Week 19 (December 17-21, 2007)
Language Arts:
M: Show language arts abilities by taking final exam for 2nd quarter. HW: get childhood book and put in backpack for class tomorrow (worth points!)
T: Childhood book day! Discuss story elements of favorite childhood books. HW: practice geography knowledge
W: (double social studies) Geography bee! HW: none
TH: (early release) Topic preview for 3rd quarter. HW: have a good break!
F: no school for students. Happy winter break!
Social Studies:
M: Continue buildup to WWII. Review topics for tomorrow’s test. HW: study for exam tomorrow.
T: Show social studies knowledge by taking final exam for 2nd quarter. HW: study geography
W: Practice geography knowledge by participating in the geography bee! HW: none
TH: (early release) Topic preview for 3rd quarter. HW: have a good break!
F: no school for students. Happy winter break!
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “Global Conflict- World War II”
Analyze causes that led to the outbreak of World War II
Evaluate changes in the US during WWII, including economic benefit and changes in civil rights
Describe the causes of the Holocaust and evaluate the effects of racism
Compare progression of WWII in the European and Pacific theaters
Describe Arizona’s role in WWII
Evaluate the outcomes of WWII, both immediate and long-term, that shaped the rest of the 20th century
Sunday, December 16, 2007
Sunday, December 9, 2007
Week 18 Activities and Homework
Week 18 (December 10-14, 2007)
Language Arts:
M: Review Vocab #9 list. Continue A Christmas Carol. HW: read assigned part of ACC and make 2 sides of book cube (write explanations too).
T: Review adverbs. Continue A Christmas Carol. HW: study Vocab #9 words, read ACC.
W: QUIZ on Vocab #9 (cards due). Discuss themes of A Christmas Carol. HW: read ACC, make 2 more sides of book cube, write explanations.
TH: Learn library research skills. HW: read ACC, make last 2 sides of book cube, write explanations.
F: DUE: reading log and book cube. Review for quarter final (on Monday). HW: study for final on Monday.
Social Studies:
M: Review effects of Great Depression on the US and the world. Finish timelines. HW: none
T: Learn about Japanese and German aggression in the 1930s, leading to the start of WWII. HW: none
W: Learn about the beginnings of WWII. HW: none
TH: Practice analyzing primary sources. HW: finish write-up of primary source.
F: DUE: primary source worksheet. Discuss beginning of WWII. Review for quarter final (on Tuesday). HW: study for final on Tuesday.
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “Global Conflict- World War II”
Analyze causes that led to the outbreak of World War II
Evaluate changes in the US during WWII, including economic benefit and changes in civil rights
Describe the causes of the Holocaust and evaluate the effects of racism
Compare progression of WWII in the European and Pacific theaters
Describe Arizona’s role in WWII
Evaluate the outcomes of WWII, both immediate and long-term, that shaped the rest of the 20th century
Language Arts:
M: Review Vocab #9 list. Continue A Christmas Carol. HW: read assigned part of ACC and make 2 sides of book cube (write explanations too).
T: Review adverbs. Continue A Christmas Carol. HW: study Vocab #9 words, read ACC.
W: QUIZ on Vocab #9 (cards due). Discuss themes of A Christmas Carol. HW: read ACC, make 2 more sides of book cube, write explanations.
TH: Learn library research skills. HW: read ACC, make last 2 sides of book cube, write explanations.
F: DUE: reading log and book cube. Review for quarter final (on Monday). HW: study for final on Monday.
Social Studies:
M: Review effects of Great Depression on the US and the world. Finish timelines. HW: none
T: Learn about Japanese and German aggression in the 1930s, leading to the start of WWII. HW: none
W: Learn about the beginnings of WWII. HW: none
TH: Practice analyzing primary sources. HW: finish write-up of primary source.
F: DUE: primary source worksheet. Discuss beginning of WWII. Review for quarter final (on Tuesday). HW: study for final on Tuesday.
