websites

FUN SITES:
HOME-EARTH's HISTORY
http://www.youtube.com/watch?v=jqxENMKaeCU&feature=featured
All Subjects:
http://www.infoplease.com/homework/writingskills4.html
http://www.infoplease.com
https://www.townsendpress.com
http://www.nettrekker.com/
http://www.galileo.usg.edu/welcome/
www.quia.com
www.funbrain.com
http://www.rong-chang.com/game.htm
www.classzone.com
http://www.thinkfinity.org/
http://www.kn.pacbell.com/wired/bluewebn/
www.studyisland.com
http://streaming.discoveryeducation.com/
www.teachertube.com
www.youtube.com
http://www.cleanjoke.com/
http://www.indianchild.com/funny_quotes.htm
http://www.merriam-webster.com/
http://www.spanishdict.com/
http://www.pinkmonkey.com/
www.sparknotes.com
http://www.gutenberg.org/wiki/Main_Page
http://www.thecolumbuslibrary.org/
www.starfall.com
http://www.storylineonline.net/
http://www.magickeys.com/books/index.html
http://www.eduplace.com/kids/index.jsp?state=ga&audience=_p&go.x=36&go.y=21&go=About+submit+buttons
http://scorescience.humboldt.k12.ca.us/fast/teachers/submit/Chemlab/Web/Chem4kids/WW49.html

TEXTBOOKS
ELA
http://go.hrw.com/gopages/ss.html (See textbook for Key Codes)
Literature
http://go.hrw.com/gopages/ss.html (See textbook for Key Codes)
Math
http://go.hrw.com/gopages/ss.html (See textbook for Key Codes)
Social Studies
www.mystatehistory.com (AUDIO TEXTS and other RESOURCES)
Science
http://go.hrw.com/gopages/ss.html (See textbook for Key Codes)

Math
WORKBOOK PRACTICE
http://holtmcdougal.hmhco.com/hm/state/page.htm?state=GA&discipline=mat&resource=02&html=state_ga_math_workbooks.html&menu=

http://www.teachers.ash.org.au/jeather/maths/dictionary.html
www.coolmath.com
http://www.coolmath4kids.com/
www.purplemath.com
www.classzone.com
http://www.math.com/
http://www.k111.k12.il.us/king/math.htm
http://www.aaaknow.com/grade8.htm
http://www.learner.org/interactives/dailymath/resources.html
http://www.funfonix.com
http://www.mrsperkins.com/dolch.htm

English
www.breakingnewsenglish.com
www.onestopenglish.com
www.chompchomp.com
http://www.rong-chang.com/game.htm
http://www.eslcafe.com/
http://www.englishpage.com/
http://www.teflgames.com/games.html
http://www.bbc.co.uk/skillswise/words/grammar/
http://www.bbc.co.uk/worldservice/learningenglish/grammar/grammar_challenge/
http://www.grammarbook.com/
http://www.britishcouncil.org/learnenglish-central-practice-vocabulary.htm
http://www.aaaspell.com/index.htm
http://www.aaaspell.com/vocabulary.htm#eight
http://www.edufind.com/english/grammar/index.cfm
http://www.wsu.edu/~brians/errors/errors.html
http://www.english4today.com/usr/video/ytv/
www.readwritethink.org
http://jc-schools.net/tutorials/tools/english-ms.html
http://www.internet4classrooms.com/skills_8th_lang.htm
www.spellingcity.com

Writing
http://writingfix.com/index.htm
http://www.greatwrite.com

Science, Social Studies, and Current Events
http://www.whitehouse.gov/live/
http://www.c-span.org
http://davidelder.blogspot.com
http://www.physics4kids.com/
http://www.biology4kids.com/
http://www.chem4kids.com/
http://faculty.washington.edu/chudler/neurok.html
http://education.jlab.org/
http://kids.earth.nasa.gov/
http://www.geography4kids.com/
http://www.kidsgeo.com/index.php

http://www.gpb.org/georgiastories
http://gardenofpraise.com/leaders.htm
http://www.biography.com/bio4kids/index.jsp
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
http://bensguide.gpo.gov/
www.mystatehistory.com
http://www.georgiaencyclopedia.org/nge/Home.jsp
http://www.cviog.uga.edu/publications/gsb/students.php
http://www.cnn.com/studentnews/
http://kids.nationalgeographic.com/
http://www.nationalgeographic.com/
http://www.timeforkids.com/TFK/
http://www.timeforkids.com/TFK/kids
http://www.americangirl.com/agcn/index.html

Online CRCT practice:
http://www.henry.k12.ga.us/uge/crct.htm
http://www.rabun.k12.ga.us/staff/rhenson/CRCTPractice.html
http://www.nwle.com/crct_printable_practice/printable_crct_practice.html
http://www.monroeelementary.org/crct.htm
http://murdock10.typepad.com/greenwald/2009/03/great-crct-practice-sites-try-them.html
http://www.crctlessons.com/
http://www.dougherty.k12.ga.us/magnolia_elem/crct_games.htm

Job/Career Information
http://www.gcic.peachnet.edu/
http://jobs.utah.gov/opencms/wi/pubs/employmentcounselors/holland.pdf
http://www.bls.gov/oco/
http://online.onetcenter.org/
http://www.occupationalinfo.org/index.html
http://www.dol.state.ga.us/
http://www.dol.state.ga.us/js/organize_skills.htm

Typing Skills
http://www.freetypinggame.net/
http://www.powertyping.com/
http://www.typing-lessons.org/preliminaries_1.html


Interested in seeing GA??
http://www.georgia.org/
http://www.escapetothesoutheast.com/georgia.asp
http://geology.com/state-map/georgia.shtml
http://www.netstate.com/states/maps/ga_maps.htm
http://www.gastateparks.org/
http://georgiainfo.galileo.usg.edu/tourism.htm
http://www.thekingcenter.org/

Other fun learning experiences:
WEBQUESTS
http://www.teacherweb.com/GA/ValleyPointMiddleSchool/PeteHendley/links3.stm
http://catpages.nwmissouri.edu/m/prism/work_samples/gjackson/index.htm
http://imet.csus.edu/imet3/yee/portfolio/cell_phone_webquest/

Internet Scavenger Hunts
http://faculty.usiouxfalls.edu/arpeterson/scavenger_hunts.htm
http://www.thinkfinity.org/StudentHome.aspx

Virtual Field Trips (Places in present and past)
http://www.uen.org/tours/fieldtrips2.shtml
http://www.geocities.com/mrs_frank_99/virtual_field_trips.html
http://pathways.thinkport.org/flash_home.cfm
http://www.thinkfinity.org/feature_list.aspx?feature=BHM

Digital Story Telling
http://www.gpb.org/georgiastories
http://www.kn.sbc.com/wired/fil/pages/listdigitalpe.html#cat3
http://video.nationalgeographic.com/video/player/news/history-archaeology-news/mlk-day-vin.html

RESOURCES:

By TOPIC:
http://www.colorincolorado.org/web_resources/by_topic
http://www.ciclt.net/sn/resa/relib_main.aspx?ClientCode=garesa
http://www.ciclt.net/sn/resa/relib_main.aspx?ClientCode=nwgaresa
http://www.cfresa.org/index1.htm
http://www.ciclt.net/sn/resa/relib_main.aspx?ClientCode=mresa
http://www.eslflow.com/grammarlessonplans.html
http://www.edhelper.com
http://www.enchantedlearning.com/label/spanish.shtml

CREATE GAMES
http://www.jc-schools.net/tutorials/vocab/TN.html

REBUS PUZZLES
http://kids.niehs.nih.gov/braintpics.htm

Graphic Organizers
http://www.readingquest.org/strat/

Rubrics
http://rubistar.4teachers.org/index.php

September 14-18, 2009

Cherokee legends


Georgia Studies
Monday
EQ: How did Native American cultures live prior to European contact.
Warm UP:
WORDSPLASH INDIANS
GPS
SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.
a. Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact.
b. Evaluate the impact of European contact on Native American cultures; include Spanish missions along the barrier islands, and the explorations of Hernando DeSoto.
c. Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the French, Spanish, and British in the southeastern area.
Mini Lesson: TAKE A DIG online
Task:
Students will view GEORGIA STORIES and answer the following.
Students will view GA Stories and complete the following questions.

Name____________________________________ Date_______________________

Georgia Stories I
Video 1
Program 2: The Early Inhabitants of Georgia, Part I
Story 2: Primitive Technology

Do You Remember?

1.Name three items early Native Americans used to make things they needed.


