Hi, students!! I hope you all had fun with our computer classroom on Friday. You all were introduced to several website resources to help you succeed in Math, Language Arts, Social Studies, and Physical Science. You learned how to put together a powerpoint and email these to your teachers.Please check our earlier blogs for access to these and other sites. This upcoming week we're planning to take the DAT tests. These are important and students you are encouraged to try your best. We'll have a change in schedule due to testing. We'll be working on projects in most classes after testing is completed.
For ELA, we'll be working on a "Parts of Speech" collage for the fall. Each students will be provided poster and cut outs to label a "fall tree" with examples of parts of speech from the newspaper. First. students will read aloud from the newspaper and then choose which article they want to use to look for their examples.
For GA Studies, students will be making a poster to demonstrate the many effects of the French and Indian War. We have been studying this this week, and we'll continue to examine how this conflict caused the American Revolution and Georgia's "Call for Independence". Please reference your textbook in Chapter 5 and later Chapter 6.
We're looking forward to a great week!! See you then!!
Ms. Holden
FUN SITES:
http://www.quia.com/
http://www.quia.com/shared/eng/
http://www.english-online.org.uk/games/gamezone.htm
http://www.english-online.org.uk/games/gamezone2.htm
http://homeschooling.about.com/od/gameslangarts/Online_Language_Arts_Games.htm
http://www.internet4classrooms.com/skills_5th_lang.htm
http://www.softschools.com/language_arts/
http://www.gamequarium.com/languagearts.htm
http://jc-schools.net/tutorials/tools/lang-arts.html
http://classroom.jc-schools.net/basic/la.html
More SITES to PREVIEW:
Georgia Studies SITES:
Thanksgiving
http://www.earlyamerica.com/earlyamerica/firsts/thanksgiving/
http://americanhistory.about.com/od/holidays/a/thanksgiving.htm
http://americanhistory.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=americanhistory&cdn=education&tm=91&f=10&su=p897.3.336.ip_&tt=2&bt=1&bts=0&zu=http%3A//www.memory.loc.gov/learn/features/thanksgiving/timeline/1541.html
http://www.plimoth.org/education/olc/index_js2.html#
American Revolution and Georgia
http://ngeorgia.com/history/nghistar.html
INTRO TO AMERICAN REVOLUTION VIDEO http://player.discoveryeducation.com/index.cfm?guidAssetId=6BDD8C86-FF70-4C14-99AC-51CDD9B7FF88
AFRICANS IN AMERICAN HISTORY:
CRISPUS ATTUCKS-BOSTON MASSACRE
http://www.pbs.org/wgbh/aia/part2/2p24.html
PETER SALEM-BATTLE OF BUNKER HILL
http://www.celebrateboston.com/biographies/patriots/salempeter.htm
Prince Whipple-
http://cghs.dadeschools.net/african-american/precivil/whipple.htm
From royalty to being a slave...read this interesting story!
ELA SITES:
http://www.learnenglishfeelgood.com/esl-printables-worksheets.html
http://www.tooter4kids.com/classroom/super_savers.htm
WRITING and GRAMMAR
http://grammar.about.com/od/developingessays/u/paressay07.htm
Friday, October 31, 2008
Friday, October 24, 2008
October 27-31, 2008
Hi, Students! We were glad to see most of you back to school this week! We have a lot of catching up to do, so this next week will be a busy one. Progress reports will be coming out soon! Keep working hard to maintain your grades. Let us know if you need any help with make up work. Let's have a great week!
☺What were the similarities and differences between the three colonial regions in terms of political, economic, and socio-religious development?
Homework-Students will make index cards to study words for a vocabulary test on Thursday.
http://www.quia.com/jg/65832.html
http://www.quia.com/rr/126712.html
http://www.gmc.edu/students/arc/documents/PartsofSpeechPracticeSheet.pdf
Social Studies
GPS/Objectives:
SS8H2 The student will analyze the colonial period of Georgia’s history
c. Explain the development of Georgia as a royal colony with regard to regard to land ownership, slavery, government and the impact of the royal governor.
SS8H3 The student will analyze the role of
a. Explain the immediate and long term causes of the American Revolution and their
impact on
☺What were the similarities and differences between the three colonial regions in terms of political, economic, and socio-religious development?
☺What political forces shaped
Key Questions:
☼ What was life like for the early colonists?