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “Global Conflict- World War II”
Analyze causes that led to the outbreak of World War II
Evaluate changes in the US during WWII, including economic benefit and changes in civil rights
Describe the causes of the Holocaust and evaluate the effects of racism
Compare progression of WWII in the European and Pacific theaters
Describe Arizona’s role in WWII
Evaluate the outcomes of WWII, both immediate and long-term, that shaped the rest of the 20th century
Sunday, December 2, 2007
Week 17 Activities and Homework
Week 17 (December 3-7, 2007)
Language Arts:
M: Recognize adverbs. Vocab #9. Journal writing. HW: begin making Vocab #9 cards.
T: Progress assessment- language arts skills. Intro to story. HW: none
W: (early release) AIMS writing practice. HW: Read chapters (to be announced)
TH: Practice adverbs. Discuss character development in novels. HW: read chapters (to be announced)
F: Practice Vocab #9. Discuss foreshadowing in novels. HW: read book for reading log (due next week!)
Social Studies:
M: Review the events of WWI and its effects. Create timeline of American history. HW: study 50 states! And CA #6, Q 1
T: Geography quiz. Continue reviewing effects of WWI, Great Depression on world conditions. HW: CA #6, Qs 2-3
W: (early release) AIMS writing practice. HW: CA #6, Q4
TH: Learn about procedures for high school registration. HW: CA #6, Q5
F: DUE: CA #6. Discuss factors that led to beginning of WWII. HW: none.
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “Global Conflict- World War II”
Analyze causes that led to the outbreak of World War II
Evaluate changes in the US during WWII, including economic benefit and changes in civil rights
Describe the causes of the Holocaust and evaluate the effects of racism
Compare progression of WWII in the European and Pacific theaters
Describe Arizona’s role in WWII
Language Arts:
M: Recognize adverbs. Vocab #9. Journal writing. HW: begin making Vocab #9 cards.
T: Progress assessment- language arts skills. Intro to story. HW: none
W: (early release) AIMS writing practice. HW: Read chapters (to be announced)
TH: Practice adverbs. Discuss character development in novels. HW: read chapters (to be announced)
F: Practice Vocab #9. Discuss foreshadowing in novels. HW: read book for reading log (due next week!)
Social Studies:
M: Review the events of WWI and its effects. Create timeline of American history. HW: study 50 states! And CA #6, Q 1
T: Geography quiz. Continue reviewing effects of WWI, Great Depression on world conditions. HW: CA #6, Qs 2-3
W: (early release) AIMS writing practice. HW: CA #6, Q4
TH: Learn about procedures for high school registration. HW: CA #6, Q5
F: DUE: CA #6. Discuss factors that led to beginning of WWII. HW: none.
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “Global Conflict- World War II”
Analyze causes that led to the outbreak of World War II
Evaluate changes in the US during WWII, including economic benefit and changes in civil rights
Describe the causes of the Holocaust and evaluate the effects of racism
Compare progression of WWII in the European and Pacific theaters
Describe Arizona’s role in WWII
Tuesday, November 27, 2007
Links for Vocab Quiz and Gov't Review
Take your Vocab #8 quiz by going to this link: (DO NOT DO THIS until Mrs. Petry tells you to do so)
http://www.quia.com/quiz/1188123.html
Review for the Constitution and Government test by playing these games:
http://www.quia.com/hm/282008.html
http://www.quia.com/ba/90951.html
http://www.quia.com/rr/231945.html
Review for the 50 States quiz by using:
http://www.primarygames.com/states/start.htm
http://www.sporcle.com/games/states.php
Practice your typing here: (TURN OFF THE SOUND)
http://www.freetypinggame.net/play.asp
http://www.quia.com/quiz/1188123.html
Review for the Constitution and Government test by playing these games:
http://www.quia.com/hm/282008.html
http://www.quia.com/ba/90951.html
http://www.quia.com/rr/231945.html
Review for the 50 States quiz by using:
http://www.primarygames.com/states/start.htm
http://www.sporcle.com/games/states.php
Practice your typing here: (TURN OFF THE SOUND)
http://www.freetypinggame.net/play.asp
Sunday, November 25, 2007
Week 16 Activities and Homework
Week 16 (November 26-30, 2007)
Language Arts:
M: Use 6 Traits of writing to analyze writing samples. Begin revising essays. HW: none
T: Continue revising essays, using the 6 Traits rubric. HW: study Vocab #8 words for quiz.
