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!

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 Georgia in the American Revolution.
a. Explain the immediate and long term causes of the American Revolution and their
impact on Georgia including the French and Indian War (aka Seven Years War), Proclamation of 1763, Stamp Act, Intolerable Acts, and the Declaration of Independence.

EQs:
☺What were the similarities and differences between the three colonial regions in terms of political, economic, and socio-religious development?

☺What political forces shaped Georgia after it became a royal colony?

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 Georgia?

☼ 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 Georgia became a royal colony. Working in collaborative pairs, students will complete Vocabulary Sketches on...

  1. England Colonies
  2. Middle Colonies
  3. Southern Colonies
  4. apprentice
  5. Puritans
  6. royal colony
  7. parish
  8. French and Indian War
  9. palisades
  10. cracker
  11. independence
  12. proprietary colony

Ending-Using Vocabulary Sketches, students will do WHITEBOARD RAPID REVIEW of key vocabulary-EARN TICKETS AND CLASS POINTS!!
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 Georgia’s governmental status in 1752.

Work Session-Students work together as whole class to read textbook and complete GUIDED READING activity sheet/comprehension questions. Students will discuss the contributions of royal Governors Reynolds, Ellis, and Wright.

http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-818

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 Georgia Gazette became the first newspaper in the state

1765 The Liberty Boys held their first meeting in Savannah

1773 Springfield Baptist Church founded

1775 Georgia’s Provincial Congress met

1777 Georgia adopted first state constitution

John Treutlen became first state governor

1778 Savannah captured by British (Dec.)

1779 British captured Sunbury (Jan.)

Battle of Kettle Creek (Feb.)

Siege of Savannah (Sept.)

1782 British forces left Savannah

Work Session-Students will work in collaborative pairs and a graphic organizer showing the causes (greed and fear) of the French and Indian War and list at least effects of the dispute. (utilize page 145 in text)

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- Students will take a short vocabulary matching quiz with a word bank. Students will work in large group to review CRCT practice questions (pg 57-58) and practice test taking strategies such as process of elimination, reading test questions for key words, etc. Students will use these questions as a STUDY GUIDE to play JEOPARDY. Class will be divided into two groups and play for CLASS POINTS!

Ending-THINK/PAIR/SHARE-How can you develop study habits to help you remember the things you remember in Social Studies?
Homework- Students will complete a worksheet with 5 CRCT practice questions.

Friday
Opening-Computer Classroom –REVIEW EXPECTATIONS-GO OVER LIST OF ACCEPTABLE WEBSITES-TOPICS TO EXPLORE-PROJECT RUBRIC

Work Session-Students will choose a topic from their handout. They will create a powerpoint on their selected topic. Topics include; The French and Indian War, George Washington, The Early Governors of Georgia, or the three types of colonies of the Colonial Period. Students will list important details and facts about thei rtopic. Students will email their final product to their teacher:

msholden@ymail.com

Ending-Share with a classmate what you learned from your research!!!

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 Georgia’s first governors, and the call for independence that lead to the American Revolution.

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?

Monday:
Opening-WordSplash on the 8 parts of speech on the board.

Work Session-Students will complete a pretest on Parts of Speech-Nouns, Pronouns, and Adjectives. Students will complete Vocabulary Sketches on the 8 parts of speech using their Holt grammar text book or from powerpoint at http://grammar.ccc.commnet.edu/grammar/powerpoint.htm
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.
Ending-Parts of Speech Scavenger Hunt
Homework-Students will complete a 20 question worksheet on identifying parts of speech in sentences.

Tuesday
Opening-Pronoun warmup-Make five sentences using a pronoun as the subject of your sentence in each.

Work Session- Students will work from their textbook to identify pronouns and their antecedents. Teacher will model identifying these on board. Students will complete Guided Practice from textbook, and later will work independently. If time allows, students will view PRONOUNS ppt and identify the pronouns as a class.