☼ What caused the French and Indian War (Seven Year War)? What were the effects of this war?
☼ What effects did the first royal governors have on the colony of
☼ Who were the Liberty Boys?
Monday
Opening-WordSplash-COLONIAL REGIONS
Work Session Students will view ppt on Ch 5.2 and review facts learned last week in class about how
- Middle Colonies
- Southern Colonies
- apprentice
- Puritans
- royal colony
- parish
- French and Indian War
- palisades
- cracker
- independence
- proprietary colony
Homework-Students will make index cards to study words for a vocabulary test on Thursday.
Tuesday
Opening-Venn Diagram on board to compare/contrast proprietary colony and royal colony.-Discuss the change in
Ending-Work with a partner to review comprehension questions before turning in for a grade.
Homework-Read article on Phyllis Wheatley and answer questions on the bottom of the page.
Wednesdays
Opening- Students will construct a timeline graphic organizer to display the events between 1752-1783 on the board with their teacher.
1752 Trustees returned colony to King George II
1754 John Reynolds became the first royal governor
1757 Henry Ellis named second royal governor
1760 James Wright appointed royal governor
1763 The
1765 The
1773 Springfield Baptist Church founded
1775
1777
John Treutlen became first state governor
1778
1779 British captured Sunbury (Jan.)
Siege of
1782 British forces left
Ending-Choose one event from your timeline and draw an illustration explaining the setting of the event.
Homework- Read Chapter 5 and study vocabulary words for tomorrow’s quiz.
Thursday
Opening-Tell a peer your favorite test strategy for taking tests like the CRCT. Then tell your teacher.
Work Session-
Friday
Opening-Computer Classroom –REVIEW EXPECTATIONS-GO OVER LIST OF ACCEPTABLE WEBSITES-TOPICS TO EXPLORE-PROJECT RUBRIC
Homework-Visit our BLOGSPOT and enjoy your weekend!! :0)
Fun Sites:
French and Indian War- http://www.multied.com/revolt/French.html
British Actions after the French and Indian War- http://www.multied.com/revolt/sugart.html
Explorers (REVIEW GAME)= http://www.quia.com/cb/219875.html
Next week: Students will continue examining the causes/effects of the French and Indian War, the actions of
English Language Arts
GPS/Objectives:
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.
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.
ELA8LSV1The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
e. Displays appropriate turn-taking behaviors.
f. Actively solicits another person’s comments or opinions.
g. Offers own opinion forcefully without domineering.
h. Responds appropriately to comments and questions
i.. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
EQs:
♪ How do I use graphic organizers to learn new vocabulary words in grammar?
♪ How do I identify the 8 parts of speech in sentences?
♪ How do I distinguish between the different types of pronouns?
♪ How do I offer my own opinions forcefully without domineering others?
Opening-WordSplash on the 8 parts of speech on the board.
Using these as Study Guide, students will participate in interactive activity identifying different Parts of’Speech on whiteboard at
http://www.reall-languages.com/chris%20grammar.htm
to earn tickets /class points.
Opening-Pronoun warmup-Make five sentences using a pronoun as the subject of your sentence in each.
Ending-]White board practice-oral review of locating antecedents in sentences. Use examples from text or worksheet as visual guide.
Opening- Pronoun Warmup-Write five sentences from board and circle the pronoun and underline its antecedent.
Opening-List 3 examples each of Personal/Reflexive/Intensive Pronouns on 3 column g.o.
Ending-Students will correct answers (6-10) with a partner. White Board Review
Friday
Opening-Computer Classroom –REVIEW EXPECTATIONS-GO OVER LIST OF ACCEPTABLE WEBSITES
Work Session-Students will view a ppt on pronouns. Students will develop a powerpoint explaining the different types of pronouns. Students will list definitions, examples, and use each in an example sentence. Students will email their final product to their teacher:
GAMES:
Nouns:
http://www.quia.com/rr/126712.htmlhttp://www.quia.com/jg/65832.html
Pronouns:
http://www.quia.com/pop/108109.html
http://www.quia.com/quiz/281066.html
http://www.quia.com/hm/169169.htmlhttp://www.quia.com/rr/126712.html
Parts of Speech Resources
http://www.reall-languages.com/chris%20grammar.htm-Powerpoints
Parts of Speech Interactive Quiz
http://www.uottawa.ca/academic/arts/writcent/hypergrammar/rvpartsp.html e Quiz
http://www.gmc.edu/students/arc/documents/PartsofSpeechPracticeSheet.pdf
FUN ACTIVITIES:
http://foreverlearning.com/samplepages-vol1.html
Identify the part of speech of the highlighted word in each of the following sentences:
20. Exciting new products and effective marketing strategies will guarantee the company's success.
Friday, October 17, 2008
October 20-25
Students, I hope you are enjoying a great weekend! We missed a few of you this week, and we hope you'll be back to join class soon. Please keep up with your reading and studying for your test in Georgia Studies. Here is an agenda of activities for this week that we'll be working on.
For Georgia Studies:
OBJECTIVES:
SS8H2 The student will analyze the colonial period ofGeorgia
c. Explain the development ofGeorgia
Finish reports on today. Students will complete Guided Reading covering Chapter Five(Section One)-"From Royalty to Independence" and discuss findings.
Thursday
Students will summarize Section One in class discussion. Students will work in collaborative pairs to complete activity, "The Adams Family Papers". Class will review answers in large group.
Friday
Students will complete activity, "Guided Reading, Chapter 5; Section 2" during class reading of their textbooks. Students will make flashcards for the word wall and participate in White Board Rapid Review.
Next week: CRCT Practice Questions and Test Strategies in GA Studies-OAS tests
FUN SITES:
http://bensguide.gpo.gov/6-8/government/branches.html
Branches of Georgia's Government
http://sos.georgia.gov/archives/tours/html/branches_of_government.html
Branches of Government-Game
http://www.usmint.gov/kids/games/branchesOfPower/
REVIEW TIMELINE
In ELA:
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
For informational texts, the student reads and comprehends in order to
develop understanding and expertise and produces evidence of reading that:
a. Analyzes and evaluates common textual features (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography). b. Applies, analyzes, and evaluates common organizational structures (e.g., graphic organizers, logical order, cause and effect relationships, comparison and contrast).
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.
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.
Monday
Finish up Reading Comprehension Questions on The Bully and have class discussions about questions.
Tuesday
Students will take STAR and AR tests on today. Students will print copy of their reading scores and take home to have parents sign.
Wednesday
Students will locate main idea and topic sentences in paragraphs given to them. Students may choose to work in collaborative pairs or large group with teacher guidance. Students will review paragraph organization and sentence structure, and inferencing.
Thursday
Students will continue working on paragraph organization and locating main idea and topic sentences in sample paragraphs. Students will complete activities that require them to construct complete sentences.
Friday
Students have earned enough class points in this block to have a "Movie Day"! They may choose to use this on today. Otherwise, we'll be playing review games in class such as GRAMMAR MANIA, GO TO PRESS, or other class games that reinforce ELA skills.
FUN SITES:
www.chompchomp.com
FUN GRAMMAR BYTES
http://www.storylineonline.net/index2.html
FAVORITE ACTORS READ ALOUD ONLINE
http://classroom.jc-schools.net/basic/la-grammar.html
GRAMMAR GAMES AND REVIEW
PowerPoints
http://www.pppst.com/languagearts.html
For Georgia Studies:
OBJECTIVES:
SS8H2 The student will analyze the colonial period of
c. Explain the development of
SS8H3 The student will analyze the role of
a. Explain the immediate and long term causes of the American Revolution and their
impact on
Monday
Finish up our review of Chapter Four and take the end of the chapter test. The test will be open book.
Tuesday
Review the correct responses to Chapter Four and have group discussion about the events and important people introduced in this chapter. Students will select one important person to research about and prepare a report to inform their classmates about this person. Will finish on Wednesday if extra time is needed.
Finish reports on today. Students will complete Guided Reading covering Chapter Five(Section One)-"From Royalty to Independence" and discuss findings.
Thursday
Students will summarize Section One in class discussion. Students will work in collaborative pairs to complete activity, "The Adams Family Papers". Class will review answers in large group.
Friday
Students will complete activity, "Guided Reading, Chapter 5; Section 2" during class reading of their textbooks. Students will make flashcards for the word wall and participate in White Board Rapid Review.