W: QUIZ on Vocab #8 (cards due). Type essay revisions. HW: work on final draft of c/c essay if necessary.
TH: Finish essay revisions. DUE at end of class: final copy of c/c essay. HW: none.
F: Begin story selection. Vocab #9. HW: make cards for Vocab #9 and work on reading log book.
Social Studies:
M: Review learning goals. Learn about electoral college. HW: none
T: Discuss citizen rights and responsibilities. HW: study for unit test.
W: Review government topics for unit test on Friday. HW: study for unit test.
TH: Review government topics for unit test on Friday. HW: study for unit test.
F: UNIT TEST on Constitution and government. Geography knowledge quiz. HW: none
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “New Nation and Government”
Describe the successes and failures of the Articles of Confederation
Analyze the sections of the Constitution and the structure of our government
Describe the conflicts between Federalists and Anti-federalists
Evaluate strengths and weaknesses of the American governmental system
Analyze the differences between national and state government, and their connections
Language Arts:
M: Use 6 Traits of writing to analyze writing samples. Begin revising essays. HW: none
T: Continue revising essays, using the 6 Traits rubric. HW: study Vocab #8 words for quiz.
W: QUIZ on Vocab #8 (cards due). Type essay revisions. HW: work on final draft of c/c essay if necessary.
TH: Finish essay revisions. DUE at end of class: final copy of c/c essay. HW: none.
F: Begin story selection. Vocab #9. HW: make cards for Vocab #9 and work on reading log book.
Social Studies:
M: Review learning goals. Learn about electoral college. HW: none
T: Discuss citizen rights and responsibilities. HW: study for unit test.
W: Review government topics for unit test on Friday. HW: study for unit test.
TH: Review government topics for unit test on Friday. HW: study for unit test.
F: UNIT TEST on Constitution and government. Geography knowledge quiz. HW: none
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “New Nation and Government”
Describe the successes and failures of the Articles of Confederation
Analyze the sections of the Constitution and the structure of our government
Describe the conflicts between Federalists and Anti-federalists
Evaluate strengths and weaknesses of the American governmental system
Analyze the differences between national and state government, and their connections
Sunday, November 18, 2007
Week 15 Activities and Homework
Week 15 (November 19-23, 2007)
Language Arts:
M: Review nouns and verbs. Continue revising and editing practice (6 Traits). HW: nouns and verbs worksheet
T: Practice using words from Vocab #8. Continue revising and editing practice (6 Traits). HW: finish Vocab #8 cards
W: (double social studies- video) HW: practice Vocab #8 cards
TH: no school. Happy Thanksgiving!
F: no school. Happy weekend!
Social Studies:
M: Compare and contrast Arizona and national gov’t. HW: none
T: Continue c/c of Arizona and national gov’t. Review game! HW: none
W: Learn about the jury process and its importance. HW: none
TH: no school. Happy Thanksgiving!
F: no school. Happy weekend!
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “New Nation and Government”
Describe the successes and failures of the Articles of Confederation
Analyze the sections of the Constitution and the structure of our government
Describe the conflicts between Federalists and Anti-federalists
Evaluate strengths and weaknesses of the American governmental system
Analyze the differences between national and state government, and their connections
Language Arts:
M: Review nouns and verbs. Continue revising and editing practice (6 Traits). HW: nouns and verbs worksheet
T: Practice using words from Vocab #8. Continue revising and editing practice (6 Traits). HW: finish Vocab #8 cards
W: (double social studies- video) HW: practice Vocab #8 cards
TH: no school. Happy Thanksgiving!
F: no school. Happy weekend!
Social Studies:
M: Compare and contrast Arizona and national gov’t. HW: none
T: Continue c/c of Arizona and national gov’t. Review game! HW: none
W: Learn about the jury process and its importance. HW: none
TH: no school. Happy Thanksgiving!
F: no school. Happy weekend!
