January 6-9, 2009

Happy New Year or Feliz Ano Nuevo!! Hope you are rested from your break and ready to get back into our routine of fun learning for the new year! Below are a list of the activities that we'll be working on this week! Glad to have you back! REMEMBER to read you AR books-get your STAR on the AR WALL!! Ms. Holden :)

GEORGIA STUDIES

GPS: SS8H6-The student will analyze the impact of the Civil War and Reconstruction on Georgia. a.Explain the importance of key issues and events that led to the Civil War including slavery, state’s rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia Platform, Kansas-Nebraska Act, Dred Scott case, election of 1860, the debate over secession in Georgia, and the role of Alexander Stephens.

SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods.

SS8E2 The student will explain the benefits of free trade. a. Describe how Georgians have engaged in trade in different historical time periods.

Monday -Holiday

Tuesday-EQ(s): How did Americans apply the concept of manifest destiny during the Antebellum period? How did the North and South differ before the Civil War?

Opener: Students will find definitions for the following terms using their textbook glossary, index, or table or contents and place them on VOCABULARY G.O.

Manifest Destiny Antebellum annex skirmish states' rights Missouri Compromise Compromise of 1850 Kansas Nebraska Act

Work Session: Students will read from their textbooks and complete Guided Reading Activities for Chapter 7 Section 1 and 2.

Closer: Students post vocabulary to the WORD WALL

Wednesday-EQ: What was life like for Georgia slaves during the Antebellum period?

Opener: Students will find definitions for the following terms using their textbook glossary, index, or table or contents and place them on VOCABULARY G.O.

arsenal Underground Railroad Slave code driver

Students will read from Ch 7 in textbooks and complete Guided Reading Activity. Students will discuss their opinions and thoughts about what they read.

Closer: Students will post new vocabulary to the WORD WALL

Thursday

Students will read Source Document: Excerpts from Chapter 7
Incidents in the Life of a Slave Girl and complete accompanying activities. Students will discuss how they think life was like for slaves during the antebellum perioud in the South. (Extention Activity: Students may draw pictures/comic strips with accompanying captions depicting the Life of a Slave Girl narrative.)

Friday
Students will review Vocabulary from Chapter 7 and study for Monday's multiple choice quiz. Students will complete the "Messages in Music" activity sheets and try their hand at writing a song/rap that would describe life in the Antebellum South. Students may research "Spirituals" from this time era on the computer if they prefer to report to class.

Next Monday: Students will take a Vocabulary Quiz on Chapter 7 and complete CRCT practice questions. Students will review Ch 7 Sections 1-3 while viewing ppt. Students will preview Sections 4-5 in the ppt and make predictions about answering EQs given in class discussion. If time allows, students may go to FUN SITES on computers.

Fun Sites:

The Underground Railroad: http://www.nationalgeographic.com/railroad/

Chapter 7 Hyperlinks
www.docsouth.unc.edu/douglasslife/menu.html Contains the text of Frederick Douglass’s Life and Times of Frederick Douglass: His Early Life as a Slave, His Escape from Bondage, and His Complete History to the Present Time
www.docsouth.unc.edu/felton/felton.html Contains the text of a book written by Rebecca Latimer Felton www.janicehuse.com/undergro.htm Website has some beautiful and poignant paintings of the underground railroad www.memory.loc.gov/learn/lessons/psources/slavery.html This page of the Library of Congress website contains primary documents about slavery www.womenshistory.about.com/library/bio/bltruth.htm Contains a biography about Sojourner Truth with links to other articles www.contemplator.com/american/index.html This website contains the music and lyrics of songs of the period
www.enchantedlearning.com/inventors/1800b.shtm The Enchanted Learning website for inventors of the last half of the nineteenth century www.fortunecity.com/tinpan/parton/2/history.html This website contains some background and the lyrics of songs from various periods of U.S. history
www.geocities.com/CollegePark/Quad/6460/doct/860gop.html Website contains the Republican party platform of 1860
www.georgiaencyclopedia.org/ Website of the New Georgia Encyclopedia. www.hermansgallery.com/OldBuildingsPage2.htm Contains an image of the Dickey Plantation, as well as other structures in Georgia www.iath.virginia.edu/jbrown/master.html This website contains information on John Brown www.iath.virginia.edu/utc/abolitn/absowwbahp.html Website for "William Wells Brown’s Songbook," which contains the lyrics of abolitionist songs www.nationalregisterofhistoricplaces.com/GA/state.html The Georgia page on the National Register of Historic Places

