetry analysis quiz from 02/06 (possibly only morning core, talent show replaces afternoon core; or students will work on fine tuning essay preparation.)
SS: Lead-Up to the Civil War quiz
|
| Friday: |
LA: timed essay exam re BLM; students will write a 5 paragraph essay based on a theme from the book Black Like Me (1 hour)
SS: Given a series of locations on Google Earth, students will investigate the battle of Ft. Sumter at the start of the Civil War.
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|
WEEKLY OBJECTIVES--LA/SS, 03/02--03/06/09
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| Monday: |
LA: vocabulary for week of 02/23: antibody, despondent, laconic, polygon, spectrum
Class discussion of possible themes/essay topics re Black Like Me; students will devise essay questions for their up-coming exam; students are to begin preparing for their essay exam re Black Like Me (finding quotes in the book, making notes for introduction/conclusion, preparing a thesis statement, etc.)--
SS: Given two short readings and questions to answer in their foldables, students will examine the Fugitive Slave Law in more detail. Students will also have a round table discussion about how point-of-view would effect someone's opinion of the new law.
http://csa.springbranchisd.com/wood1c/CivilWar/Lead%20Up/TheFugitiveSlaveLaw.htm
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| Tuesday: |
|
| Wednesday: |
|
| Thursday: |
LA: class discussion of Black/White; completion of "opinion poll" re Black/White
SS: Given 2 short video clips, students will discuss and take notes on the the Kansas-Nebraska Act (1854) and the results, Bleeding Kansas (1855-1858) in their 2nd lead-up foldable.
Video Links available at http://csa.springbranchisd.com/wood1c/
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| Friday: |
LA: students will devise essay questions for their up-coming essay exam re BLM; students will be given time to prepare for their essay exam re Black Like Me (finding quotes in the book, making notes for introduction/conclusion, preparing a thesis statement, etc.)--most likely continued Monday.
SS: Using broadcasts from History Radio Theater, students will examine the Dred Scott Supreme Court ruling and various reactions from around the country. Students will take notes in the 3rd lead-up foldable. Use the following link to connect to the radio broadcasts.
http://csa.springbranchisd.com/wood1c/CivilWar/Lead%20Up/DredScottHistoryRadio.htm
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WEEKLY OBJECTIVES--LA/SS, 02/23--02/27/09
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| Monday: |
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| Tuesday: |
LA: Imagery Essays (from Laying the Foundation)--students will take notes/identify examples of imagery (in writing) from essays/accounts of runaway slaves.
HW: Reading Goal assigned
SS: Using a primary document recording Nat Turner's confession, students will deepen their understanding the long-term effects of slave revolts in the south by analyzing the motivation and long-term effects of the Nat Turner using guided questions and class discussion.
|
| Wednesday: |
LA: vocabulary test; book completed--(if time allows) overall discussion/reading circle re BLM based on the entire book
SS: Complete discussions of slave revolts.
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| Thursday: |
|
| Friday: |
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WEEKLY OBJECTIVES--LA/SS, 02/16--02/20/09
|
| Monday: |
LA: vocabulary for week of 02/16: alliteration, ellipse, impertinent, recede, virtuoso (These are the second 5 of 10 words that will appear on a test on February 25th.)
Presidents' Day Holiday--no school
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| Tuesday: |
|
| Wednesday: |
LA: reading circle/quiz re BLM; class time (if time allows) for reading/"audio" reading of book; Library visit
HW: Reading Goal assigned
SS: Using original quilt artwork and music from American slaves as well as the History Alive! teaxtbook, students will describe and interpret assigned aspects slave life through the creation of their own quilt squares.
http://csa.springbranchisd.com/wood1c/CivilWar/Slavery/SlaveryinAmericaWorksheet.htm
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| Thursday: |
|
| Friday: |
LA: Imagery Essays (from Laying the Foundation)--students will take notes/identify examples of imagery (in writing) from essays/accounts of runaway slaves.
HW: Reading Goal assigned
SS: Given a school-wide simulation, students will try to "escape" using the Underground Railroad.
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WEEKLY OBJECTIVES--LA/SS, 02/09--02/13/09
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| Monday: |
LA: vocabulary for week of 02/09: cower, inference, stereotype, unanimous, pulverize (These are the first 5 of 10 words that will appear on a test on March 4th.)