2.What were the dances performed by the early Native Americans meant to be?


3.What item did some of the dancers wear to represent animals?


4.In the story told by the Native American, what kind of bird made the first flute?


5.What plant did the Native Americans use to build homes, weave baskets, and make
blowguns?


6.What were the blowguns used for?


7.In what peculiar way was the Cherokee language different from English?

What Do You Think?

8.Why do you think that women, rather than men, were the leaders of the Cherokee clans?

Want to Learn More?

9. Find out more about the Cherokee language. Who was Sequoia?

What’s the Connection?

See pages 84-97 in your student textbook.

Answers to Video 1, Program 2, Story 2


1. Early Native Americans used stone, bone, wood, and skin to make items.

2. prayers

3. masks

4. a woodpecker

5. river cane

6. to kill small animals such as rabbits, squirrels, and birds

7. Their language did not have any profanity or curse words.

8. Responses will vary.

9. Sequoia was the Cherokee who devised the first Cherokee syllabary.
Closer-QUIZSHOW

Tuesday
EQ: Who were the 2 main Indian tribes living in GA? What was the Cherokee clan system?
Warm UP:
List the seven Cherokee Clans from page 87 and draw or list the symbol associated with each.
GPS SS8H1
Mini Lesson:
Fill in blank GA map with location of Indian tribes and GA. Students will complete notes on INDIANS TODAY in GA.
http://www.bigorrin.org/creek_kids.htm
http://www.native-languages.org/georgia.htm
http://www.american-indians.net/today.htm
http://www.nmai.si.edu/searchcollections/results.aspx?catids=0&country=USA&state=Georgia&src=1-3
Task:
Students will finish reading activities from text Indian Nations in GA.
Closer
CRCT review pdf and Ch 2 text

Wednesday
EQ: What were the Cherokee and Creek folktales, legends, and myths? culture?
Warm UP
Using a dictionary rewrite the definition of CULTURE. Tell one thing you know about the Cherokee and Creek cultures
GPS: SS8H1
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
Mini Lesson:
Students will read aloud with their teacher about Indian Myths and Legends. Students will complete the accompanying question and discuss.
Task
Students will complete the Reading for Meaning Chapter 3 Enrichment Activity
Closer: Whiteboard Rapid Review-CRCT review pdf

Thursday
EQ: What were the Cherokee and Creek folktalkes, legends, and myths?
Warm UP
Using a dictionary, define folktale, legend, and myth. Tell how each are similar and different.
GPS: SS8H1
ELA8R1
Mini Lesson:
http://www.native-languages.org/cherokee-legends.htm
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-515
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-515
Students will read about the different CREATION STORIES of each and compare to Creation Stories told to them by their families.
Task
Students will search the Internet to read folktales of Creek and Cherokee Indians. Students will work collaboratively to retell this story either using Powerpoint, Booklets, Comic Strips, or Posters.
Closer-Share your findings/Rapid Review/CRCT review pdf

Friday
EQ: What contributions to our society today did the Native Americans make?
Warm Up
Being honest was important to Native Americans. Explain how this may have helped them and put them at risk for attack from Europeans.
GPS: SS8H1
ELA8R1
Mini Lesson:
Read from text. Answer and discuss questions on page 96. Discuss the LAW of RETALIATION. Discuss what contributions Native Americans have made to our current society and culture. Why is it relevant to study past peoples? View
ftp://ftp-fc.sc.egov.usda.gov/MI/AI/ContributionsByAmericanIndians.pdf
http://www2.scholastic.com/browse/article.jsp?id=3748131
Task
Students will finish stories from Thursday. Students will complete STUDY GUIDES for CH 3 Test on Monday.
Closer-Share your findings/Rapid Review

GA Online Resources:
Chapter 3 Hyperlinks gastateparks.org/georgia/parks Home page for the Georgia state parks and historic sites notatlanta.org/indian_city.html Contains information on the Etowah Indian Mounds www.darientel.net/~aatrain/FtKgG.html Contains information about Fort King George www.georgia-archaeology.org/SGA/Arch2002Poster.pdf Contains a description of the Kolomoki Mounds in Blakely www.georgiaencyclopedia.org/ Website of the New Georgia Encyclopedia. www.georgiaencyclopedia.org/nge/Article.jsp?id=h-580 A good support site for the Archaic period www.nativeamericans.com/Literature.htm Contains links to a number of Native American creation stories and folk tales www.nps.gov/bela/html/vvcenter.htm The Bering Land Bridge National Preserve
www.nps.gov/ocmu/History.htm Gives students an excellent summary of each of the prehistory and historic eras of the Ocmulgee www.cr.nps.gov/seac/archaic.htm National Park Service site that describes the three Archaic periods www.cr.nps.gov/seac/woodland.htm National Park Services site on the Woodland period www.runningdeerslonghouse.com/webdoc98.htm Describes how a vision quest might have given a Native American boy his name
English Language Arts
Monday
EQ: How do I identify compound nouns? How do I revise sentences to correct grammatical errors?
Warm UP (5 to 10 minutes):
Write 10 sentences. Underline the nouns you used.
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.
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).
ELA8RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.
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.
Mini Lesson/Opener (10-15 minutes):
Students will complete a graphic organizer defining COMPOUND NOUNS using examples. Students will complete GUIDED PRACTICE in identifying compound nouns from textbook(PAGE 27 Ex. 2 1-5)
Task (30 to 35 minutes)
Students will finish Ex 2 6-10 with a cooperative partner or individually.Whole class review. Students will work individually on Grammar Workbook page 27. Work not finished in class will assigned for homework.
Closer
Whiteboard Rapid Review (10-15 minutes)-Vocabulary/Chapter 1/Nouns or Read from "The Island" by Gary Paulsen.

Tuesday
EQ: How do I identify common and proper nouns? How do I revise sentences to correct grammatical errors?
Warm UP (5 to 10 minutes):
Using the dictionary, find five compound nouns that are written as separate words, five that are hyphenated, and five that are closed compounds.
GPS: ELA8R2, ELA8R3, ELA8C1, ELARC1
Mini Lesson/Opener (10-15 minutes):
Students will complete a graphic organizer defining COMMON and PROPER NOUNS using examples. Students will complete GUIDED PRACTICE in identifying common and proper nouns from textbook(PAGE 28 Ex. 3 1-5)
Task (30 to 35 minutes)
Students will finish Ex 3 6-10 with a cooperative partner or individually.Whole class review. Students will work individually on accompanying GRAMMAR HANDBOOK activity. Work not finished in class will assigned for homework.
Closer
Whiteboard Rapid Review (10-15 minutes)-Vocabulary/Chapter 1/Types of Nouns or Reading from "The Island" by Gary Paulsen.

Wednesday
EQ: How do I identify concrete and abstract nouns? How do I revise sentences to correct grammatical errors?
Warm UP (5 to 10 minutes):
Students will list 10 examples of Common Nouns and corresponding examples of Proper Nouns on a Tchart.
GPS: ELA8R2, ELA8R3, ELA8C1, ELARC1
Mini Lesson/Opener (10-15 minutes):
Students will complete a graphic organizer defining CONCRETE and ABSTRACT NOUNS using examples.Students will review COLLECTIVE NOUNS. Students will complete GUIDED PRACTICE in identifying nouns from textbook. REVIEW A page 30.
Task (30 to 35 minutes)
Students will finish REVIEW A with a cooperative partner or individually.Whole class review. Students will work individually on accompanying GRAMMAR HANDBOOK ACTIVITIES. Work not finished in class will assigned for homework.
Closer
Whiteboard Rapid Review (10-15 minutes)-Vocabulary/Chapter 1/Nouns or Reading from "The Island" by Gary Paulsen.

Thursday
EQ: How do I identify pronouns? How do I revise sentences to correct grammatical errors?
Warm UP (5 to 10 minutes):
Students will be given a list of nouns on the board. They must identify which type is listed.
GPS: ELA8R2, ELA8R3, ELA8C1, ELARC1
Mini Lesson/Opener (10-15 minutes):
Students will complete a graphic organizer define PRONOUNS by TCHARTING nouns/pronouns. Students will complete GUIDED PRACTICE in identifying pronouns (page 31-32 ex. 4)
Task (30 to 35 minutes)
Students will finish Ex 4 with a cooperative partner or individually.Whole class review. Students will work individually on accompanying GRAMMAR HANDBOOK ACTIVITIES. Work not finished in class will assigned for homework.
Closer
Whiteboard Rapid Review (10-15 minutes)-Vocabulary/Chapter 1/Nouns or Reading from "The Island" by Gary Paulsen.

