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:
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?
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