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “New Nation and Government”
Describe the successes and failures of the Articles of Confederation
Analyze the sections of the Constitution and the structure of our government
Describe the conflicts between Federalists and Anti-federalists
Evaluate strengths and weaknesses of the American governmental system
Analyze the differences between national and state government, and their connections
Monday, November 12, 2007
Week 14 Activities and Homework
Week 14 (November 12-16, 2007)
Language Arts:
M: no school (Veteran’s Day)
T: Review Vocab #7. Study more examples of setting mood. HW: study Vocab #7 cards
W: QUIZ on Vocab #7. (cards due). Continue tone and mood. HW: none
TH: Introduce Vocab #8. Look at examples of 6 Traits; begin revising essays. HW: begin vocab #8 cards.
F: Continue revising essays. HW: finish vocab #8 cards.
Social Studies:
M: no school (Veteran’s Day)
T: Review 3 branches, checks & balances. Gather info for government poster. HW: write 3 sections of gov’t topic.
W: Learn about important Supreme Court cases. Research topics. HW: write 2 sections of gov’t topic; put together front of poster.
TH: Continue study of government. Learn about citizen rights. HW: put diagram on back of poster.
F: DUE: gov’t topic poster. Discuss topics. Learn about citizen rights. HW: none
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “New Nation and Government”
Describe the successes and failures of the Articles of Confederation
Analyze the sections of the Constitution and the structure of our government
Describe the conflicts between Federalists and Anti-federalists
Evaluate strengths and weaknesses of the American governmental system
Analyze the differences between national and state government, and their connections
Language Arts:
M: no school (Veteran’s Day)
T: Review Vocab #7. Study more examples of setting mood. HW: study Vocab #7 cards
W: QUIZ on Vocab #7. (cards due). Continue tone and mood. HW: none
TH: Introduce Vocab #8. Look at examples of 6 Traits; begin revising essays. HW: begin vocab #8 cards.
F: Continue revising essays. HW: finish vocab #8 cards.
Social Studies:
M: no school (Veteran’s Day)
T: Review 3 branches, checks & balances. Gather info for government poster. HW: write 3 sections of gov’t topic.
W: Learn about important Supreme Court cases. Research topics. HW: write 2 sections of gov’t topic; put together front of poster.
TH: Continue study of government. Learn about citizen rights. HW: put diagram on back of poster.
F: DUE: gov’t topic poster. Discuss topics. Learn about citizen rights. HW: none
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “New Nation and Government”
Describe the successes and failures of the Articles of Confederation
Analyze the sections of the Constitution and the structure of our government
Describe the conflicts between Federalists and Anti-federalists
Evaluate strengths and weaknesses of the American governmental system
Analyze the differences between national and state government, and their connections
Sunday, November 4, 2007
Week 13 Activities and Homework
Week 13 (November 5-9, 2007)
Language Arts:
M: Practice adjectives. Create story with suspenseful tone, mood. HW: none.
T: Vocab #7. Continue writing suspenseful story. HW: begin cards for Vocab #7.
W: (early release) Look at examples of various tones and moods. HW: finish cards for Vocab #7.
TH: Revise compare/contrast (Poe) essay. Practice Vocab #7 words. HW: none.
F: Continue revising Poe essay. HW: none.
Social Studies:
M: Continue discussion of political parties. Diagram 3 branches of government. HW: find one news article about someone running for president; bring to class.
T: DUE: article on someone running for president. Learn about presidential elections. HW: none.
W: (early release) Begin research on government topic for project. HW: look up website on gov’t topic.
TH: QUIZ on Preamble. Continue research on government topic for project. HW: none
F: Put together information on government topic. HW: none.
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “New Nation and Government”
Describe the successes and failures of the Articles of Confederation
Analyze the sections of the Constitution and the structure of our government
Describe the conflicts between Federalists and Anti-federalists
Evaluate strengths and weaknesses of the American governmental system
Analyze the differences between national and state government, and their connections
Language Arts:
M: Practice adjectives. Create story with suspenseful tone, mood. HW: none.
T: Vocab #7. Continue writing suspenseful story. HW: begin cards for Vocab #7.
W: (early release) Look at examples of various tones and moods. HW: finish cards for Vocab #7.
TH: Revise compare/contrast (Poe) essay. Practice Vocab #7 words. HW: none.
F: Continue revising Poe essay. HW: none.