Next week: CRCT Practice Questions and Test Strategies in GA Studies-OAS tests
FUN SITES:
memory.loc.gov/learn/features/timeline/colonial/georgia/conclusn.html
Gives an actual narrative as to why the colony charter was returned
www.contemplator.com/america/index.html
Site contains music of the period
www.cviog.uga.edu/Projects/gainfo/gahistmarkers The Carl Vinson Institute’s website for
www.georgiaencyclopedia.org/
Website of the New Georgia Encyclopedia.
http://www.history.org/ Has an extraordinary program called “Mapping Colonial America”
www.historyglobe.com/jamestown
Contains an online game about the
www.nationalcenter.org/LogCabin.html
Website contains an article on how a log cabin was built
www.stemnet.nf.ca/CITE/explorer.htm
Contains links to information on various European explorers
www.virtualjamestown.org/fhaccounts_desc.html
Contains links to source documents related to the
http://www.wormsloe.org/ Home page for Wormsloe State Historic Site
ingeb.org/folksong.html
Website contains the lyrics to hundreds of songs
members.aol.com/TeacherNet/Revolutionarywar.html
A child-safe website with links to Revolutionary War websites.
teacher.scholastic.com/thanksgiving/
A website on the first Thanksgiving. Includes timeline and information about Plimoth Plantation in
http://www.earlyamerica.com/
Website on colonial
www.kidinfo.com/American_History/American_Revolution.html
Contains a wealth of links to various sites about the American Revolution.
www.nps.gov/fofr/col_kids.htm
This page of the National Park Service’s site describes what life was like for children during the colonial period.
www.pbs.org/ktca/liberty/
xroads.virginia.edu/~CAP/puritan/purhist.html Contains information on the Puritans
http://bensguide.gpo.gov/6-8/government/branches.html
Branches of Georgia's Government
http://sos.georgia.gov/archives/tours/html/branches_of_government.html
Branches of Government-Game
http://www.usmint.gov/kids/games/branchesOfPower/
REVIEW TIMELINE
1540 Hernando
1566 Spanish mission of Santa Catalina founded on
1663
1721
1732
1733 Oglethorpe and colonists arrived in
1739 War of Jenkins’s Ear
1742
1752 Trustees returned colony to King George II
1754 John Reynolds became the first royal governor
1757 Henry Ellis named second royal governor
1760 James Wright appointed royal governor
1763 The
In ELA:
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
For informational texts, the student reads and comprehends in order to
develop understanding and expertise and produces evidence of reading that:
a. Analyzes and evaluates common textual features (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography). b. Applies, analyzes, and evaluates common organizational structures (e.g., graphic organizers, logical order, cause and effect relationships, comparison and contrast).
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.
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.
Monday
Finish up Reading Comprehension Questions on The Bully and have class discussions about questions.
Tuesday
Students will take STAR and AR tests on today. Students will print copy of their reading scores and take home to have parents sign.
Wednesday
Students will locate main idea and topic sentences in paragraphs given to them. Students may choose to work in collaborative pairs or large group with teacher guidance. Students will review paragraph organization and sentence structure, and inferencing.
Thursday
Students will continue working on paragraph organization and locating main idea and topic sentences in sample paragraphs. Students will complete activities that require them to construct complete sentences.
Friday
Students have earned enough class points in this block to have a "Movie Day"! They may choose to use this on today. Otherwise, we'll be playing review games in class such as GRAMMAR MANIA, GO TO PRESS, or other class games that reinforce ELA skills.
FUN SITES:
www.chompchomp.com
FUN GRAMMAR BYTES
http://www.storylineonline.net/index2.html
FAVORITE ACTORS READ ALOUD ONLINE
http://classroom.jc-schools.net/basic/la-grammar.html
GRAMMAR GAMES AND REVIEW
PowerPoints
http://www.pppst.com/languagearts.html
Sunday, October 12, 2008
New 9 Weeks-Oct 13-17
Social Studies:
History-S8H2 The student will analyze the colonial period of Georgia’s history.a. Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city of Savannah. b. Evaluate the Trustee Period of Georgia’s colonial history, emphasizing the role of the Salzburgers, Highland Scots, malcontents, and the Spanish threat from Florida. c. Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governors. Geography-SS8G1 The student will describe Georgia with regard to physical features and location. d. Evaluate the impact of climate on Georgia’s development. Economics-SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods.
