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