ELA
GPS:
ELA8C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application
of conventions and grammar in both written and spoken formats. The student
a. Declines pronouns by gender and case, and demonstrates correct usage in sentences.
b. Analyzes and uses simple, compound, complex, and compound-complex sentences
correctly, punctuates properly, and avoids fragments and run-ons.
c. Revises sentences by correcting misplaced and dangling modifiers.
d. Revises sentences by correcting errors in usage.
e. Demonstrates appropriate comma and semicolon usage (compound, complex,
and compound-complex sentences, split dialogue, and for clarity).
f. Analyzes the structure of a sentence (basic sentence parts, noun-adjectiveadverb
clauses and phrases).
g. Produces final drafts/presentations that demonstrate accurate spelling and the
correct use of punctuation and capitalization.
ELA8RC1 The student reads a minimum of 25 grade-level appropriate books
or book equivalents (approximately 1,000,000 words) per year from a variety
of subject disciplines. The student reads both informational and fictional texts
in a variety of genres and modes of discourse, including technical texts related
to various subject areas.
ELA8RC2 The student participates in discussions related to curricular learning
in all subject areas. The student
a. Identifies messages and themes from books in all subject areas.
b. Responds to a variety of texts in multiple modes of discourse.
c. Relates messages and themes from one subject area to those in another area.
d. Evaluates the merits of texts in every subject discipline.
e. Examines the author’s purpose in writing.
f. Recognizes and uses the features of disciplinary texts (e.g., charts, graphs, photos,
maps, highlighted vocabulary).
ELA8RC3 The student acquires new vocabulary in each content area and uses
it correctly. The student
a. Demonstrates an understanding of contextual vocabulary in various subjects.
b. Uses content vocabulary in writing and speaking.
c. Explores understanding of new words found in subject area texts.
ELA8RC4 The student establishes a context for information acquired by reading
across subject areas. The student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate
to multiple subjects.
c. Determines strategies for finding content and contextual meaning for unfamiliar
words or concepts.

EQs:
How do I identify and use verbs in writing?
How do I identify a verb phrase?

Monday-Holiday
Tuesday-
Opener: Copy spelling words from the board and define using a graphic organizer.
Work Session: Students will complete the Diagnostic Test in Chapter 3 of their Holt Grammar Textbook pg. 50-51.
Closing: Post new vocabulary on Word Wall-Rapid review Parts of Speech and Spelling Words
Homework: Grammar Workbook page 47-The Verb
Wednesday
Opener: Copy grammar vocabulary from the board/book and define using a frayer model.
Work Session: Students will complete a graphic organizer on Helping and Main Verbs (p52). Students will complete-Exercise 1-Identifying Verb Phrases with Guided Practice/Independent Practice
Closing: Post new vocabulary on Word Wall-Rapid Review VERBS/Oral Grammar Practice/Spelling Words
Homework: Grammar Workbook page 48-Helping Verbs and Main Verbs
Thursday
Opener: Students will copy 5 ACTION Verbs from the board and find at least 3 synonyms for each using a Thesaurus.
Work Session: Students will complete a frayer model on ACTION VERBS and Complete EXERCISE 2-Identifying Action Verbs with Guided practice/Independent Practice.
Closing: Oral Grammar Review/Spelling words practice
Homework: Grammar Workbook page 49-Action Verbs
Friday
Opener: Students will take spelling/vocabulary test.
Work Session: Students will copy the Linking Verbs chart on page 55 and Complete EXERCISE 3-Using Linking Verbs-Guided practice/Independent Practice
Closing: Oral Grammar Review/Verb Review
No Homework: Have a GREAT WEEKEND!!
Fun Sites:

VERB GAMES:

http://www.quia.com/cb/123479.html

http://www.quia.com/quiz/424609.html?AP_rand=1627090953

http://www.quia.com/shared/search

Important Dates:

Report Cards on January 8, 2009

8^th Grade Writing Test January 21, 2009 Wednesday

December 15-19

Hi, Students

Whoa! This year has really flown by! We have a few things to finish up before our break begins. Below is the activities we'll be working on. Keep your spirits high and work to the end. Have a great week!

