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