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