Ms. Holden


Georgia Studies:
GPS:

SS8H5d. Analyze the events that led to the removal of Creeks and Cherokees including the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlongea Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.

EQ(s):

Why were the Creeks and Cherokees removed from Georgia?

Who were Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Andrew Jackson and John Marshall?

What was the Trail of Tears? Why was it called that?

What was the Dahlongea Gold Rush?

What was the result of Worcester v. Georgia?

KQ (s):

Where is Dahlongea on the map?

Which parts of Georgia were primarily Creek? Cherokee?

Monday:

Opener:

Ask students to WEBSPLASH on board what they remember about the economic developments in Georgia after the Revolution. (King Cotton)

Work Session:

Students will review what they learned last week by completing Guided Practice Reviews-

Grammar of a New Country; Where did it happen?; and Break the Code

Students will participate in Vocabulary Review Exercises.

End: Students will predict what changes cotton and railroads will bring for the landowners, slaves, and Native American Indians.

Tuesday

Opener: Students are asked to make a prediction about why the Indians were removed from Georgia.

Work Session: Students view Georgia Stories 108 to learn about William McIntosh and the Trail of Tears. Students will view a map of Georgia and locate Dahlonega and where the Trail of Tears started and went through Georgia. Using cutouts of the outline of Georgia and maps in the index of their textbooks, students will label these events.

End: Students will discuss if their predictions came true and post work in class.

Wednesday

EQ(s):

Who were Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Andrew Jackson and John Marshall?

Opener:

Students will place the names of these individuals in alphabetical order.

Work Session:

Students will use pictorial graphic organizer, articles, and textbooks to create TRADING CARDS of the above mentioned individuals. Students will glue/print facts on one card and the picture on a separate card. Students then have to get with a partner and mix up cards and try to find matching descriptions.

End:

Students will participate in Whiteboard Review descriptions of these influential people.

Thursday

Opener: Students will listen to the National Athem being sung.

http://www.teachertube.com/view_video.php?viewkey=e649ff10aa1091c66fb0

And then the National Anthem “RaP” at

http://www.teachertube.com/view_video.php?viewkey=7465d078bfc6edf8186c

http://www.teachertube.com/view_video.php?viewkey=add4c4b579c68cffe18c

Students complete Guided Practice, “United We Stand”, and talk about the national anthem and how this was a result of the “War of 1812.

End: Students try their turn at rapping the national anthem!!

Friday-REVIEW

OPEN BOOK TEST ON CHAPTER 6

Students will choose an important key person studed this week and create a rap, biopoem, or song to help remember him. Students will share this with their class for review.

Students may play QUIZ SHOW for class points.

Fun Learning Sites:

http://www.classzone.com/books/georgia/index.cfm

Unit 3 : Georgia in the New Nation Chapter 9: The Cherokee Nation and Removal
The Internet contains a wealth of information, but it can be tricky to find what you need. Whether you are researching a specific topic, completing an activity, or simply curious to learn more, the links below can help you focus your search and save time.

Cherokee History,

Part II http://www.tolatsga.org/ Cherokee2.html Part II of the First Nations' history site is a comprehensive overview of Cherokee history and the treaties and events that shaped the history of the Cherokee from about 1768 onward.

Cherokee in North Georgia

http://www.ngeorgia.com/ history/ cherokeeindex.html Links to information on the Cherokee, including a history of the Cherokee in Georgia, the Talking Leaves (Sequoyah's Cherokee alphabet), the Cherokee Phoenix, the removal forts, and the Trail of Tears.