Friday
EQ: How do I identify pronouns? How do I revise sentences to correct grammatical errors?
Warm UP (5 to 10 minutes):
Students will look up the word ANTECEDENT and the prefix ante- in the dictionary. The teacher will point out that this prefix is Latin and means "before." Students will learn that antecedents USUALLY BUT NOT ALWAYS come before the pronoun.
GPS: ELA8R2, ELA8R3, ELA8C1, ELARC1
Mini Lesson/Opener (10-15 minutes):
Students will complete a graphic organizer listing the different TYPES of PRONOUNS. Students will complete GUIDED PRACTICE in identifying pronouns and antecedents(page 33- ex. 5)
Task (30 to 35 minutes)
Students will finish Ex 5 with a cooperative partner or individually.Whole class review. Students will work individually on accompanying GRAMMAR HANDBOOK ACTIVITIES. Work not finished in class will assigned for homework.
Closer
Whiteboard Rapid Review (10-15 minutes)-Vocabulary/Chapter 1/Nouns and Pronouns or Reading from "The Island" by Gary Paulsen.

ELA Online Resources:
www.spellingcity.org
www.grammarbytes.org

Monday
Short quiz on Identifying Nouns in ELA
Ch 3 Open Book Test in Ga Studies

September 7-11, 2009

English Language Arts
Monday
Holiday-Labor Day

Tuesday
EQ: How do I use the writing process to produce a narrative essay?
Warm UP: Define WORDS TO OWN wall vocabulary-source ch 2 grammar text
noun, pronoun, adjective, proper adjective, compound nouns, proper nouns, concrete nouns, abstract nouns, reflexive pronouns, intensive pronouns, demonstrative pronouns, interrogative pronouns, relative pronouns, personal pronouns, indefinite pronouns.
GPS: ELA8C1
Mini Lesson: Students will be given an object, article, or food to describe. Students will use their resources to find descriptive words to describe what they pull from the "mystery Bag". Students are provided DESCRIPTIVE WORDS handouts for their WRITER'S GUIDE. Students will review SPELLING RULES and edit/revise memoirs.
(alternate assignment-students will view a "found wallet or purse" with receipts, gums, objects, etc. and have to use deduction to solve the mystery of who the item belongs to. Students will defend why they think it belongs to a particular person or not.)
Alternative lesson: Review of Spelling Rules and Commonly Misspelled Words handouts. Students create a four square graphic organizer stating the rule, giving examples and exceptions of each, and then using one of the examples/exceptions in a sentence.
Task
Students will continue to work on their memoirs. Students will revise/edit work and add descriptive details. Students will edit narrative writings for SPELLING ERRORS
Closer
Students can conference with each other about their personal narrative writings.

Wednesday
EQ: How do I use the writing process to produce a narrative essay?
Warm UP:
Write 10 descriptive sentences using vocabulary provided on the handout given on
GPS: ELA8C1; ELA8W2
Mini Lesson
Students will review TRANSITIONS and be provided a handout for their WRITER'S GUIDE section of their WRITING NOTEBOOKS.
Task:
Writer's Celebration
Students will complete Grammar ACTIVITIES and SHARE WRITINGS WITH PEERS.
Closer
Students will complete TOTD-Heart shaped post its
WHAT I LOVE ABOUT WRITING IS..

Thursday
EQ: How do I identify the different parts of speech?
Warm UP: List the 8 parts of speech using the acronym IVAN CAPP
Define each using the glossary of your grammar text.
GPS:
Mini Lesson:
Students will review the different types of nouns using a graphic organizer. Students will list the definitions, examples of each, and use one example in a complete sentence. Notebooks are graded on today.
Task:
Students will complete both Guided Practice and Independent Practice activities using their Holt Grammar Textbooks.Students will read silently from AR books. Students are reminded that library day is Friday.
Closer: TOTD-The standard we are working on today is....
Homework: Grammar Handbook Activity

Friday
EQ: How can identifying the different parts of speech improve my writing skills?
Warm UP:
Write 10 sentences. Underline the nouns and pronouns in each.
GPS
Mini Lesson:Using their graphic organizers, students will complete a MUSICAL CAROUSEL activity. Students will move around the room when music is not playing. While music is playing, students will be BRAINSTORMING and listing all the nouns they can imagine on different papers around the room. Concrete, abstract, compound, proper and common.
Task:
Students will continue exercises from Holt Grammar Textbook. Guided Practice and Independent Practice will be utilized.
Closer: Rapid Review


GA Studies
Monday
Holiday-Labor Day

Tuesday
EQ: In what regions of Georgia did most Indians settle and live? What was life like for these peoples? How did they evolve as they learned new ways of survival
Warm UP: Define WORDS TO OWN from the WORD WALL (use all parts of text including the chapter. Use textual features and context clues to read for definitions)
archaeologist, artifact, shale, anthropologist, clan, horticulture, tribe, and
antiquities.
GPS:SS8H1
The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.
a.Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact.
Mini Lesson: View online sites and learn about Georgia's Society for Archaeology and the location of the ETOWAH Indian MOUNDS on the Georgia State map located in the classroom and in their textbooks.
http://thesga.org/
http://notatlanta.org/indian_city.html
http://www.nps.gov/state/GA/index.htm
http://www.nps.gov/chch/historyculture/index.htm
http://www.georgiaencyclopedia.org/nge/Categories.jsp?path=/HistoryArchaeology/ArchaeologyandEarlyHistory/ArchaeologicalPeriodsinGeorgia#/HistoryArchaeology/ArchaeologyandEarlyHistory/ArchaeologicalPeriodsinGeorgia

Students will read about this location and its rich cultural history while viewing pictures of this area while taking notes on a graphic organizer.
Task
After taking a GUIDED QUEST to learn about the location of INDIANS IN GA, Students will read the heading of this chapter and predict what we will learn. Secondly, consider the timeline in the chapter. Reconstruct the time line on your graphic organizer and discuss with someone your findings. Which time period was the longest? shortest? Predict why you think some periods lasted longer than others. Share your predictions with your classmates and teacher.
Closer-Share your predictions with your classmates and teacher.
Homework: Students will study vocabulary by making flashcards.

Wednesday
EQ: How did prehistoric Indian tribes live? Which Indian Nations lived in GA and how did they live here?
Warm UP: Using a VENN DIAGRAM tell the similarities and differences between an archaeologist and an anthropologist.
GPS: SS8HI
Mini Lesson-Students will complete a K/W/L and take notes while viewing ppt on THE LAND AND ITS EARLY PEOPLE. Students will begin to link their knowledge of GEOGRAPHY to new information about EARLY INHABITANTS OF GA.
Task: Students will utilize online resources at www.mystatehistory.com and listen to the AUDIO TEXTBOOK (model reading aloud) while completing GUIDED READING activities. Students will read aloud from text and share answers to comprehension questions.
Closer: Rapid Review
Homework: PRECONTACT with INDIANS. Research your text and other sources to complete the graphic organizer and demonstrate the similarities and differences in the four prehistoric Indian tribes.

Thursday
EQ: How did prehistoric Indian tribes live? Which Indian Nations lived in GA and how did they live here?
Warm UP: Use a Venn diagram to show the similarities and differences
between having to move around in order to find food and establishing
a permanent camp or community. Tell in what ways is horticulture
similar to agriculture? How are they different?
GPS: SS8HI
Mini Lesson: Students will view a video and ppt on the four prehistoric Indian tribes that include images/pictures.
Task: Students will be allowed to use the computer to complete the TAKE A TRIP TO A DIG activity. They will locate sites and add the following to their state map:
1. Shell Middens on Skidaway Island
2. Fort Mountain Wall in Murray County
3. Roads Creek Mounds in Stewart County
4. Track Rock Gap in Union County
Finally,they will use their Internet skills to research these last four sites and describe what is at each site.
Closer-QuizSHOW or Rapid Review

Friday
EQ:How did prehistoric Indian tribes live? Which Indian Nations lived in GA and how did they live here?
Warm UP: Students will examine different types of quartz, beads, sharks teeth, arrowheads, etc. that EARLY INHABITANTS of Georgia may have used for trading.
They will argue whether or not these things could be considered "valuable". Students will make a list of what they consider "valuable" today.
GPS: SS8H1
Mini Lesson: Vocabulary Test Review
Task: Vocabulary Test with Word Bank and Ch3 Open Book Test
Closer: Vocabulary Hangman-Rapid Review

GA Online Resources:

Hyperlinks
gastateparks.org/georgia/parks
Home page for the Georgia state parks and historic sites

notatlanta.org/indian_city.html
Contains information on the Etowah Indian Mounds

www.darientel.net/~aatrain/FtKgG.html
Contains information about Fort King George

www.georgia-archaeology.org/SGA/Arch2002Poster.pdf
Contains a description of the Kolomoki Mounds in Blakely

www.georgiaencyclopedia.org/
Website of the New Georgia Encyclopedia.

www.georgiaencyclopedia.org/nge/Article.jsp?id=h-580
A good support site for the Archaic period

www.nativeamericans.com/Literature.htm
contains links to a number of Native American creation stories and folk tales

www.nps.gov/bela/html/vvcenter.htm
The Bering Land Bridge National Preserve

www.nps.gov/ocmu/History.htm
Gives students an excellent summary of each of the prehistory an historic eras of the Ocmulgee

www.cr.nps.gov/seac/archaic.htm
National Park Service site that describes the three Archaic periods

www.cr.nps.gov/seac/woodland.htm
National Park Services site on the Woodland period

www.runningdeerslonghouse.com/webdoc98.htm
Describes how a vision quest might have given a Native American boy his name

Obama Speech to Students 9-8-09
http://www.c-span.org/Watch/Media/2009/09/08/HP/R/22833/Pres+Obama+Speech+To+Students.aspx

August 31, 2009-September 4, 2009

Hi, Students,
I hope you all have enjoyed your weekend! We'll be working this week on writing in our portfolios and learning about Georgia's natural resources. Since we will be taking Map Tests in Science and Social Studies on Monday, Language Arts and Math on Tuesday, and Reading on Wednesday, the activities listed for this week will rotate around these testing dates. I am looking forward to working with you all this week!
Ms. Holden

Georgia Studies
Monday
EQ: How can I use test strategies to improve my score on standardized tests?
Warm UP-
Read from text silently for 10 minutes-Chapter 2
Study vocabulary-Scan textbook
GPS
SS8G1 The student will describe Georgia with regard to physical features and location.
c. Locate and evaluate the importance of key physical features on the development of Georgia including the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and barrier islands.
d. Evaluate the impact of climate on Georgia’s development.
SS8G2 The student will explain how the Interstate Highway System, Hartsfield-Jackson International Airport, and Georgia’s deepwater ports drive the state’s economy.
a. Explain how the three transportation systems interact to provide domestic and international goods to the people of Georgia.
b. Explain how the three transportation systems interact to provide producers and service providers in Georgia with national and international markets.
c. Explain how the three transportation systems provide jobs for Georgians.
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 periods.
b. Explain Georgia’s role in world trade today.
Mini Lesson-Review test procedures/strategies with students.
Task-Students will complete MAP standardized testing for this subject area on today. If time permits students will continue studying the Place We Call Georgia by viewing a video on Georgia's geography.
Closer-Vocabulary Hangman-Pictionary-Boggle-or CREATE as many words as you can using letters w/current Vocabulary Word Wall

Tuesday
EQ: How many waterways exist in Georgia? How does GA's location affect its position in world trade today?
Warm UP: Tell where int the world Georgia is..Hemisphere(s)? Continent? Country? Region? Tell the names of surrounding states and how many counties are in Georgia. Use your textbook as a resource.
GPS: SS8G1 a., b., and c.
Mini Lesson
Students will read the following and help produce a coherent paragraph collaboratively with other students on the board. While completing the activity-Georgia's Bodies of Water, Students will view images, etc. at http://www.thetent.com/thetent/aogcr/ga/garv_index.htm
Georgia’s Role in World Trade Today
SSE2b
Foreign investments are playing an increasingly important role in Georgia’s economy. For example:
One-sixth of Georgia’s farm products are exported.
There are more than 50 consulates, trade offices, and bi-national chambers of
commerce in Georgia.
Germany has 245 companies operating in Georgia; Japan, 189; the United
Kingdom, 118; France, 83; Canada, 74; and the Netherlands 73.
Japanese companies employ the most Georgians—27,051; Germany, 14,914; the
Netherlands, 12,968; the United Kingdom, 11,314; Canada, 9,343; and France,
8,100.
Today, Georgia’s business community includes more than 2,200 internationally
owned facilities from 44 countries. Foreign-based firms employ more than
125,000 Georgians and generate an estimated $15.5 billion in capital investment.
Foreign investors like Georgia because it is close to markets, suppliers, and key
industries and has ample air transportation, good living conditions, a mild climate,
strong regional growth, and a good quality, moderately priced labor market.
Task
Students will utilize their textbooks and maps to identify the main waterways in Georgia. Students will complete "Georgia's Bodies of Water" activity.
Closer: Rapid Review
Homework: Road Atlas Location Activity

Wednesday
EQ: The student will describe Georgia with regard to physical features and location.
Warm UP:
Write 5 descriptive sentences describing Georgia's natural environment.
GPS-SS8G1
Mini Lesson
Students will utilize their online audio textbook resources to finish Guided Reading Activities. Students will work collaboratively with other students in small group to complete the BRAINSTORMING graphic organizer "The Place We Call Home" and will develop their own creative story using the chart.
Task
Students will work collaboratively with other students in small group to complete the BRAINSTORMING graphic organizer "The Place We Call Home" and will develop their own creative story using the chart. www.kaolin.com
Closer-Rapid Review on Vocabulary

Thursday
EQ: The student will describe Georgia with regard to physical features and location.
Warm UP
Either draw a picture of your favorite Georgia location and revise/edit/finish your creative story about the Place We Call Home.
GPS-SS8G1
Mini Lesson: Test Preview
Task: Open Book Test on Chapter 2
Closer: Rapid Review

Friday
EQ: The student will describe Georgia with regard to physical features and location.
Warm UP
Word Search on Vocabulary in Chapter 2
GPS-SS8G1
Mini Lesson: Students will review the physical features and location of Georgia.
Task: Students will view a GEORGIA STORIES episode from UNITEDSTREAMING and take notes on a graphic organizer. Students will answer comprehension questions.
Closer
Quiz Show Review

GA Online Resources:
www.mystatehistory.com
Chapter 2 Hyperlinks
www.agecon.uga.edu/~countyguide/guideinfo.html The Georgia County Guide www.baldeagleinfo.com Contains information about the America bald eagle
www.epa.gov/epahome/aboutepa.htm Web page for the Environmental Protection Agency. www.gadnr.org Home page for the Georgia Department of Natural Resources. www.georgiaencyclopedia.org/ Website of the New Georgia Encyclopedia. www.GeorgiaOnMyMind.org Home page of the Georgia Department of Economic Development www.kaolin.com/geology/index.htm Contains information on kaolin geology in middle Georgia
www.uga.edu/srel/traits.htm The web page of the Savannah River Ecology Laboratory that describes the characteristics of reptiles and amphibians

English Language Arts
Monday
EQ: How do I use the writing process to improve my writing?
Warm UP:
Define Words to Own from Word Wall; paragraph, topic sentence, clincher sentence, sentence, sentence fragment, brainstorm, draft, revise, edit, and publish.
GPS:ELA8RC3;ELA8W2
Mini Lesson-
Review Chapter One Test taken on Friday w/ students.
Students will create a review of the writing process on a CYCLE OF EVENTS graphic organizer. Grammar Lesson on "Paragraph Organization" and "Sentence Formation" Students will view- -for an understanding of paragraph organization
u4.ksu.edu.tw/gallery/.../Chapter%202_Writing%20a%20Paragraph.ppt
Task
Students will continue working on writing their personal memoirs. Students will pay close attention during writing to paragraph organization.
Closer-Rapid Review
Homework: Students will complete activity on paragraph organization. They will read model paragraphs and identify topic sentences.

