Hi, StudentsWhoa! 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
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.
Why were the Creeks and Cherokees removed from
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
KQ (s):
Where is Dahlongea on the map?
Which parts of
Opener:
Ask students to WEBSPLASH on board what they remember about the economic developments in
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.
Opener: Students are asked to make a prediction about why the Indians were removed from
Work Session: Students view Georgia Stories 108 to learn about William McIntosh and the Trail of Tears. Students will view a map of
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.
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,
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
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.
|
|
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 8th 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!
2 comments:
This is my first year teaching ELA and I came across your blog while searching for ideas. I love your ideas and how your plans are so plainly written. I am also working with my students on preparing for the 8th grade writing assessment. I am going to use some of your ideas in my classroom. THANKS for the help!
Thank you Ms. Williams for the comment. Good luck on the 8th grade Writing Assessment! Let us know how your students do...:)
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