Indian Land Ownership http://www.landandfreedom.org/ ushistory/ us1.htm The Henry George School of Social Science Web site on Land and Freedom presents an explanation of how the Native American's ideas about land ownership came into conflict with the ideas of the European colonists.

History of Chieftains http://www.chieftainsmuseum.org/ pages/ history.html The Museum of the Georgia home of Indian leader Major Tom Ridge. Presents a biography of the Cherokee leader.

Indian Removal

http://www.pbs.org/ wgbh/ aia/ part4/ 4p2959.html A history of Andrew Jackson's presidency and the removal of the Cherokee, including links to Jackson's speeches and letters

English Language Arts

GPS:

ELA8W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student

a. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.

b. Writes texts of a length appropriate to address the topic or tell the story.

c. Uses traditional structures for conveying information (e.g., chronological

order, cause and effect, similarity and difference, and posing and answering a

question).

d. Uses appropriate structures to ensure coherence (e.g., transition elements, parallel structure).

e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

ELA8W2. The student demonstrates competence in a variety of genres.

The student produces writing (multi-paragraph expository composition such

as description, explanation, comparison and contrast, or problem and solution) that:

a. Engages the reader by establishing a context, creating a speaker’s voice, and

otherwise developing reader interest.

b. Develops a controlling idea that conveys a perspective on the subject.

c. Creates an organizing structure appropriate to purpose, audience, and context.

d. Develops the topic with supporting details.

e. Excludes extraneous and inappropriate information.

f. Follows an organizational pattern appropriate to the type of composition.

g. Concludes with a detailed summary linked to the purpose of the composition.

The student produces a multi-paragraph persuasive essay that:

a. Engages the reader by establishing a context, creating a speaker’s voice, and

otherwise developing reader interest.

b. States a clear position or perspective in support of a proposition or proposal.

c. Creates an organizing structure that is appropriate to the needs, values, and

interests of a specified audience, and arranges details, reasons, and examples.

d. Includes appropriate relevant information and arguments.

e. Excludes information and arguments that are irrelevant.

f. Provides details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counter-arguments.

g. Supports arguments with detailed evidence, citing sources of information as

appropriate.

h. Anticipates and addresses reader concerns and counter-arguments.

i. Provides a sense of closure to the writing.

ELA8W4 The student consistently uses the writing process to develop, revise, and evaluate writing. The student

a. Plans and drafts independently and resourcefully.

b. Revises writing for appropriate organization, consistent point of view, and

transitions between paragraphs, passages, and ideas.

c. Edits writing to improve word choice, grammar, punctuation, etc.

ELA8C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

a. Declines pronouns by gender and case, and demonstrates correct usage in sentences.

b. Analyzes and uses simple, compound, complex, and compound-complex sentences correctly, punctuates properly, and avoids fragments and run-ons.

c. Revises sentences by correcting misplaced and dangling modifiers.

d. Revises sentences by correcting errors in usage.

e. Demonstrates appropriate comma and semicolon usage (compound, complex,

and compound-complex sentences, split dialogue, and for clarity).

f. Analyzes the structure of a sentence (basic sentence parts, noun-adjective-adverb clauses and phrases).

g. Produces final drafts/presentations that demonstrate accurate spelling and the

correct use of punctuation and capitalization.

EQ(s):

How do I write a persuasive essay that states a clear position or perspective in support of a proposition or proposal?

How do I anticipate and address reader concerns and counter-arguments?

How do I provide a sense of closure to the writing?

KQ(s):

How do I edit my writing to improve word choice, grammar, punctuation, etc.?

How do I review my writing to delete irrelevant information while adding important facts?

Monday

Opener: Students will complete an ANTICIPATION GUIDE on a news article about rise of diabetes in the United States. Students will discuss how they can find facts, statistics, quotes, etc. in the local newspaper for ideas to use in writing.