Tuesday
EQ: How can I use test strategies to perform better on standardized tests?
Warm UP: 10 minutes AR Reading
Mini Lesson: Review test taking procedures/expectations.
Task: MAP Student Testing-English Language Arts
Closer: Rapid Review-Vocabulary-Oral Grammar

Wednesday
EQ: How can I use test strategies to perform better on standardized tests?
Warm UP: 10 minutes AR Reading
Mini Lesson: Review test taking procedures/expectations.
Task: MAP Student Testing-Reading
Closer: Rapid Review-Vocabulary-Oral Grammar

Thursday
EQ: How do I use the writing process to produce a narrative essay?
Warm UP-Define words to know from Word Wall
GPS-ELA8C1-ELA8LSV1-ELAC2
Mini Lesson- Students will view ppt for an understanding of paragraph organization
u4.ksu.edu.tw/gallery/.../Chapter%202_Writing%20a%20Paragraph.ppt
Students will view- -for an understanding of paragraph organization
u4.ksu.edu.tw/gallery/.../Chapter%202_Writing%20a%20Paragraph.ppt
Begin Grammar Lessons from Chapter 18 in text.
View tutorials at
http://www.iss.k12.nc.us/writing/personal.htm
http://www.iss.k12.nc.us/writing/default.htm
http://www.iss.k12.nc.us/writing/default.htm
http://home.earthlink.net/~jhholly/writingpromptrubric.pdf
Students will record notes from the board.
http://www.greatsource.com/iwrite/students/s_bio_narr.html
Task
Students will continue writing a personal memoir following the stages of the writing process. The students will continue to work through the writing process and will be conferenced by teachers and peers to improve their work each day.

Closer
Rapid Review on White Boards
View tutorials at
http://www.iss.k12.nc.us/writing/personal.htm
http://www.iss.k12.nc.us/writing/default.htm
http://www.iss.k12.nc.us/writing/default.htm
http://home.earthlink.net/~jhholly/writingpromptrubric.pdf
Students will use a timeline to organize their personal story for writing.

http://www.greatsource.com/iwrite/students/s_bio_narr.html
Homework: Students will complete activity on paragraph organization. They will read model paragraphs and identify clincher sentences.


Thursday
Wednesday
EQ: How do I use the writing process to produce a narrative essay?
Warm UP-Define words to know from Word Wall
GPS-ELA8C1-ELA8LSV1-ELAC2
Mini Lesson-Review of paragraph formation. Students will view ppt and listen to mini lesson on organization and unity.Students will review TRANSITIONS in paragraphs. Students are provided handouts with suggestions.
Task
Station One
Stidents will cut/paste stages in the writing process and rearrange in the correct order.
Station Two
Students will rearrange given paragraphs in envelopes with a partner in the correct logical order.
Station Three
Conferencing with Teacher about work product. Students will work to create rough drafts of their personal narratives. Transitions will be included during revisions.
Closer: Vocabulary Hangman from Word Wall

Friday
EQ: How do I use the writing process to produce a narrative essay?
Warm UP: Tell me about the plot/settings/characters/and theme of the AR book you are currently reading.
GPS: ELA8C1
Mini Lesson: Students will view Bill Cosby HIMSELF portion-descriptive personal narrative. Students will listen for descriptive/sensory details in the story and discuss. Students are provided DESCRIPTIVE WORDS handouts for their WRITER'S GUIDE.
Task
Students will continue to work on their memoirs. Students will revise/edit work and add descriptive details. Students will edit narrative writings for SPELLING ERRORS
Closer
Students can conference with each other about their personal narrative writings.

ELA Online Resources:
www.readwritethink.org (Student Resources)
www.spellingcity.com

Search

Search

August 23, 2009 to August 27, 2009

Georgia Studies
Monday
EQ:Where in the world is Georgia? (REVIEW)
Warm UP-5 facts about Georgia's Geographic Divisions. Students answer reading 5 reading comprehension questions.
GPS:SS8G!
Mini Lesson:
Teacher reviews rubric for online project.
Task
Students will work in stations. Station one-Computers (ppt project on 5 regions), Station Two-Identify facts about Georgia, shade a cutout/outline of the state, and post on a poster for classroom display with the GPS posted with work.
Closer-Share facts with class and display work.

Tuesday
EQ: What are the 5 physiographic regions of Georgia? (REVIEW)
Warm UP-Define words for Chapter 2-Preview Vocabulary
GPS-SS8G1
Mini Lesson: Review Rubric and Poster Project Activity
Students will work in stations. Station one-Computers (ppt project on 5 regions), Station Two-Identify facts about Georgia, shade a cutout/outline of the state, and post on a poster for classroom display with the GPS posted with work.
Closer-Share facts with class and display work.

Wednesday
EQ:How does the climate of Georgia affect its economy?
Warm UP-
Students will write a descriptive paragraph telling someone in the Southern Hemisphere what weather in Georgia is like during the months of August and January.
GPS- SS8G2 and SS8E1
Mini Lesson:
Chapter 1 Open Book Test
Students will preview text features of their GA Studies textbook and parts of their textbook to locate information.
Task:
Students will complete Guided Reading activities and learn about Georgia's climate.
Students will participate in discussion about the relationship between Georgia's climate and Georgia's economy. Students will understand how agriculture and industry have helped Georgia to be a prosperous state. Included will be discussion on the transportation of goods over time and locations.
Transportation in Georgia
The steamboat and railroad changed the face of America and broadened the economy in Georgia. The railroad brought industry and new jobs to Atlanta. The city became a connecting spot for the railroad, and it grew practically overnight. Savannah and Augusta thrived because of the steamboat. Trade was increased and materials like textiles, rice, and other crops were in more demand than ever. The cotton gin also affected the economy, as cotton could be harvested quicker, allowing slaves to pick more cotton per day.
Closer: Rapid Review

Thursday(CH REVIEW)Start CH 2
EQ: What
Warm UP-Explain how you think Georgia is different now than 100 years ago. How do you think people lived? Did they have the same kind of jobs? food? clothes? housing? Do you think it is better now? or it was better back in time?

GPS:
SS8G1 The student will describe Georgia with regard to physical features and location.
c. Locate and evaluate the importance of key physical features on the development of Georgia including the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and barrier islands.
d. Evaluate the impact of climate on Georgia’s development.
SS8G2 The student will explain how the Interstate Highway System, Hartsfield-Jackson International Airport, and Georgia’s deepwater ports drive the state’s economy.
a. Explain how the three transportation systems interact to provide domestic and international goods to the people of Georgia.
b. Explain how the three transportation systems interact to provide producers and service providers in Georgia with national and international markets.
c. Explain how the three transportation systems provide jobs for Georgians.
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 periods.
b. Explain Georgia’s role in world trade today.
SS8G2 The student will explain how the Interstate Highway System, Hartsfield-Jackson International Airport, and Georgia’s deepwater ports drive the state’s economy.
a. Explain how the three transportation systems interact to provide domestic and international goods to the people of Georgia.
b. Explain how the three transportation systems interact to provide producers and service providers in Georgia with national and international markets.
c. Explain how the three transportation systems provide jobs for Georgians.
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 periods.
b. Explain Georgia’s role in world trade today.
Mini Lesson:
Preview text and read aloud with students a description of Georgia's plant and animal life.
Task
Students will complete a CROSSWORD puzzle using the vocabulary from Chapter 2.
Closer-Rapid Review Vocabulary, etc. on White Boards

Friday
EQ: How many waterways exist in Georgia? How does GA's location affect its position in world trade today?
Warm UP:
Imagine the Kobe Bryant or another rich and famous person offered to give you a million dollars to start a new business with them here in Georgia. What type of business would you start? As an entrepreneur, what will you be responsible for?
GPS-SS8G1, SS8E1, SS8E2
Mini Lesson:
Examine maps of Georgia from text and posted in class. Identify the lakes, rivers, and deepwater ports located in our home state.
Task:
Students will view a VIRTUAL FIELD TRIP of Georgia...
www.statehistory.com
www.georgia.com (Tourism)
Links to different places in Georgia. Students will choose one location and create a travel brochure describing that area or location.
Closer:
Students will share their findings and preferences with other students.

Georgia’s Role in World Trade Today
SSE2b
Foreign investments are playing an increasingly important role in Georgia’s economy. For example:
C One-sixth of Georgia’s farm products are exported.
C There are more than 50 consulates, trade offices, and bi-national chambers of
commerce in Georgia.
C Germany has 245 companies operating in Georgia; Japan, 189; the United
Kingdom, 118; France, 83; Canada, 74; and the Netherlands 73.
C Japanese companies employ the most Georgians—27,051; Germany, 14,914; the
Netherlands, 12,968; the United Kingdom, 11,314; Canada, 9,343; and France,
8,100.
C Today, Georgia’s business community includes more than 2,200 internationally
owned facilities from 44 countries. Foreign-based firms employ more than
125,000 Georgians and generate an estimated $15.5 billion in capital investment.
C Foreign investors like Georgia because it is close to markets, suppliers, and key
industries and has ample air transportation, good living conditions, a mild climate,
strong regional growth, and a good quality, moderately priced labor market.