Work time for essay writing, poetry analysis, memorization of poem or portion of poem, essay, etc., and diorama creation.
Vocab Test Thursday
SS: (Same in LA and SS through Wednesday)
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| Tuesday: |
LA: Work time for essay writing, poetry analysis, memorization of poem or portion of poem, essay, etc., and diorama creation.
SS: (Same in LA and SS through Wednesday)
|
| Wednesday: |
Poetry recitation, Shadow Box, short essays and poetry analysis due today. Students will present their final products to their peers.
SS: Students will also be expected to turn in their social studies spirals.
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| Thursday: |
LA: poetry analysis of "Black Like Me" by Langston Hughes; students will complete an analysis following the format of analyses done during the Transcendental Movement unit; students will arrive at a meaning for the phrase "Black Like Me."
SS: To begin our examination of slavery in the United States in preperation for the Civil War unit, students will explore the slave trade.
Slave Auction Description with Questions: http://csa.springbranchisd.com/wood1c/CivilWar/Slavery/SlaveAuctionQues.htm
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| Friday: |
LA: disburse books, Black Like Me; notes/history of John Howard Griffin; reading in class
SS: Given a song, short readings, and a series of questions, students will examine the life of the average slave in the U.S in the mid-19th century.
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WEEKLY OBJECTIVES--LA/SS, 02/02--02/06
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| Monday: |
LA: vocabulary for week of 02/02: bamboozle, exult, quota, toxin, voracious
analysis of Henry David Thoreau's "experiment" in living alone in the woods of New England (Walden); students will complete a journal entry based on items they would bring with them for a prolonged stay in the "wilderness". Students will paraphrase a Thoreau quote explaining why he "went into the woods."
SS: Given a PowerPoint and series of video clips, students will complete notes about the women's rights movement beginning in the 1840's in a 5-Tab Booklet with 100% accuracy.
http://csa.springbranchisd.com/wood1c/Units/Reform/The%20Status%20of%20Women_files/frame.htm
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| Tuesday: |
|
| Wednesday: |
|
| Thursday: |
LA: Assign Shadow Box Project: Due Feb. 11th
Change of date re Quiz!! The poetry analysis quiz will now take place on Friday, Feb. 06. Students must have the half sheet entitled "Poetry Analysis" in order to sit for the quiz.
SS: Social Studies Benchmark Testing
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| Friday: |
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WEEKLY OBJECTIVES--LA/SS, 01/26--01/30
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| Monday: |
LA: vocabulary for week of 01/26: mosaic, renaissance, wretched (adj.), vacillate, xylem
analysis of Emily Dickinson poem "Because I Could not Stop for Death"; using their list/definitions of literary terms, students, with guided practice, will analyze the previously-mentioned E. Dickinson poem; guided practice re personification (handout) then students will "personify" 5 items listed on their handout
SS: Given primary documents from the Abolitionist Movement, students examine and analyze arguments for and against slavery through group and class discussion. http://csa.springbranchisd.com/wood1c/Units/Reform/abolishslavery.htm
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| Tuesday: |
LA: analysis of EB Browning poem, "Sonnet 43"; using their list/definitions of literary terms, students, with guided practice, will analyze the previously-mentioned EB Browning poem; students will answer the 4 questions following the poem.
SS: Given a series of primary source images, students will analyze the methods of persuasion used by the abolitionist movement and their effectiveness.
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| Wednesday: |
L.A: vocabulary test: deign, decorum, accentuate, quandary, repose, aspire, boisterous, fallacy, omnivore, solstice; video of poem recitation, "Annabelle Lee" by Edgar Allan Poe
SS: Given a series of primary source images, students will analyze the methods of persuasion used by the abolitionist movement and their effectiveness.
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| Thursday: |
LA: analysis of "Annabelle Lee" by Edgar Allan Poe; students will analyse the poem in writing based on title, paraphrasing, connection to Transcendentalism, theme
SS: Given an article about Dorothea Dix and mental health reform, students will answer questions and take notes in a foldable they create with 100% accuracy.
http://csa.springbranchisd.com/wood1c/Units/Reform/DorotheaDix.htm
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| Friday: |
8th Grade Class trip Texas A&M
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WEEKLY OBJECTIVES--LA/SS, 01/19--01/23
|
| Monday: |
LA: vocabulary for week of 01/19: aspire, boisterous, fallacy, omnivore, solstice
holiday--no school
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| Tuesday: |
LA: "open note" quiz--transcendental authors; distribute/begin teaching/reviewing literary terms re poetry analysis; students will take notes and show understanding by relating literary terms to actual examples in literature/poetry.