Work Session: Students will complete a “Spelling Practice” cloze paragraph while reading the news article. Students will discuss ways to prevent this disease given in the article. Students will complete the ANTICIPATION GUIDE. Students will list arguments and counter-arguments for persuading people to follow the advice given in the article on a TCHART as a pre-write for this week’s writing assignment. Students will develop their thesis statement for their persuasive essay-
”I agree that people will be healthier in the future….”

“I disagree that people will be healthier in the future…”

Students will complete a “argument/counter argument” graphic organizer listing their reasons.

End: Students will discuss their positions and consider the reasons why they feel/think this way.

Tuesday.

Students will complete the following chart on the board.

HEALTHIER LIFESTYLE: Could your lifestyle be healthier? Complete the table below. Give yourself a mark from 1 (serious problem) to 10 (not a problem at all). What do you need to do to get all 10s? Share what you wrote with your partner(s).

Feature	1 – 10	To get a 10, I need to…
Exercise
Stress levels
Weight
What I eat
Stamina
Lifestyle

WE WILL SURVIVE: Students A strongly believe people will be healthier in the future; Students B strongly believe we will be less healthy in the future. Change partners again and talk about your roles and conversations. (How would you persuade the other students to see your point of view?)

RECIPES FOR DISASTER: With your partner(s), discuss how these things could represent a recipe for disaster for our health. Share your ideas with other students and list on a graphic organizer.

Video games Television Computers Fast food

Cars Desk jobs Mobile phones Cities

Wednesday

Opener: Students will complete a SYNOYMN MATCH activity using vocabulary from the news article.

Work Session: Students will continue working on their rough drafts and organizing their arguments. Students will revise/edit their work by considering word choice, grammar, capitalization, and punctuation. Students may use a revision checklist. Students will conference with teachers and peers.

End: Students will share their writing with a peer for peer correction and ideas.

Thursday

Opener: Students will edit a paragraph for corrections as a class. Students will rate the paragraph given the modified rubric based on the 8^th grade writing assessment. They will make suggestions on how to improve the writing.

Work Session: Students will conference with teacher and each other (using a revision/editing checklist) to correct their essays. They will rate their essays based on the rubric provided them. Revision: Students will correct papers looking for errors in grammar, capitalization, punctuation, and subject/verb agreement.

End: Students will read aloud their essays to a peer for corrections.

Friday- WRITERS’ CELEBRATION

Students will complete a grammar mini-lesson on Capitalization and Spelling Rules.Students will finish their essays and write a final copy in pen. Students will share their essays with peers in the AUTHOR’S CHAIR and enjoy snacks as a reward for their efforts this week!

December 1-5

GA Studies:

SS8H4

The student will describe the impact of events that led to the ratification of the United States Constitution and the Bill of Rights.

a. Analyze the strengths and weaknesses of both the Georgia constitution of 1777 and the Articles of Confederation and explain how weaknesses in the Articles of Confederation led to a need to revise the Articles.

b. Describe the role of Georgia at the Constitutional Convention of 1787 including the role of Abraham Baldwin and William Few, and reasons why Georgia ratified the new constitution

SS8H5

The student will explain the significant factors that affected the development of Georgia as part of the growth of the United States between 1789 and 1840.

a. Explain the establishment of the University of Georgia, Louisville, and the spread of Baptist and Methodist churches.

b. Evaluate the impact of land policies pursued by Georgia to include the headright system, land lotteries, Yazoo land fraud.

c. Explain how technological developments including the cotton gin and railroad impacted Georgia’s growth.

d. Analyze the events that led to the removal of Creeks and Cherokees including the roles of Alexander McGillivray, William McIntosh, Sequoyah, John Ross, Dahlongea Gold Rush, Worcester v. Georgia, Andrew Jackson, John Marshall, and the Trail of Tears.

SS8CG1

The student will describe the role of citizens under Georgia’s constitution. Explain the concepts of separation of powers and checks and balance.

SS8E1

The student will give examples of the kinds of goods and services produced in Georgia in different historical periods.

SS8E2

The student will explain the benefits of free trade.

a. Describe how Georgians have engaged in trade in different historical time periods.