For more information, visit these web sites:
www.georgia.org/NR/rdonl
06web.pdf
http://www.georgia.org/Pages/default.aspx
www.ita.doc.gov/TD/Industry/OTEA
/state_reports/georgia.html
www.georgia.org/PressCenter/NewsItems/Business/Georgia+Shatters+Economic+Develo
pment+Records+in+FY2006.htm

GA Online Resources:
www.mystatehistory.com
http://www.exploregeorgia.org/
http://images.itt.state.ga.us/SearchResponse.lasso
http://images.itt.state.ga.us/default.lasso
www.usatestprep.com

English Language Arts
Monday-
EQ: What is a subject? What is a predicate?
Warm UP
Write the definitions of a subject and predicate.
GPS-ELA8R4-ELA8C1
Mini Lesson
Complete Chapter 1 Pretest-Guided Practice identifying complete subjects and simple subjects from your text. Ex. 3, Page 9.
Task
Students will complete Independent Practice Activities to identify complete subjects and simple subjects in Grammar Handbook. Unfinished classwork will be given for homework.
Closer: Rapid Whiteboard Review

Tuesday
EQ: What is a predicate? What is a simple predicate?
Warm UP-Define predicate and simplte predicate from your textbook.
GPS: 8C1
Mini Lesson: Guided/Oral Grammar Practice (Exercise 4). Sudents will identify predicates and simple predicates.
Task: Students work collaborately with a partner to complete Exercise 5-identifying predicates and simple predicates. Homework from Grammar Handbook for additional practice.
Closer-Rapid Review on Whiteboards

Wednesday
EQ: What is a complete sentence? How do I identity subjects? How do I identify predicates?
Warm UP-Write 5 complete sentences and underline the subject one and the predicate twice.
GPS-ELA8C1
Mini Lesson: Set up WW notebooks. Students will review Compound Verbs and Compound Subjects. Students will review punctuation in dialogue.
Review Review A,B,C,D,and E-students work together and reviews are graded together in class (number 1-5)Read Metacognitions on page 12.
Task-Group Task Review-Review A,B,C,D,and E-students work together and reviews are graded together in class. (number 6-10)
Closer-Rapid Review
HW: Grammar Workbook p. 20 and 21

Thursday
EQ: How do I use the writing process to produce a narrative essay?
Warm UP-Writing Process Word Splash on board
GPS-ELA8C1-ELA8LSV1-ELAC2
Mini Lesson-View tutorials at
http://www.iss.k12.nc.us/writing/personal.htm
http://www.iss.k12.nc.us/writing/default.htm
http://www.iss.k12.nc.us/writing/default.htm
http://home.earthlink.net/~jhholly/writingpromptrubric.pdf
Students will record notes from the board.

Task
Students will brainstorm using personal narrative prompts to begin a personal memoir. The students will continue to work through the writing process and be conferenced by teachers and peers to improve their work each day.

Closer
Rapid Review on White Boards

Friday
EQ: How do I use the writing process to produce a narrative essay?
Warm UP-Writing Process Word Splash on board
GPS-ELA8C1-ELA8LSV1-ELAC2
Mini Lesson-
Grammar Review=Writing Process Review
View tutorials at
http://www.iss.k12.nc.us/writing/personal.htm
http://www.iss.k12.nc.us/writing/default.htm
http://www.iss.k12.nc.us/writing/default.htm
http://home.earthlink.net/~jhholly/writingpromptrubric.pdf
Students will record notes from the board.
http://www.greatsource.com/iwrite/students/s_bio_narr.html

Task
Chapter 1 Grammar Post Test
Students will brainstorm using personal narrative prompts to begin a personal memoir. The students will continue to work through the writing process and be conferenced by teachers and peers to improve their work each day.
Students will view-
u4.ksu.edu.tw/gallery/.../Chapter%202_Writing%20a%20Paragraph.ppt
Closer
Rapid Review on White Boards

Words to Know:
subject, predicate, simple subject, complere subject, complete predicate, simple predicate, verb

August 17-21, 2009

Hello,
I hope you all are as excited as I am about being back at Rothschild. You all are a great group. I look forward to working with you. Remember to bring your textbooks and supplies daily. Homework is assigned daily. Some time is usually allowed in class, however it is the student's responsibility to copy down assignments.
Let us know how we can help you have a great learning experience with us. See you Monday!
Ms. Holden

Georgia Studies

Monday
EQ:Why are rules important at school and in our community?
EQ:Where in the world is Georgia?
Warm UP-Scavenger Hunt Rothschild Handbook-Students will list 10 most important things to remember about school rules.
GPS:SS8G1
The student will describe Georgia with regard to physical features and location.
a. Locate Georgia in relation to region, nation, continent, and hemispheres.
b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and Ridge, Appalachian Plateau, Piedmont, and Coastal Plain.
Mini Lesson:
Students will create a graphic organizer to remember important geographical facts about Georgia and it's relative location to the rest of the world. Students will complete Guided Reading activities in READ ALOUD with the teacher.
Task:
Students will review vocabulary highlighted in the textbook-Ch 1- and create pictorial flashcards for test review. Vocabulary test will be on Wednesday. Students will complete an activity using degrees of longitude and latitude to locate places on a map. If not completed in class, this will be a homework assignment.
Closer
Students will review SCHOOL RULES and important CONTENT VOCABULARY using Whiteboards in class.
Vocabulary to Know:
geography, relative location, absolute location, hemisphere, region, axis, equator, prime meridian, parallels, meridians, longitude, and latitude.

Tuesday
EQ: Why are rules important at school and in our community?
EQ:Where in the world is Georgia?
Warm UP
Students will answer the EQ of the day in a paragraph or more.
GPS: SS8G1
Mini Lesson:
Students will complete a scavenger hunt in their handbook for important the 10 most important WORDS they can find. They will complete flashcards for test review. Test will be on Wednesday. Students will view Georgia Stories Video and complete the accompanying worksheet.
Task:
Students will demonstrate an understanding of where the 5 regions of Georgia are located on a graphic organizer/map.
Closer
Students will review SCHOOL RULES and GEOGRAPHICAL TERMS and FACTS on white boards.

Wednesday
EQ: Why are rules important at school and in our community?
EQ:Where in the world is Georgia?
Warm UP-Write a paragraph describing how the world and our school might be if we didn't have any rules to follow.
GPS-ELA8W4, SS8G1
Mini Lesson:
Students will review for both tests=Vocabulary and Handbook.
Task: Handbook Test
Georgia Studies Vocabulary Test (w/ a WORD BANK)
Closer
Students will complete a TOTD-The hardest test question I had today was.....

Thursday
EQ: Where in the world is Georgia?
Warm UP-Students will complete a paragraph explaining why people move/migrate to different places over a period of time.
GPS: SS8G1,
Mini Lesson: Students will view a ppt on the 5 regions of Georgia. Students should take notes on maps.
Task-Students will create topographical maps using clay with a partner. These maps should reflect the differences in the 5 physiographical regions of Georgia.
Closer
TOTD-My favorite region of Georgia is... because....

Friday
EQ: How can I use the Internet and technology to learn more about my home state of Georgia?
Warm UP
Describe the 5 physiographic regions of Georgia in detail.
GPS: SS8G1
Mini Lesson: Teacher will remind students in the computer lab about computer rules/etiquette. Teacher will allow students to view a WEBQUEST of the regions of their home state.
Task: Students will create a powerpoint describing the physiographic regions of Georgia in as much detail as possible. Students should include pictures and at least five facts about each region. Students will demonstate a knowledge of the benefits and uses of technology by emailing their final products to their teacher. Students will be provided a rubric for grading.
Closer
Technology is important to student learning because....

GA Online Resources:
http://www.georgiaencyclopedia.org/nge/Article.jsp?path=/LandResources/Geography&id=h-948

http://library.thinkquest.org/CR0213900/index.html

English Language Arts
Monday
EQ: What authors are famous from our home state of Georgia?

How do I learn about these authors and their writing techniques?

How do I determine what these GA authors wanted me to know from reading their works?

What can we learn from studying the biographies of GA authors?

Which reading strategies should I practice when I am reading their works?

Warm UP
You are driving down the road. On a billboard you read "The Life You Save May Be Your Own." What do you think they mean? What does the author want you to do? Explain your answer in a paragraph.

GPS-ELA8R4
The student
a. Identifies a variety of Georgia authors both male and female.
b. Identifies authors’ connections to Georgia through a variety of materials including electronic media.
c. Identifies award winning Georgia authors.
d. Examines texts from different genres (e.g. picture books, poetry, short stories, novels, essays, informational writing, and dramatic literature) created by Georgia authors.