Ending-]White board practice-oral review of locating antecedents in sentences. Use examples from text or worksheet as visual guide.

Wednesday
Opening- Pronoun Warmup-Write five sentences from board and circle the pronoun and underline its antecedent.

Work Session-Students will complete a 3 column graphic organizer on personal, reflexive, and intensive pronouns listing their description and examples of each. Students will complete GUIDED PRACTICE in HOLT GRAMMAR textbook in class (1-5). Students will review correct answers with teacher. Students will complete additional examples (6-10) independently.If time allows, students will play PERSONAL PRONOUN TIC-TAC_TOE.

Ending-Students will correct answers (6-10) with a partner.
Homework-Grammar Workbook page 32

Thursday
Opening-List 3 examples each of Personal/Reflexive/Intensive Pronouns on 3 column g.o.

Work Session-Students will complete a 2 column g.o. on demonstrative and relative pronouns listing their description and examples of each. Students will complete GUIDED PRACTICE in HOLT GRAMMAR textbook in class (1-5). Students will review correct answers with teacher. Students will complete additional examples (6-10) independently.If time allows, students will play pronoun SOCCER in teams.

Ending-Students will correct answers (6-10) with a partner. White Board Review

Homework-Grammar Workbook page 33

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:

msholden@ymail.com

Ending-Students will review their final product with a classmate.
Homework-Visit our blogspot and enjoy your weekend!

Fun Sites:

GAMES:

Nouns:

http://www.quia.com/rr/126712.html
http://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.html
http://www.quia.com/rr/126712.html

Parts of Speech Resources

http://www.reall-languages.com/chris%20grammar.htm-Powerpoints
http://www.create.cett.msstate.edu/create/classroom/lplan_view.asp?articleID=56#handouts

Parts of Speech Interactive Quiz
http://www.uottawa.ca/academic/arts/writcent/hypergrammar/rvpartsp.html e Quiz

http://www.eslflow.com/grammarlessonplans.html
http://www.gmc.edu/students/arc/documents/PartsofSpeechPracticeSheet.pdf

FUN ACTIVITIES:
http://foreverlearning.com/samplepages-vol1.html

Next week: Students will continue examining the different types of pronouns and utilize the interactive practice at www.chompchomp.com on PRONOUN AGREEMENT.

http://news.aol.com. to see pictures with captions of the latest news. Look for pronouns (all types) and other parts of speech in the captions.

Monday Homework:
Identify the part of speech of the highlighted word in each of the following sentences:

  1. The clown chased a dog around the ring and then fell flat on her face.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. The geese indolently waddled across the intersection.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. Yikes! I'm late for class.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. Bruno's shabby thesaurus tumbled out of the book bag when the bus suddenly pulled out into traffic.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. Mr. Frederick angrily stamped out the fire that the local hooligans had started on his verandah.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. Later that summer, she asked herself, "What was I thinking of?"
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. She thought that the twenty zucchini plants would not be enough so she planted another ten.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. Although she gave hundreds of zucchini away, the enormous mound left over frightened her.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. Everywhere she went, she talked about the prolific veggies.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. The manager confidently made his presentation to the board of directors.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. Frankenstein is the name of the scientist, not the monster.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. Her greatest fear is that the world will end before she finds a comfortable pair of panty-hose.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. That suitcase is hers.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. Everyone in the room cheered when the announcement was made.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. The sun was shining as we set out for our first winter camping trip.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. Small children often insist that they can do it by themselves.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. Dust covered every surface in the locked bedroom.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. The census taker knocked loudly on all the doors but nobody was home.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection
  1. They wondered if there truly was honour among thieves.
    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction
    8. Interjection

20. Exciting new products and effective marketing strategies will guarantee the company's success.

    1. Verb
    2. Noun
    3. Pronoun
    4. Adjective
    5. Adverb
    6. Preposition
    7. Conjunction

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