Monday

EQ(s)

What was Georgia’s role in the Constitutional Convention?

How did many Georgians obtain land in the twenty years following the end of the American Revolution?

What are the concepts of separtation of powers and checks and balance?

KQ (s): What are the branches of the U.S. government? What are the branches of Georgia’s government?

Opener: Students will find definitions for the following terms using their textbook glossary, index, or table or contents and place them on VOCABULARY G.O.

U.S. Constitution -- Bill of Rights--General Assembly -- headright system

Yazoo land fraud -- Louisiana Purchase

Work Session:

Students will read Chapter 6 Section 1 and 2 (page 174-178). Students will make a three column graphic organizer (with pictures symbolizing each branch of government) for the U.S. and Georgia to complete while they complete the interactive games below in FUN SITES.

Tuesday

EQ (s);

How did many Georgians obtain land in the twenty years following the end of the American Revolution?

How did lifestyles differ in Georgia between frontier families and town dwellers?

How did technological developments including the cotton gin and railroad impacted Georgia’s growth?

Opener: Students will find definitions for the following terms using their textbook glossary, index, or table or contents and place them on VOCABULARY G.O.

Depression --turnpike

cotton gin --mechanical reaper

pioneers --frontier Georgia

cultural refinements --townsfolk

Work Session: Students will read Chapter 6 Section 3 and 4 (page 179-188). Students will view a video about ELI WHITNEY and his invention of the cotton -Georgia Stories 107.

Name_______________________________ Date­­­­____________________

Georgia Stories I

Video 2

Program 7: The First Century of Statehood, Part II

Story 1: King Cotton and the Cotton Gin

Do You Remember?

1. How many slaves were there in Georgia in 1790? In 1860?

2. Where was cotton first grown in Georgia? What was it called?

3. How were cotton seeds originally removed from cotton?

4. How long did it take to remove the seeds by hand to get one pound of cotton?

5. Who invented the cotton gin? When?

6. How many times more cotton could the cotton gin produce than a person could by hand?

7. Why did the invention of the cotton gin increase the need for slaves?

8. What were the slaves needed for in cotton production?

9. What were the two greatest forms of wealth in Georgia by the 1850s?

What Do You Think?

10. What benefits were provided by the cotton gin? What harm was caused?

11. Why do you think that picking cotton by hand was such a hard task?

Want to Learn More?

12. Visit a cotton farm. Ask how the production of cotton is different today than it was in 1860.

13. Visit the Agrirama in Tifton to see how cotton is grown and harvested.

What’s the Connection?

See page 180 in your textbook.

Answers to Video 2, Program 7, Story 1

1. less than 30,000; more than 460,000

2. along the coast; it was referred to as Sea Island cotton

3. by hand

4. eight hours

5. Eli Whitney in 1793

6. 50 times

7. Slaves were needed to grow more cotton since the cotton gin could remove the seeds so much faster. Growing cotton became much more profitable than before.

8. to plant, cultivate, and pick the cotton

9. slaves and land

10. Answers will vary. It might be said that the economics of the South were greatly improved; more cotton meant more cloth to make clothes. There is no doubt that the invention of the cotton gin increased the need for slaves, and there was great harm produced by this institution.

11. Picking cotton is a backbreaking and sometimes painful task.

12. Get responses from students who have visited a cotton farmer.

13. Get responses from students who have visited Agrirama.

Wednesday

EQ(s)

How did technological developments including the cotton gin and railroad impacted Georgia’s growth?

How did Georgia rebuild and expand its economy in the late 17th and early 18th century?

Opener: List COTTON on the board. Ask students to list how many things they know that are made out of cotton.

Work session:

If cotton bolls can be ordered from Utah Agriculture in the Classroom, students will predict how many seeds are in bolls and try to pick them to see how difficult this was. https://extension.usu.edu/aitc/cart/details.cfm?ProdID=40&category=0

See King Cotton Activity pdf.

Students will write a paragraph explaining how the cotton gin worked to clean the cotton.