Students will continue GUIDED READING and other activities in Chapter 4. Students will view Georgia Stories I-Video 1 Prg 4: Colonial Georgia about the Daily Life in Early Georgia Students will answer comprehension questions and discuss conditions in which early Georgians lived. (See Comprehension Questions below)
Georgia
English Language Arts
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts. For literary texts, the student identifies the characteristics of various genres
and produces evidence of reading that:. Identifies the difference between the concepts of theme in a literary work and author’s purpose in an expository text.
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.
Students will finish reading from The Bully and answer comprehension questions to prepare for AR tests. Students will take STAR tests again this week to see where they are with their reading level. Students will continue working with expository paragraphs and finding the main idea when reading informational/expository texts. Grammar Practice will focus on recognizing SENTENCES and SENTENCE FRAGMENTS utilizing GRAMMAR BYTES. HAVE A FUN WEEK!
FUN SITES:
NEWS STORIES with Grammar Practice
http://www.breakingnewsenglish.com/
Grammar Practice with Attitude
http://www.chompchomp.com/
CROSSWORDS and SPELLING GAMES-build your VOCABULARY
http://www.eduplace.com/rdg/sv/books/gr6/
Bluford High-THE BULLY
http://www.readwritethink.org/lesson_images/lesson390/conflict.pdf
http://www.readwritethink.org/materials/lit-elements/
ABOUT THE AUTHOR
http://www.readwritethink.org/lesson_images/lesson390/bio.pdf
History-S8H2 The student will analyze the colonial period of Georgia’s history.a. Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city of Savannah. b. Evaluate the Trustee Period of Georgia’s colonial history, emphasizing the role of the Salzburgers, Highland Scots, malcontents, and the Spanish threat from Florida. c. Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governors. Geography-SS8G1 The student will describe Georgia with regard to physical features and location. d. Evaluate the impact of climate on Georgia’s development. Economics-SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods.
Students will continue GUIDED READING and other activities in Chapter 4. Students will view Georgia Stories I-Video 1 Prg 4: Colonial Georgia about the Daily Life in Early Georgia Students will answer comprehension questions and discuss conditions in which early Georgians lived. (See Comprehension Questions below)
Do You Remember?
2. What were shingles for houses made from?
5. What kind of gun did the early settlers use?
What Do You Think?
English Language Arts
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts. For literary texts, the student identifies the characteristics of various genres
and produces evidence of reading that:. Identifies the difference between the concepts of theme in a literary work and author’s purpose in an expository text.
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.
Students will finish reading from The Bully and answer comprehension questions to prepare for AR tests. Students will take STAR tests again this week to see where they are with their reading level. Students will continue working with expository paragraphs and finding the main idea when reading informational/expository texts. Grammar Practice will focus on recognizing SENTENCES and SENTENCE FRAGMENTS utilizing GRAMMAR BYTES. HAVE A FUN WEEK!
FUN SITES:
NEWS STORIES with Grammar Practice
http://www.breakingnewsenglish.com/
Grammar Practice with Attitude
http://www.chompchomp.com/
CROSSWORDS and SPELLING GAMES-build your VOCABULARY
http://www.eduplace.com/rdg/sv/books/gr6/
Bluford High-THE BULLY
http://www.readwritethink.org/lesson_images/lesson390/conflict.pdf
http://www.readwritethink.org/materials/lit-elements/
ABOUT THE AUTHOR
http://www.readwritethink.org/lesson_images/lesson390/bio.pdf
Sunday, October 5, 2008
cool sites!
http://knowledgeloom.org/external.jsp?url=http://english.unitecnology.ac.nz/resources/resources/learntolearn/demands.html
http://www.literacymatters.org/teachers/compare2.htm#
http://www.literacymatters.org/content/readandwrite/expos.htm
http://www.literacymatters.org/teachers/compare2.htm#
http://www.literacymatters.org/content/readandwrite/expos.htm
Saturday, October 4, 2008
10/6 to 10/10
Hi students! I hope you have enjoyed a long, nice weekend! Monday is here, and it's time to pick up where we left off on last week! Here is an outline of this week's agenda.
ELA
OVERVIEW/GPS:
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
For informational texts, the student reads and comprehends in order to
develop understanding and expertise and produces evidence of reading that:
a. Analyzes and evaluates common textual features (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography). b. Applies, analyzes, and evaluates common organizational structures (e.g., graphic organizers, logical order, cause and effect relationships, comparison and contrast).