SS: Students will view the Presidential Inauguration Ceremonies to recognize the goals of the new administration and relate them to the reform movement of the 1840's through classroom discussion.
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| Wednesday: |
L.A: analysis of Emily Dickinson poems "The Robin" and "Because I Could not Stop for Death"; using their list/definitions of literary terms, students, with guided practice, will analyze the previously-mentioned E. Dickinson poems; library
SS: Given stations with information regarding Horace Mann, Education Reform, and No Child Left Behind policies, students will define and describe the reform movements in a foldable.
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| Thursday: |
|
| Friday: |
LA: analysis of "Sonnet 43" by Elizabeth Barrett Browning--after a teacher-guided analysis of the poem, students will answer several questions about the sonnet.
SS: Based on brief articles read this week on 19th century Education Reform and No Child Left Behind, students will have a round table discussion about education reform, past and present.
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WEEKLY OBJECTIVES--LA/SS, 01/12--01/16
|
| Monday: |
LA: vocabulary for week of 01/12: deign, decorum, accentuate, quandary, repose; completion of previous Friday's lesson ("two hour" lesson)-- creation of a Utopian Society--given a handout, in groups students will complete the various components essential to create a "Utopian Society." Students will devise rules and regulations which will govern their "society."
SS: Given a PowerPoint and short fictional movie, students will demonstrate understanding of the Industrial & Transportation Revolutions by completing notes in their spiral and participating in a class discussion.
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| Tuesday: |
LA: transcendental author research--given an assignment/criteria sheet and a check list, in small groups, students will compile information about Transc. authors in anticipation of presenting the information to the class.
SS: Given a short music video and song lyrics, students will demonstrate understanding of the Second Great Awakening and its relationship to the reform movements of the mid-1800s by completing a note sheet and analyzing a current song through group discussion.
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| Wednesday: |
L.A: research continues through this class period and presentations begin Thu.;
Presentation of Transc. authors--aided by a check list and notes, student groups will present author information to the class; students not presenting will take notes in anticipation of a quiz. A quiz in which students will be able to use class notes will follow the presentations.
SS: Given two short music videos, students will complete a note sheet on the Temperance Movement, They will also discuss the possible need for a modern Temperance Movement.
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| Thursday: |
LA: (This lesson will begin Tuesday, 01/20) Distribute/begin teaching/reviewing literary terms re poetry analysis; students will take notes and show understanding by relating literary terms to actual examples in literature/poetry.
SS: Given a rubric and the necessary supplies, students will create their own temperance society based on a cause in which they believe. Students will also attempt to persuade their peers to join their society.
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| Friday: |
LA: (This lesson is now scheduled for Wed, 01/21) analysis of Emily Dickenson poems "The Robin" and "Because I Could not Stop for Death"; using their list/definitions of literary terms, students, with guided practice, will analyze the previously-mentioned E. Dickenson poems.
SS: Students will be in the gym.
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WEEKLY OBJECTIVES--LA/SS, 1/5-1/9
|
| Monday: |
|
| Tuesday: |
LA/SS: Given a series questions, students will begin analyzing the movie "Dead Poet's Society". This will begin our examination of the concept of transcendentalism in American literature and how it connected to the era of reform in the mid-1800's.
|
| Wednesday: |
L.A: complete Dead Poets Society; brief discussion; based on viewing the video and on the class discussion, for homework students will completely satisfy criteria for two of the eight prompts re DPS; library
SS: Given a class simulation, students will examine the push and pull factors that effected immigration in the early 1800's. They will create a human graph based on the various factors and complete a note sheet based on the information gathered throughout the class period.
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| Thursday: |
LA: Power Point, tenets of Transcendentalism; students will take notes while power point/presentation of transcendentalism takes place; students will conclude by completing the sentence, "Transcendentalism is . . . ."
