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)

Do You Remember?

1. When did the first settlers arrive in Georgia with James Oglethorpe?

2. What were shingles for houses made from?

3. Where was the cooking done in the summer? In the winter?

4. What was used to start a fire?

5. What kind of gun did the early settlers use?

6. Was Oglethorpe’s “advertising” about the new colony truthful?

7. What kinds of insects especially bothered the settlers?

8. Of the 114 settlers who arrived in 1733, how many died the first year?

What Do You Think?

9. How do you think the early settlers felt about Oglethorpe’s description of the area after they had been living there for awhile? Why did they feel that way?

Want to Learn More?

10. Visit Wormsloe Plantation or write for a brochure.

What’s the Connection?

See pages 114-129 in your textbook.

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