Hi, Students! Hope you enjoyed your weekend and are ready to return to school. We are preparing for the 8th grade Writing Assessment and will be doing a great deal of practice writing in Language class. We’ll continue our exploration and learning in Georgia Studies about the Antebellum Era and the beginnings of the Civil War. Don’t forget to look at older blogs and goto FUN SITES for these subjects. Homework will not be given in Social Studies, but you will be writing each night for Language Arts. See you in class! –Ms. Holden
GA Studies
GPS: SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia. a.)Explain the importance of key issues and events that led to the Civil War including slavery, state’s rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia Platform, Kansas-Nebraska Act, Dred Scott case, election of 1860, the debate over secession in Georgia, and the role of Alexander Stephens.
SS8E1 The student will give examples of the kinds of goods and services produced in Georgia in different historical periods.
SS8E2 The student will explain the benefits of free trade. a. Describe how Georgians have engaged in trade in different historical time periods.
EQs: What was life like for Georgia slaves during the Antebellum period? What was Georgia like before the Civil War? What steps led to Georgia’s secession from the Union in 1861?
Monday-Students will continue to read Ch 7 using Guided Reading practice and answering reading comprehension questions. Students will review vocabulary and earlier readings from the ppt, and participate in discussion about how life was for slaves during this era.
Tuesday- Students will read Source Document: Excerpts from Chapter 7 Incidents in the Life of a Slave Girl and complete accompanying activities. Students will discuss how they think life was like for slaves during the antebellum period in the South. (Extension Activity: Students may draw pictures/comic strips with accompanying captions depicting the Life of a Slave Girl narrative.)
Wednesday-Substitute-Teacher Training. Students will follow substitute directions for work left to complete. Students will use their textbooks to define the following using Vocabulary Sketch graphic organizers-driver-slave code-arsenal-Underground Railroad-Know-Nothing Party-Great Revival Movement-Milledgeville-Republican Party-secession-platform-ordinance-Confederate States of America
Thursday-Students will use graphic organizers for WhiteBoard Review-Students will continue reading Ch 7 and answering reading comprehension questions during class discussion of the lesson essential question.
Friday-Students will take a multiple choice test on the vocabulary from Chapter 7. Students will complete a powerpoint with pictures and captions that explain life of slaves in the Antebellum South.
Fun Sites:
Presidents-Elections-FACTS: http://www.factmonster.com/ipka/A0881931.html
The Underground Railroad: http://www.nationalgeographic.com/railroad/
English Language Arts
GPS: ELA8R3. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies). c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).
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.
EQ: How do I produce a piece of writing that follows the writing process? How do I convince others when writing persuasively? What do I need to know to prepare for the 8th grade Writing Assessment?
Monday-CRCT practice WARM-UP. Students will complete a graphic organizer and mini-lesson on what they need to know about the 8th grade Writing Assessment. Students will practice identifying persuasive and expository “key words” in writing prompts and review the RAFT strategy. Students will practice writing paragraph from a given writing prompt. Students will read together from "A Soldier's Heart" if time allows.
Tuesday-CRCT practice WARM-UP-Students will complete a graphic organizer and mini-lesson on RAFT with WRITING PROMPTS-Students will practice matching sample topics to audience and purpose or topic sentence from ppt-Students will use these to create a persuasive paragraph in Writer’s Workshop-Writing for 15 minutes-Students will read together from A Soldier’s Heart by Gary Paulsen if time allows.
Wednesday
Substitute- Teacher Training. Students will follow substitute directions for work left to complete. Thursday- CRCT practice WARM-UP. Students will complete a graphic organizer and mini lesson on USING PERSUASIVE LANGUAGE to appeal to others. (VIVID DESCRIPTION, CONCRETE LANGUAGE, and FIGURATIVE LANGUAGE) Students ETHOS (sense of right and wrong-credibility of person based on character) LOGOS, (what is “logical”-reasonable) facts/statistics, and PATHOS (emotions, feelings) evoked through stories/anecdotes. Students will practice writing persuasive sentences. Students will then write in WRITER’S WORKSHOP to persuade others using these techniques. Students will read aloud together from "A Soldier's Heart" if time allows.
Friday –CRCT practice WARM-UP.WhiteBoard Review on Persuasive techniques and Writing process. Students will complete a graphic organizer and mini lesson on “How to build a strong argument”. Students will view video on Common Writing Errors when REVISING and EDITING. Students will revise one of the paragraphs they wrote earlier this week. Students will visit the library and read from AR books the last 15 minutes of class.
Fun Sites:
www.chompchomp.com
www.quia.com
www.readwritethink.org (Student Materials)
Important dates: January 19th-No School-MLK Jr. Day -January 21st-8th Grade Writing Test
GPS: ELA8R3. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies). c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody).
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.
EQ: How do I produce a piece of writing that follows the writing process? How do I convince others when writing persuasively? What do I need to know to prepare for the 8th grade Writing Assessment?
Monday-CRCT practice WARM-UP. Students will complete a graphic organizer and mini-lesson on what they need to know about the 8th grade Writing Assessment. Students will practice identifying persuasive and expository “key words” in writing prompts and review the RAFT strategy. Students will practice writing paragraph from a given writing prompt. Students will read together from "A Soldier's Heart" if time allows.
Tuesday-CRCT practice WARM-UP-Students will complete a graphic organizer and mini-lesson on RAFT with WRITING PROMPTS-Students will practice matching sample topics to audience and purpose or topic sentence from ppt-Students will use these to create a persuasive paragraph in Writer’s Workshop-Writing for 15 minutes-Students will read together from A Soldier’s Heart by Gary Paulsen if time allows.
Wednesday
Substitute- Teacher Training. Students will follow substitute directions for work left to complete. Thursday- CRCT practice WARM-UP. Students will complete a graphic organizer and mini lesson on USING PERSUASIVE LANGUAGE to appeal to others. (VIVID DESCRIPTION, CONCRETE LANGUAGE, and FIGURATIVE LANGUAGE) Students ETHOS (sense of right and wrong-credibility of person based on character) LOGOS, (what is “logical”-reasonable) facts/statistics, and PATHOS (emotions, feelings) evoked through stories/anecdotes. Students will practice writing persuasive sentences. Students will then write in WRITER’S WORKSHOP to persuade others using these techniques. Students will read aloud together from "A Soldier's Heart" if time allows.
Friday –CRCT practice WARM-UP.WhiteBoard Review on Persuasive techniques and Writing process. Students will complete a graphic organizer and mini lesson on “How to build a strong argument”. Students will view video on Common Writing Errors when REVISING and EDITING. Students will revise one of the paragraphs they wrote earlier this week. Students will visit the library and read from AR books the last 15 minutes of class.
Fun Sites:
www.chompchomp.com
www.quia.com
www.readwritethink.org (Student Materials)
Important dates: January 19th-No School-MLK Jr. Day -January 21st-8th Grade Writing Test
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