SS: Given a class simulation, PowerPoint and short movie, students will create snowmen to represent the industrial and transportation revolutions of the nineteenth century. They will complete 2-column notes in their spirals, comparing what happened in the class simulation and in history.
|
| Friday: |
LA: brief History of Brook Farm; creation of a Utopian Society--given a handout, in groups students will complete the various components essential to create a "Utopian Society." Students will devise rules and regulations which will govern their "society."
SS: Given a class simulation, PowerPoint and short movie, students will create snowmen to represent the industrial and transportation revolutions of the nineteenth century. They will complete 2-column notes in their spirals, comparing what happened in the class simulation and in history.
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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:
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| 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:
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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.
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| 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.
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| 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
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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.
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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: |
|
| Thursday: |
|
| Friday: |
|
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.
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| 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.
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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
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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.
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| 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.
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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: |
|
| 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: |
|
| 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
|
| 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: |
|
| 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, 4/07-4/11
|
| Monday: |
LA: vocabulary (SAT) words:
caustic, concur, tirade, tantamount, specious
LA: Students will continue with book presentations from last week.
SS: Given prior materials overThe Civil War, students will work on 1865 Dispatches and take notes on Appomattox Court House (1865) PPT
*1864 Journals Due
*3-5 Trifold Questions Due
|
| Tuesday: |
***MATH TAKS***
LA/SS: In the afternoon, students will have time to work on Trifolds or any other assignments that are due soon.
|
| Wednesday: |
LA: Soldier's Heart; A novel in 2 Hours
*Vocab. Test
SS: Given Trifold Gallery Walk #2, students will complete a corresponding notesheet with 100% accuracy.
|
| Thursday: |
LA: Soldier's Heart; A novel in 2 Hours
*Library Day
SS: Given Civil War Jeopardy, students will review key events, people and vocabulary from 1863 to 1865.
|
| Friday: |
LA: Soldier's Heart; A novel in 2 Hours
SS: Students will wrap up the Civil War unit
*1865 Journals due
|
|
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.
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| 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.
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|
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.
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|
WEEKLY OBJECTIVES--LA/SS, 2/11 - 2/15
|
| Monday: |
LA: vocabulary (SAT) words: sonorous, spurious, stymie, sublime, succor
|
| Tuesday: |
|
| Wednesday: |
|
| Thursday: |
|
| Friday: |
|
|
WEEKLY OBJECTIVES--LA/SS, 2/4 - 2/8
|
| Monday: |
VOCAB TEST: WEDS 2/6
New Words This Week: rudimentary, salubrious, sanguine, scrupulous, sententious
SS: Given two essay topics concerning aspects of one of the 19th century reform movements (prison/mental health, education, women's rights, etc.), students will demonstrate understanding of the reform movement of their choice by thoughtfully and thoroughly answering the two essay prompts and creating a shoe box diorama which illustrates the effects of their chosen reform movement.
LA: Given a poem of choice from one of the authors studied during this unit, students will demonstrate understanding of transcendentalist poetry through analysis of their poem as well as recitation of 50 words from their poem. Students may use their poem for the shoe box diorama instead of the SS topics if they wish.
*diorama, poetry analysis and recitation, and two essay topics are due and will be presented on Friday, February
SEE POWERPOINT OF PROJECT IN DOCUMENT SECTION
rudimentary, salubrious, sanguine, scrupulous, sententious
|
| Tuesday: |
Students will continue working on Monday's assignment.
*Goal: finish poetry analysis and at least one SS essay. Begin memorizing poetry.
|
| Wednesday: |
Students will continue working on Monday's assignment.
*Goal: have poetry analysis and both SS essays complete.
Begin/Continue work on diorama and poetry memorization.
|
| Thursday: |
**SS Benchmark (covers exploration through the first five presidents)**
Finish diorama by today/tonight.
|
| Friday: |
Students will present and turn in their dioramas, poetry analysis, and two SS essays. Students will also recite 50 words from their chosen poems.
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|
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.
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| 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.
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| 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.
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|
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.
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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 research 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
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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: |
|
| 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
-
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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.
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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.
