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).

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

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!