Mini Lesson
Frayer on THEME and CONFLICT-elements of literature. Vocabulary Preview for story, "The Life You Save May Be Your Own" by Flannery O'Connor
Vocabulary: listed-sultry-gaunt-rued-morose-volley-irked-guffawing-amble-ravenous
Task-Students will read aloud from the story practicing the reading strategies on their graphic organizer.
Closer-One word I learned today was.....
HOMEWORK: STUDY WORDS FOR TEST FRIDAY

Tuesday
EQ-same as Monday
Warm UP
Predict what you think will happen next in the story.
GPS-ELA8R4
Mini Lesson
Teacher reviews reading strategies-Vocabulary and Visualization. Graphic organizer for new vocabulary. Sentence Completion Activity with new vocabulary words.
Students read aloud from story and discuss characters in the story.
Closer
Use one of your new vocabulary words in a complete sentence for your TOTD.
HOMEWORK: STUDY WORDS FOR TEST FRIDAY

Wednesday
EQ-same as Tuesday
Warm UP
Students correct errors in spelling, capitalization, and/or punctuation from sentences on the board.
GPS-ELA8R4, ELA8C1
Mini Lesson
Review with students punctuation and the types of sentences in grammar textbook. Students will complete a FOUR SQUARE graphic organizer detailing the differences in sentence types (listing examples from text).
Task
Closer-Rapid WhiteBoard Review of new vocabulary and definitions/spelling rules/types of sentences/and punctuation
HOMEWORK: GRAMMAR WORKBOOK TYPES OF SENTENCES

Thursday
EQ-same
Warm UP
Identify the type of sentence on the board and provide the correct punctuation.
GPS-ELA8R4, ELA8C1
Mini-Lesson
Students will read from text the parts of a sentence (subject/predicate).
Task
Students will continue reading from story. Students will choose ten sentences from the story to rewrite and underline the subject once and the predicate twice.
Closer-Rapid WhiteBoard Review of new vocabulary and definitions/spelling rules/types of sentences/and punctuation
HOMEWORK: GRAMMAR WORKBOOK Subject/Predicate

Friday
EQ-same
Warm UP
Subject/Predicate Identification in Sentences (textbook)
GPS-ELA8R4, ELA8C1
Mini Lesson
Review possible themes in the story. Provide biographical information on author Flannery O'Connor.
Task
Students will take a VOCABULARY TEST (with a WORD BANK)
Students will research online biographical information about the author and her home in Georgia. Students should provide pictures and at least 5 facts about the author and the place where she was born and lived. Students will demonstate a knowledge of the benefits and uses of technology by emailing their final products to their teacher. Students will be provided a rubric for grading.
Closer
Students will tell a partner what they learned about Flannery O'Connor.

Words to know:
Dialogue First Person Narrator Third Person Narration
Theme Literary Devices Memoirs Autobiography
Biography Authors Folktales Antecdotes
Historical fiction Science fiction
Grammar
Sentence structure Subject Predicate Compound Subject Compound Verbs
ELA Online Resources:

Flannery O'Connor Biography
http://www.csustan.edu/english/reuben/pal/chap10/oconnor.html

Flannery O'Connor Resources
https://nisd.schoolnet.com/outreach/tcchs/departments/english/kelly/Dialogue

http://go.hrw.com/resources/go_mk/la/latm/LITRES09.PDF

Reading Log
https://nisd.schoolnet.com/Outreach/Content/ServeAttachment.aspx?outreach_content_id=2059d5d4-b78d-4fa9-a71e-4205e8f56acf

Georgia Authors
http://dlg.galileo.usg.edu/GeorgiaReferenceShelf/BiographyAuthors.html?Welcome

Martin Luther King Jr. Biography
http://www.biography.com/articles/Martin-Luther-King-Jr.-9365086

The King Center
http://www.thekingcenter.org/

Martin Luther King Jr. Speech
http://www.loveyourenemies.org/mlking.html

Alice Walker Resources and BIO
http://www.bookrags.com/study
http://www.luminarium.org/contemporary/alicew/index.htmlguide-everydayuse/

Everyday Use
http://go.hrw.com/resources/go_mk/la/latm/LITRES08.PDF
http://homepage.smc.edu/cramer_timothy/everyday_use.htm

Reading Strategy-Questioning
Alice Walker, “Everyday Use”

1.What is the significance of the title in relation to the central conflict of the story?

2.Analyze Maggie’s personality and her feelings toward her sister Dee. How does she deal with Dee’s demand for the quilts, and why? Are there any ways in which Maggie is “better off” than Dee?

3.Consider some of the positive and negative aspects of Dee’s character, focusing in particular on her relationship with her family. Is anything implied about Dee in the passage describing the loss of their previous home?

4.How does Dee’s sense of heritage differ from her mother and Maggie’s? Is there anything ironic about Dee’s accusations that her mother and sister do not understand their heritage? What are the personal consequences of her efforts to stake her claim to a piece of that heritage?

5.Analyze the narrator’s personality and her feelings about her daughter Dee. In what sense is this “her” story?

6.In the end, with which characters does Alice Walker seem to side on the issue of heritage?

Syllabus and Supply List

Rothschild Middle School
1136 Hunt Avenue
Columbus, GA 31907
Office #: (706) 569-3709
Fax #: (706) 569-3717
August 12, 2009

Dear Parents and Guardians,

I would like to welcome your child to my classroom (Room 214)! I am excited to have the opportunity to work with you and your child and to help him/her reach their academic and behavioral goals for this school year.

This year we will focus on the following curriculum areas as designated by the Georgia Performance Standards. You may view these yourself at www.georgiastandards.org.

English Language Arts
Reading and Literature
Reading Across the Curriculum
Writing
Conventions (Grammar, Mechanics, and Usage)
Listening/Speaking/Viewing

Georgia Studies
In eighth grade, students study Georgia geography, history, government, and economics. While the four strands are interwoven, ample opportunity is also provided for in-depth study of the geography of Georgia and the government of Georgia. U.S. historical events are included, as appropriate, to ensure students understand Georgia’s role in the history of the United States.

All year long we will be preparing for the CRCT-Criterion Referenced Competency Test in these areas. These tests are important for your child as determiners for promotion to the 9th grade. Additionally, your child will be preparing for the 8th grade Writing Assessment this year. To help you better prepare your child, we will list homework, class activities, and web resources online for you. You may access our class website through the school's homepage at http://rothschild.mcsdga.net/ or visit directly at http://msholden.blogspot.com. A list of resources are available there for additional practice in all subject areas.

The success of your child is extremely important. It will be important that teachers, parents/guardians, and students are in communication with each other about what is expected. We encourage feedback and questions, however, the primary responsibility of dealing with daily assignments in and out of class falls on the student. We are hoping to encourage your child to be a responsible student and citizen of our school and community. Homework is not limited to written material, but may include reading, projects, notebooks, and studying for upcoming tests. Homework and all other assignments are posted in the classroom and on the website. It is the responsibility of the student to write down assignments in an agenda book daily.

Students are expected to participate and submit all classwork assignments on time. Late work is discouraged and may not be accepted. If the student is absent, then it is the responsibility of the student to make up any and all missed assignments, including tests, essays, projects, etc. Homework is due the day after it is assigned. All homework must be turned in to receive full credit. If a student is absent, the homework is due when the student returns to school.

Additionally, students are expected to follow all the rules in the Rothschild Middle School Handbook as well as the Muscogee County School Board Code of Conduct Handbook. Failure to abide by these rules will result in consequences outlined in the above mentioned documents.
Grading will be determined as follows:
For English Language Arts students:
40%-Tests
30%-Classwork
10%-Participation
10%-Homework
10%-Accelerated Reader

For Georgia History students
40%-Tests/Projects
30%-Classwork
20%-Participation
10%-Homework

As middle school teachers, we must prepare our students for the rigors and demands of eighth grade, high school, and beyond. It is important that they become organized, independent learners that can function in any environment. The following suggestions may help you bridge the gap between school and home.

Ensure student is present and on time for each class.
Check student agenda book each afternoon for homework, updates, etc.
Check school websites for information about each academic class.
Develop and utilize study materials in preparation of upcoming tests.
Review together for upcoming tests in advance vs. the night before the test.
Read together for 30 minutes nightly from a specified academic subject (rotate subject matter nightly).

These suggestions should be helpful in communicating expectations to students. Thank you for your time and concern. If you have any additional information that you feel we need to know about your child to better help him/her to learn, please share this with us. You may reach me at cholden@mcsdga.net or call the school at (706) 569-3709.

