GA STUDIES
EQs:
What were the causes/effects of the American Revolution? How was Georgia affected?
Who were the Loyalists? Patriots? What were their beliefs and attitudes?
Who were important people involved in these key events surrounding America (and Georgia's) call for independence?
How was Georgia involved and affected by the Acts of British Government?
GPS:
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; include the French and Indian War (i.e., Seven Years War), Proclamation of 1763, Stamp Act, Intolerable Acts, and the Declaration of Independence.
b. Analyze the significance of people and events in Georgia on the Revolutionary War; include Loyalists, patriots, Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett, Lyman Hall, George Walton, Battle of Kettle Creek, and siege of Savannah.
M-
Warm-up-Student use glossary to define contextual vocabulary from board using a graphic organizer.
Session:Students will independently read an informational paragraph about Paul Revere's ride to warn that the British were coming. Students will work in large group to complete graphic organizer flow chart to show the sequence of events of that famous ride. Students will write a paragraph in sequential order (using transition words) to describe the order of events of that night. Class will begin a time line on back bulletin board to add events/famous persons of the American Revolution and Georgia's involvement in battles,etc.
End: Students may read AR books in this topic from a selection in the classroom. Students may test on books read.
Tuesday-Follow Substitute Instructions-Students will complete a pictorial graphic organizer listing facts from their textbooks about the following individuals; Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett, Lyman Hall, George Walton. After learning about each of these influential persons, the students will choose one person on whom to write a descriptive paragraph. Students may use additional class time reading from their textbooks.
End: Students may read AR books in this topic from a selection in the classroom. Students may test on books read.
W-
Warm-up: Students will define contextual vocabulary from board using a graphic organizer.
Work Session:Students will read informational articles on persons involved in the American Revolution; Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett, Lyman Hall, George Walton. Students will use graphic organizer from Tuesday and additional factual information to complete their "Cereal Box Projects". Students may work in collaborative pairs.
End: Students may read AR books in this topic from a selection in the classroom. Students may test on books read. ADD VOCABULARY TO WORD WALL.
Homework: Study vocabulary words for quiz on Friday. Make index cards!!
TH-
Warm-up: Students will define key terms from board using a graphic organizer.
Work Session: Students will work to finish projects if needed. Students will view a GEORGIA COUNTIES map and color those counties named after the famous person studied this week. Students will read georgiaencyclopedia article on SAVANNAH and review what they have learned about this city. Additionally, they will discuss the importance of this town in the American Revolution.
ELI WHITNEY will be added to the list of people influential to Georgia's early days.
ELI WHITNEY
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-3497
End: Students may read AR books in this topic from a selection in the classroom. Students may test on books read. ADD VOCABULARY TO WORD WALL.
F
Warm-up: Students write k/w/l chart on what they know about Georgia's influential people in Revolutionary Georgia. Students will list questions that they will learn from the video on unitedstreaming-Georgia Stories 106 in the WHAT I WANT TO KNOW section.
Work Session: Students will view Georgia Stories 106 and review answers to questions on their graphic organizers. Students will participate in Revolutionary Georgia Jeopardy for class points and review using whiteboards.
End: Students may read AR books in this topic from a selection in the classroom. Students may test on books read. ADD VOCABULARY TO WORD WALL.
Fun Sites:
TEXTBOOKs:
http://www.mystatehistory.com/
Student Password: ga11hist
You can add audio textbook to your IPOD or CDs!!
http://www.cviog.uga.edu/gsb/teachers.php
Georgia History website and links: http://ourgeorgiahistory.com/ History Topics and Lessons: http://lessonplandatabase.org/index.php
Copies of Georgia's historical documents and compare/contrast graphic organizers: http://lessonplandatabase.org/view_lessons.php?viewid=148
- Copy of the Georgia Constitution of 1787 can be accessed at: www.cviog.uga.edu/Projects/gainfo/con1777.htm
- Copy of the Articles of Confederation can be accessed at: www.usconstitution.net/articles.html
- Handout - Graphic Organizer - Strength, Weaknesses, & Summary
- Handout - Graphic Organizer - Venn Diagram
ELA
EQ:
How do I use the parts of speech in everyday language and speech?
How do I identify the different types of pronouns and use them correctly in sentences?
KQ:
What is the job of a pronoun in a sentence?
What are pronoun antecedents?
GPS:
ELA8R2 The student understands and acquires new vocabulary and uses it
correctly in reading and writing. The student
a. Determines pronunciations, meanings, alternate word choices, parts of speech,
or etymologies of words.
b. Determines the meaning of unfamiliar words in content and context specific
to reading and writing.
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.
d. Revises sentences by correcting errors in usage.
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.
M-
Warm-Up: Page 155-Students use chart on SINGULAR and PLURAL number to create a graphic organizer listing examples of SINGULAR AND PLURAL NOUNS/PRONOUNS AND VERBS-4 SQUARE
Work Session:-Page 156-Holt-Students complete ORAL GRAMMAR PRACTICE 1 and EX. 1 on whiteboards interactively with teacher. Students add to their g.o. THAT a verb should agree in number with its subject. Students work independently to complete EX.2 page 157 1-10.
AR READING TIME-10 minutes
Homework- EX 2 11-20.
T-Follow substitute's instructions. Complete worksheets for review of pronouns and subject/verb agreements in sentences. Students will then read "Two Thanksgiving Gentlement" and complete exercises accompanying.
W-
Warm-up-Students will complete the four column WORD FORMS g.o. on a separate sheet of paper.
Work Session: Review 4 rules of subject verb agreement given with story from yesterday. Students can create a graphic organizer from the board using a four square.Students will continue interactive review of subject/verb agreement and complete together the six practice sentences. Students will edit the paragraph on their own and review with a peer for corrections.
Homework: Create sentences using words from WORD FORMS g.o. where the subject and verb agree.
TH
Warm-up-Students will list reading strategies using mnemonic learned: Sometimes, Sometimes, Ci Ci Eats Pizza Very Quickly-Summarize, Synthesize, Clarify, Connections, Evaluate, Predictions, Visualize/Vocabulary, and Question
Work Session: Students will read the short story together as a class. Students will participate in answer short reading comprehension questions and class discussion. Students will discuss and practice reading strategies: visualization, prediction, inferring, and summarizing. Students will review the vocabulary used in this story on page 77. Using the correct answers, students will play PICTIONARY using whiteboards.
AR READING TIME-10 minutes
HOMEWORK: Make index/study cards of vocabulary from story-to use in CHARADES or PICTIONARY on FRIDAY.
F
Warm-up-Students will write what TRADITION means to them and share how they celebrate holidays such as Thanksgiving.
Work Session:Students will share their writings in AUTHOR's CHAIR. Students will discuss THEME and create a frayer model giving examples from their writings and the story read this week. Students will review IDIOMS in the story and review SUBJECT/VERB AGREEMENT. Students will add an idiom to their writing to better express their ideas, and will edit papers for correct subject/verb agreement. Students may work independently or with partners. Students may use the IDIOM DICTIONARY as a reference for writing. If time allows, students may use new vocabulary words to play PICTIONARY or CHARADES.
AR READING TIME-10 minutes
NO HOMEWORK
Fun Sites:
http://www.sitesforteachers.com/resources_sharp/language_arts/languagearts.html
http://www.geocities.com/researchguide/webquests.html
http://www.chompchomp.com-Grammar Bytes Interactives!!
Online Textbook Help:
http://my.hrw.com/la/elot/0030526639/student/ch17/lg1117460_474.pdf
GO TO CHAPTER MENU TAB for more information!!
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