ELA
OVERVIEW/GPS:
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
For informational texts, the student reads and comprehends in order to
develop understanding and expertise and produces evidence of reading that:
a. Analyzes and evaluates common textual features (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography). b. Applies, analyzes, and evaluates common organizational structures (e.g., graphic organizers, logical order, cause and effect relationships, comparison and contrast).
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.
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.
Essential Questions:
What types of organizational structures do writers use when writing expository pieces?
How do I use graphic organizers to aid in organizing ideas for writing expository pieces?
What kind of information would I share with an audience to clarify, illustrate, or expand my thoughts, choices, or opinions?
How do I create an organizing structure appropriate to purpose, audience, and context?
Monday-We'll complete a quick overview of this week's blog in class and see the resources available to us on the WEB. View ppt on ORGANIZATION of PARAGRAPHS @ http://grammar.ccc.commnet.edu/grammar/powerpoint.htm
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.
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.
Essential Questions:
What types of organizational structures do writers use when writing expository pieces?
How do I use graphic organizers to aid in organizing ideas for writing expository pieces?
What kind of information would I share with an audience to clarify, illustrate, or expand my thoughts, choices, or opinions?
How do I create an organizing structure appropriate to purpose, audience, and context?
Monday-We'll complete a quick overview of this week's blog in class and see the resources available to us on the WEB. View ppt on ORGANIZATION of PARAGRAPHS @ http://grammar.ccc.commnet.edu/grammar/powerpoint.htm
Students will discuss the different ORGANIZATIONAL STRUCTURES and complete a chart matching each type with a prewriting graphic organizer to use for organizing ideas during the writing process. After viewing a student model of a compare/contrast paragraph and/or essay, they will practice using one of this to construct a compare/contrast paragraph to explain the similarities and differences between oranges and apples or M&Ms and Snickers candy. Students will be provided handouts with SENSORY DETAIL words (adjectives) to aid in their word choice during writing. Any paragraphs not completed during classtime will be assigned for completion for homework. Tuesday- Students will be provided a handout on TRANSITION WORDS and asked to examine a STUDENT MODEL of a CAUSE and EFFECT paragraph and/or essay to locate examples. Students will analyze how transition words aid in the explaination of the author. Using the graphic organizer on ORGANIZATIONAL STRUCTURES, students will complete a CAUSE/EFFECT paragraph of their own. Students may choice their TOPIC or be provided one by their teacher or classmates. Any paragraphs not completed during class will be assigned for completion for homework.
Wednesday-Students will view student models of expository paragraphs completed on Monday and Tuesday. Additional student models may be provided. Students will utilize handouts on TRANSITION WORDS and SENSORY DETAILS to enhance their work. Given a rubric, students will work in collaborative pairs to help each other REVISE/EDIT their paragraphs before turning them in for FINAL GRADES on today.
Thursday-Students will view a ppt on THE BASIC GUIDE TO AN ESSAY and a student model of a problem/solution essay in class. Students will examine the structure of each paragraph and look for TOPIC, SUPPORTING, and CONCLUSION sentences. Students will brainstorm possible problems and solutions they could write about. They will complete a prewrite in either an OUTLINE or other format using their graphic organizers. Students will begin rough drafts of EXPOSITORY ESSAYS on today.
Friday -Students will use classtime to conference with peers and teachers about their writing. Students may utilize the computer or other resources in class to complete their essays. Students will turn these in at the end of classtime. If time allows, students will conduct a WHITEBOARD RAPID REVIEW on grammar, vocabulary, transition words, writing process, and other topics discussed in this week's lessons.
LIBRARY DAY!!! Remember that AR books are counting this nine weeks as 10 percent of your grade!! Keep reading!!
HOMEWORK: Study vocabulary and handouts from class. Complete any activity that you did not finish during classtime. We are here to help, so please let us know if you need it!
Fun Sites:
Student Models
http://ksdl.ksbe.edu/writingresource/description.html
Grammar Help
http://grammar.ccc.commnet.edu/grammar/
Writing Process:
http://ksdl.ksbe.edu/writingresource/writingprocess.html
http://owl.english.purdue.edu/handouts/general/#planning
GUIDES
http://its.leesummit.k12.mo.us/writing.htm#EXPOSITORY%20WRITING
http://members.tripod.com/~lklivingston/essay/index.html
Next week: Focus on moving through more stages of the WRITING PROCESS with our EXPOSITORY ESSAYS and preparing for the 8th grade Georgia Writing Assessment! Additionally, we'll enjoy a short story written by Flannery O'Conner (a Georgia author) as we continue working on reading skills and a short biography of her life.