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|
WEEKLY OBJECTIVES--LA/SS, 11/26-11/30
|
| Monday: |
LA: vocabulary (SAT) words: lament, lethargic, loathe, loquacious, ludicrous
Language Arts/Social Studies
- Given a series of web links and powerpoint presentation, students will continue to demonstrate understanding of the Texas Revolution by completing the Texas Revolution: A "Four Act" note sheet and creating a political cartoon. (Blank Note Sheet)
*Cartoon is due Friday*
- Given a Westard Expansion novel (My Antonia, Old Yeller, Huckleberry Finn, or Tom Sawyer), students will divide into their respective groups for an introduction to their book. Teacher will assign roughly 40-50 pages to be read for novel groups on Thursday.
My Antonia goal: Page 90 by Thursday
|
| Tuesday: |
LA/SS:
- Given a PowerPoint presentation, students will demonstrate understanding of the Mexican-American War by creating a puppet from a chosen viewpoint (general, protestor, congressman, soldier).- work on persuasive essays
*Due December 5*
Directions for creating the puppet.
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| Wednesday: |
- "Given textbooks and internet resources, students will continue to work on puppets. In addition to creating the puppets, students will write a short (30-45 second) speech which they will present Thursday.
-Given "mysteries" from social studies, students will demonstrate understanding of summary skills by completing a summary of one more mystery in their spirals.
Soldier's Life: http://csa.springbranchisd.com/witschoc/units/changingattitude/mawar/a_soldiers_life.htm
PowerPoint:
http://csa.springbranchisd.com/wood1c/Units/Westward/TheMexAmWar_files/frame.htm
Puppet Directions:
http://csa.springbranchisd.com/wood1c/Units/Westward/MexAmPuppet.htm
|
| Thursday: |
LA/SS:
*Library Day
-Given presentations from classmates, students will continue to demonstrate understanding of the Mexican-American War by completing a chart in their spirals with each of the four viewpoints with 100% accuracy.
-Given novel groups, students will demonstrate understanding of archetypes, plot, setting, symbolism, and character traits/flaws in their respective novels through participation in a quiz or discussion.
|
| Friday: |
LA/SS:
-Given a set of readings, students will demonstrate understanding of contributions of Mexicanos by completing a question set and participating in discussion with 100% accuracy.
*Texas Cartoon due today
-Students will continue working on persuasive essays (due December 5) and summaries.
*checkpoint: should be finished with first draft of persuasive essay
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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: |
|
| Thursday: |
LA/SS: - holiday
|
| Friday: |
LA/SS: - holiday
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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.
|
|
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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 for the final draft of the biography.
SS: Given maps and a mini-lesson students will demonstrate understanding of the events that lead to the Louisiana Purchase by creating a human timeline with 100% accuracy.
|
| Tuesday: |
LA: Teacher will supply vocab words, orally (10 words from September's SAT words).
Student will spell, define, and use in a sentence the 10 vocab words provided by the teacher.
Library Day
SS: Given a primary source documents and a map note sheet, students will demonstrate understanding of the Lewis & Clark Expedition by completing the map note sheet with 100% accuracy.
|
| Wednesday: |
LA: Final draft of the bio. is due at the beginning of class.
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.
SS:
Given a "choose-your-own-adventure" game on the internet, students will demonstrate an understanding of the types of obstacles faced by the Lewis & Clark Expedition by trying not to die along the way.
"Into The Unknown" Game
|
| Thursday: |
LA: Teacher will provide computers, introduce and guide student through the process of using the program "Photostory."
Student will begin creating a photojournal using Photostory.
SS: Given a set of historical cartoons, students will demonstrate understanding of the events surrounding the Barbary Pirates by completing a note sheet with 100% accuracy.
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| Friday: |
L.A: Teacher will provide computers.
Student will continue the process of creating a photojournal based on his/her historical character. Some pictures and one to two journals should be completed by the end of class Friday.
SS: Given a mini-lesson and a political cartoon, students will demonstrate an understanding of foreign policy in the Jefferson administration, particularly the Embrago Act, by completing a cartoon analysis with 10% accuracy.
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WEEKLY OBJECTIVES--LA/SS, 09/24--09/28
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| Monday: |
LA: vocabulary (SAT) words: dilatory, disparage, dogmatic, eccentric, efficacy
Monthly vocabulary quiz, Tuesday, October 2nd!!
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Discussions |
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Resources |
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Weekly Objectives |
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