End:

Students will display their writings on the WRITING WALL!

Thursday-

EQ(s):

=What were the causes of the War of 1812?

-Why were the Indians removed from Georgia?

Opener: Students will define contextual vocabulary using the glossary and chapter text features of their textbooks on a VOCABULARY GRAPHIC ORGANIZER.

Embargo president James Madison

war hawks Treaty of Ghent

syllabary Oconee War

Treaty of New York Red Sticks

White Sticks Treaty of Indian Springs

Trail of Tears

Work Session: Students will read Ch 6, Sections 5 and 6 and complete GUIDED READING ACTIVITIES. Students will participate in class discussions. Students will complete a CAUSE/EFFECT graphic organizer listing causes of the War of 1812.

End: Students will post g.o.s on the bulletin board for later review.

Friday-

Students will review ppt for review and add vocabulary to the WORD WALL.

REVIEW DAY!! Play QUIZSHOW and/or WHITEBOARD REVIEW for CLASS POINTS.

Students will read the poem, “The Indians Lament” by Hankinson and discuss.

If time allows, view Georgia Stories 108-The Trail of Tears and have students draw pictures of what they thought this might be like for the Cherokee and Creek Indians. How do they feel about this?

Fun Sites:

Ben’s Guide to Government

http://bensguide.gpo.gov/6-8/government/branches.html

Branches of Government Game

http://www.usmint.gov/kids/games/branchesOfPower/

Branches of Georgia’s Government

http://sos.georgia.gov/archives/tours/html/branches_of_government.html

PREVIEW of CIVIL WAR/King Cotton:

http://www.sonofthesouth.net/leefoundation/civil-war/1861/september/king-cotton.htm

ELA

GPS:

ELA8W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student

a. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.

b. Writes texts of a length appropriate to address the topic or tell the story.

c. Uses traditional structures for conveying information (e.g., chronological

order, cause and effect, similarity and difference, and posing and answering a

question).

d. Uses appropriate structures to ensure coherence (e.g., transition elements, parallel structure).

e. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

ELA8W2. The student demonstrates competence in a variety of genres.

The student produces writing (multi-paragraph expository composition such

as description, explanation, comparison and contrast, or problem and solution) that:

a. Engages the reader by establishing a context, creating a speaker’s voice, and

otherwise developing reader interest.

b. Develops a controlling idea that conveys a perspective on the subject.

c. Creates an organizing structure appropriate to purpose, audience, and context.

d. Develops the topic with supporting details.

e. Excludes extraneous and inappropriate information.

f. Follows an organizational pattern appropriate to the type of composition.

g. Concludes with a detailed summary linked to the purpose of the composition.

The student produces a multi-paragraph persuasive essay that:

a. Engages the reader by establishing a context, creating a speaker’s voice, and

otherwise developing reader interest.

b. States a clear position or perspective in support of a proposition or proposal.

c. Creates an organizing structure that is appropriate to the needs, values, and

interests of a specified audience, and arranges details, reasons, and examples.

d. Includes appropriate relevant information and arguments.

e. Excludes information and arguments that are irrelevant.

f. Provides details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counter-arguments.

g. Supports arguments with detailed evidence, citing sources of information as

appropriate.

h. Anticipates and addresses reader concerns and counter-arguments.

i. Provides a sense of closure to the writing.

ELA8W4 The student consistently uses the writing process to develop, revise, and evaluate writing. The student

a. Plans and drafts independently and resourcefully.

b. Revises writing for appropriate organization, consistent point of view, and

transitions between paragraphs, passages, and ideas.

c. Edits writing to improve word choice, grammar, punctuation, etc.

ELA8C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

a. Declines pronouns by gender and case, and demonstrates correct usage in sentences.

b. Analyzes and uses simple, compound, complex, and compound-complex sentences correctly, punctuates properly, and avoids fragments and run-ons.

c. Revises sentences by correcting misplaced and dangling modifiers.

d. Revises sentences by correcting errors in usage.

e. Demonstrates appropriate comma and semicolon usage (compound, complex,

and compound-complex sentences, split dialogue, and for clarity).

f. Analyzes the structure of a sentence (basic sentence parts, noun-adjective-adverb clauses and phrases).

g. Produces final drafts/presentations that demonstrate accurate spelling and the

correct use of punctuation and capitalization.