GA STUDIES
Overview/GPS:
History SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia. b. Evaluate the impact of European contact on Native American cultures; include Spanish missions along the barrier islands, and the explorations of Hernando DeSoto. c. Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the French, Spanish, and British in the southeastern area.
SS8H2 The student will analyze the colonial period of Georgia’s history.a. Explain the importance of James Oglethorpe, the Charter of 1732, reasons for settlement (charity, economics, and defense), Tomochichi, Mary Musgrove, and the city of Savannah. b. Evaluate the Trustee Period of Georgia’s colonial history, emphasizing the role of the Salzburgers, Highland Scots, malcontents, and the Spanish threat from Florida. c. Explain the development of Georgia as a royal colony with regard to land ownership, slavery, government, and the impact of the royal governors.
Geography-SS8G1 The student will describe Georgia with regard to physical features and location. d. Evaluate the impact of climate on Georgia’s development. Economics-SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods.
Essential Questions:
• How did life change for the Mississippian Indians after the arrival of European explorers? (H1b)
• How did the contributions of various political and cultural groups contribute to the development of the Georgia colony during the Trustee period? (H2b)
• Why did European countries explore, claim, and settle the North American continent? (H1c)
• How was the founding of the Georgia colony and its evolution to statehood unique? (H2a, c)
• How did physical features and climatic factors play a role in settlement of the Georgia colony? (G1d)
Monday-Students will complete a quick WEBQUEST utilizing our classblog and other related sites. Students will examine the essential questions provided on the board and predict what they think about how life changed for the Mississippian Indians. Students will view
video 1, program 2 part I, story 3 - Hernando de Soto
Video 1, program 3 part II, story 1 - Cultures Blend
and complete accompanying comprehension questions to see if their predictions came true and to continue our discussion on THEMES in GEORGIA STUDIES such as CONFLICT and CHANGE, MOVEMENT and MIGRATION, and the ACTIONS OF INDIVIDUALS, GROUPS, and INSTITUTIONS.
Tuesday -Class will summarize yesterday's lesson and begin taking notes from their textbook and ppt on CH 4. Students will complete a SUMMARY PARAGRAPH in class or for homework based on notes taken with teacher and peers. Students will attempt to change their ESSENTIAL QUESTION (How did life change for the Mississippian Indians after the arrival of European Explorer?) into a TOPIC SENTENCE for their paragraph.
Wednesday -Students will use their THIEVES reading strategies for "stealing" information from their textbooks to complete a GUIDED READING activity (textbook pgs 104-109 and pgs 110-113) while reading from textbook. Students will add important content vocabulary on index cards to our WORD WALL. If time allows, students will participate in a WHITEBOARD RAPID REVIEW of what we have covered up to this point in this class.
Thursday -Students will complete a RAPID REVIEW on WHITEBOARDS at the start of class covering material from yesterday's lesson. Students will examine the essential questions in this unit and discuss the answers found in class together. Students will continue GUIDED READING activity (textbook pgs 114-119 and pgs 120-129) Students will add important new vocabulary to the WORD WALL.
Friday -Students will complete a quick review of yesterday's practice question and practice test strategies (reading question first, process of elimination, etc.) to complete CRCT practice questions QUIZ on today. Students will rate the TEACHER's PERFORMANCE on instructional delivery and be given a chance to make comments and suggestions about what helps them best learn. If time allows, the QUIZSHOW will be played during class to review factoids learned in Chapters 3 and 4!!
Fun Sites:
Native Americans
http://www.quia.com/cb/216545.html
Explorers
http://www.quia.com/cb/219875.html
Important People in Georgia History
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-816
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-689&hl=y
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-688
STATE HISTORY
www.mystatehistory.com
NOTES:
Nettrekker is now a valuable resource offered by our school that allows you to SEARCH sites and Georgia's State Standards for what what 8th graders across the state are learning. Please see me or Mr. Andrade to get the user name and password to use this resource!
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