I look forward to working with you to make this year a great and productive time!

Sincerely,


Ms. Holden




Please read the attached syllabus and then sign below to indicate your understanding of my classroom policies and procedures.


Student Signature ________________________ Date _______________________

Parent/Guardian Signature __________________ Date _______________________



Supply List
1 to 1 1/2 inch binder
Pens-Black/Blue
Pencils
Paper
2 folders w/brads

Week 2 of 2009-2010

Hi Students and Parents!
Everyone had a great start back to school this year. We have a lot to look forward to this year. I am listing the syllabi for the classes on this week's blog and we'll review these in more detail on Monday. We've looked at our school handbook and procedures. Please let us know if you have any questions about the school policies and procedures. Students will be given a test over material in the handbook on August 19th.
We are looking forward to a great week!
Ms. Holden

ENGLISH LANGUAGE ARTS
Monday
Warm UP-Tell me about the oldest person you know.
GPS: ELA8W4-ELA8R1
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
ELA8W4 The student consistently uses the writing process to develop, revise,
and evaluate writing. The student plans and drafts independently and resourcefully.

EQ: What do I need to know to be a successful reader?
Opening (Mini Lesson): Frayer Model on THEME

Work Session:
FLIPBOOK Graphic Organizer on READING STRATEGIES-ALSO students learn to create ACRONYMS for mneumonics to aid in recalling important information. Students practice notetaking strategies.

Closing (Summarizer): Answer the EQ with a student partner.

Tuesday
Warm UP-Tell me your opinion in at least one paragraph. At what age do you consider a person OLD? Explain your answer.

GPS: ELA8R1; ELA8W4
EQ: What do I need to know to be a successful reader?

Opening (Mini Lesson): Anticipation Guide on Article
Review Syllabus and Grading Procedures

Work Session:
Read aloud in small group practicing Reading Strategies (Predicting, Summarizing, Context Clues, and Vocabulary)

Closing (Summarizer): Writing Activity


Wednesday
Warm UP- Write 10 full sentences. Each sentence has to be at least five words long and cannot begin with "I". Avoid sentences such as "I like" or "My favorite".

GPS:
ELA8W4 The student consistently uses the writing process to develop, revise,
and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
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
f. Analyzes the structure of a sentence (basic sentence parts, noun-adjective-adverb
clauses and phrases).

EQ: How are sentences and sentence fragments different?

Opening (Mini Lesson): Begin PreTest in Holt Grammar Book

Work Session: Students work from Grammar Textbook and Handbook-Sentences and Sentence Fragments

Closing (Summarizer): Review with a partner the three criteria of a sentence. Finish this sentence on a TOTD- " A good sentence has the following...."

Thursday
Warm UP-Read the following sentence fragments. Add either a subject or verb to make them complete sentences.

GPS:
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
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
f. Analyzes the structure of a sentence (basic sentence parts, noun-adjective-adverb
clauses and phrases).

EQ:How are sentences and sentence fragments different?
Opening (Mini Lesson):

Work Session:
Students will complete Exercise 1-page 5 in textbook.

Closing (Summarizer): Rapid Review


Friday
Warm UP-To do
GPS:
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
EQ: How are sentences and sentence fragments different?
Opening (Mini Lesson): Sentences and Sentence Fragments B Handout
Work Session:Students will complete Oral Practice from the textbook on identifying complete sentences.
Students will have the opportunity to take the STAR reading test on today and visit the library for an AR book. AR books and warmups will be checked on today. Students should take home AR logs for parent signatures.
Closing (Summarizer):
Rapid Review on White boards

ONLINE RESOURCES-ELA:
www.spellingcity.com

NEXT WEEK:
Identifying the parts of a sentence and the parts of speech.

GA STUDIES

Monday
Warm UP-To do
GPS:n/a-Unit One
EQ: What do I need to know to be successful in GA Studies?
EQ: What themes will we cover in Georgia Studies this year?

Mini Lesson):Graphic Organizer -Define THEME
Work Session: Students practice notetaking skills and answering questions (prereading strategies) on the NINE COMMON THEMES of GEORGIA STUDIES

Closing (Summarizer): Answer questions related to THEMES.
HOMEWORK-ANSWER QUESTIONS GIVEN RELATED TO ONE THEME GIVEN.

Tuesday
Warm UP-How are NOVELS and NEWSPAPER ARTICLES alike? different? USE A VENN DIAGRAM FOR your explaination.
GPS: ELA8W4
EQ: How do we recognize THEMES in fiction and informational texts?
Opening (Mini Lesson): REVIEW of THEMES
Work Session: Newspaper SCAVENGER HUNT matching current events to THEMES of GEORGIA STUDIES
Closing (Summarizer): Answer the EQ together in class.

Wednesday
Warm UP-Brainstorm you know about your home state of GEORGIA
GPS:
SS8G1 The student will describe Georgia with regard to physical features and location.
a. Locate Georgia in relation to region, nation, continent, and hemispheres.
b. Describe the five geographic regions of Georgia; include the Blue Ridge Mountains, Valley and Ridge, Appalachian Plateau, Piedmont, and Coastal Plain.
c. Locate and evaluate the importance of key physical features on the development of Georgia; include the Fall Line, Okefenokee Swamp, Appalachian Mountains, Chattahoochee and Savannah Rivers, and barrier islands.
d. Evaluate the impact of climate on Georgia’s development.
SS8G2 The student will explain how the Interstate Highway System, Hartsfield-Jackson International Airport, and Georgia’s deepwater ports, and the railroads help drive the state’s economy.
a. Explain how the four transportation systems interact to provide domestic and international goods to the people of Georgia.
b. Explain how the four transportation systems interact to provide producers and service providers in Georgia with national and international markets.
c. Explain how the four transportation systems provide jobs for Georgians.

EQ: How do we locate Georgia in relation to region, nation, continent, and hemispheres?
Opening (Mini Lesson): Vocabulary Review-Ch 1
Work Session: Read text aloud-Guided Reading Parts 1 and 2
Closing (Summarizer): TOTD-A new word that I learned today....


Thursday
Warm UP-To do
GPS:SS8G1 The student will describe Georgia with regard to physical features and location.
EQ: How do we locate Georgia in relation to region, nation, continent, and hemispheres?
Opening (Mini Lesson): List vocabulary on board in ABC order
White board practice on new vocabulary in Ch 1 of text.
Work Session: Continue reading Guided Reading-Answer Reading Comprehension questions.
Closing (Summarizer):

Friday
Warm UP- Write a paragraph telling someone why they would want to visit Georgia.
GPS:SS8G1 The student will describe Georgia with regard to physical features and location.
EQ: How do we locate Georgia in relation to region, nation, continent, and hemispheres?
Opening (Mini Lesson):
Match vocabulary to their definitions on board from chapter 1.
Work Session: Students will finish Guided Reading Sections 1 and 2 in textbook. Students will discuss reading and complete reading comprehension questions.
Closing (Summarizer):
Summary sentence on post its="The five main physiographic regions of Georgia are ...."

ONLINE RESOURCES-GA STUDIES
RESOURCES:
Chapter 1 - Where in the World is Georgia?

Hyperlinks

neic.usgs.gov/neis/states/georgia/georgia_history.html
The U.S. Geological Survey’s page on earthquakes in Georgia.

www.blueridgemountains.com/blue_ridge_mountains.html
Information on the Blue Ridge Mountains, Fannin County.

www.cviog.uga.edu/Projects/gainfo/statesong.htm
Contains words and music for “Georgia on My Mind.”

www.foxfire.org
Home page for Foxfire, an organization committed to preserving the Southern Appalachian culture.

www.frommers.com/destinations/georgia'sbarrierislands/
Contains information on Georgia’s barrier islands.

www.fs.fed.us/conf/webcam.htm
The web cam atop Brasstown Bald.

www.geography.about.com
The geography page of About.com.

www.georgiaencyclopedia.org
Website of the New Georgia Encyclopedia

www.gilmerchamber.com/members/apples.asp
Contains information on Ellijay apples.

www.graphicmaps.com
Provides latitude and longitude information for U.S. and world cities.

www.helenga.org
Home page for the unique north Georgia town of Helen.

www.kidsdomain.com
Contains geography games.

www.mapnation.com
A free Internet mapping service.

http://www.redcross.org/services/disaster/0,1082,0_3_,00.html
Contains a recommended list of disaster supplies.

www.weatherbug.com
Website provides local weather information.

NEXT WEEK- Early Civilizations