EQ(s):

What do I need to know in order to pass the 8^th grade Writing Assessment?

How do I distinguish an expository writing prompt from a persuasive writing prompt?

How do I produce a piece of writing that is engaging to readers?

How do I support my statements and claims with anecdotes, descriptions, facts and statistics, and specific examples?

KQ(s);

What are the stages in the writing process?

Where can I find interesting ideas and facts to share in my writing?

Monday-

Opener: We’ll review the writing process on board using a flow chart.

Work Session: Students will be introduced to the 8^th grade Writing Assessment Rubric and Domains (Ideas, Organization, Style, and Conventions) and provided copies for each student’s WRITER’S GUIDE. Students will use a “modified” rubric that includes the 8^th grade Writing Assessment domains broken down into more simple language that is easier to understand and apply to self-correction of writing samples. Students will compare/contrast EXPOSITORY and PERSUASIVE WRITING using a VENN DIAGRAM.

Students will be shown an example of the WRITING PROMPT given on last year’s 8^th grade Writing Assessment and discuss how a topic could be either expository or persuasive based on the directions given. Have students work in pairs to categorize sample prompts into its appropriate category.

End: Students will display VENN DIAGRAMS in the room for later referencing.

Tuesday-

Opener: Students will complete an ANTICIPATION GUIDE on news article about babies in Kenya being named after OBAMA. Students will discuss how they can find facts, statistics, quotes, etc. in the local newspaper for ideas to use in writing.

Work Session: While reading the news article, students will complete a cloze paragraph. Students will finish their ANTICIPATION GUIDE. Students are placed in pairs and given two sets of discussion questions. Students may discuss their opinions for 10-15 minutes. Students are to choose one of the questions and turn it into a STATEMENT that will be the TOPIC of their essay. Students will distinguish between expository and persuasive writing. Students are then given a PREWRITING GRAPHIC organizer to list ideas for their writing. (3 things about…)Teacher will conference with students about how to gather ideas for writing.

End: Students will THINK/PAIR/SHARE their IDEAS with a peer.

Wednesday

Opener: Students will complete chart below on the board. Students will choose to agree or disagree with naming babies after famous people and discuss their reasons.

NAMES: What are your favorite names? Complete the table below. Share what you wrote with your partner(s).

Favourite…	Name	Why I like this name
boy’s name
girl’s name
actor’s name
singer’s name
sports star name
politician’s name

NAMING: Students A strongly believe it is wrong for parents to name their child after a famous person; Students B strongly believe naming a child after a famous person will help them in life. Change partners again and talk about your conversations.

Students will continue working on rough drafts of their essay and organizing their ideas using the TOPIC/3 things about…graphic organizer. Students will be encouraged to add facts, etc. Students will be given an informational sheet on Kenya to add facts to their writing. Students will conference individually with teacher and with peers.

End: Students will share their writing with a peer for peer correction and ideas.

Thursday

Opener: Students will edit a paragraph for corrections as a class. Students will rate the paragraph given the modified rubric based on the 8^th grade writing assessment. They will make suggestions on how to improve the writing.

Work Session: Students will conference with teacher and each other (using a revision/editing checklist) to correct their essays. They will rate their essays based on the rubric provided them. Revision: Students will look for one thing to add such as a fact or example. Students will look for one thing to delete or correct such as run-on sentences /fragments.

End: Students will read aloud their essays to a peer for corrections.

Friday- WRITERS’ CELEBRATION

Students will complete a grammar mini-lesson on RUN-ON Sentences and FRAGMENTS. Students will finish their essays and write a final copy in pen. Students will share their essays with peers in the AUTHOR’S CHAIR and enjoy snacks as a reward for their efforts this week!

FUN SITES:

Practice Reading and Skill-Level....

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