Social Studies:
M: Continue discussion of political parties. Diagram 3 branches of government. HW: find one news article about someone running for president; bring to class.
T: DUE: article on someone running for president. Learn about presidential elections. HW: none.
W: (early release) Begin research on government topic for project. HW: look up website on gov’t topic.
TH: QUIZ on Preamble. Continue research on government topic for project. HW: none
F: Put together information on government topic. HW: none.
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “New Nation and Government”
Describe the successes and failures of the Articles of Confederation
Analyze the sections of the Constitution and the structure of our government
Describe the conflicts between Federalists and Anti-federalists
Evaluate strengths and weaknesses of the American governmental system
Analyze the differences between national and state government, and their connections
Thursday, November 1, 2007
Links for 11-2-07
If you have finished the rough draft of your Poe compare/contrast essay, read the following story and play a game:
Short Story- There's a Man Hitting Me
Practice with Figures of Speech (Idioms)
Short Story- There's a Man Hitting Me
Practice with Figures of Speech (Idioms)
Sunday, October 28, 2007
Week 12 Activities and Homework
Week 12 (October 29- November 2, 2007)
Language Arts:
M: Practice creating tone & mood in writing. Compare works of Poe. HW: finish making cards for Vocab #6 and study words.
T: QUIZ on Vocab #6. Continue comparing works of Poe. Begin compare/contrast essay. HW: none
W: Compose rough drafts of compare/contrast essay. HW: none
TH: Words for Vocab #7. Practice using adjectives correctly. Finish rough drafts. HW: begin cards for Vocab #7.
F: Revise and edit compare/contrast essays. Read short story that shows use of tone and mood. HW: study Vocab #7 words.
Social Studies:
M: Continue learning about the Constitution and the Bill of Rights. HW: CA #5, Qs 1-2
T: Learn about principles of our government, including checks and balances. HW: CA #5, Qs 3-4
W: Continue principles of government. HW: CA #5, Qs 5-6
TH: Learn about important Supreme Court cases. HW: CA #5, Qs 7-8
F: QUIZ on the Constitution. DUE: CA #5. Continue court cases. HW: none
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “New Nation and Government”
Describe the successes and failures of the Articles of Confederation
Analyze the sections of the Constitution and the structure of our government
Describe the conflicts between Federalists and Anti-federalists
Evaluate strengths and weaknesses of the American governmental system
Analyze the differences between national and state government, and their connections
Language Arts:
M: Practice creating tone & mood in writing. Compare works of Poe. HW: finish making cards for Vocab #6 and study words.
T: QUIZ on Vocab #6. Continue comparing works of Poe. Begin compare/contrast essay. HW: none
W: Compose rough drafts of compare/contrast essay. HW: none
TH: Words for Vocab #7. Practice using adjectives correctly. Finish rough drafts. HW: begin cards for Vocab #7.
F: Revise and edit compare/contrast essays. Read short story that shows use of tone and mood. HW: study Vocab #7 words.
Social Studies:
M: Continue learning about the Constitution and the Bill of Rights. HW: CA #5, Qs 1-2
T: Learn about principles of our government, including checks and balances. HW: CA #5, Qs 3-4
W: Continue principles of government. HW: CA #5, Qs 5-6
TH: Learn about important Supreme Court cases. HW: CA #5, Qs 7-8
F: QUIZ on the Constitution. DUE: CA #5. Continue court cases. HW: none
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “New Nation and Government”
Describe the successes and failures of the Articles of Confederation
Analyze the sections of the Constitution and the structure of our government
Describe the conflicts between Federalists and Anti-federalists
Evaluate strengths and weaknesses of the American governmental system
Analyze the differences between national and state government, and their connections
Monday, October 22, 2007
Week 11 Activities and Homework
Week 11 (October 22-26, 2007)
Language Arts:
M: Review subjects and verbs in a sentence. Begin short story (Tell-Tale Heart). HW: none
T: Practice adverbs. Continue short story. Discuss elements of tone and mood. HW: none
W: Vocab #6 words. Read poem. HW: finish compare/contrast idea sheet.
TH: Discuss compare/contrast structure; begin writing assignment. HW: work on Vocab #6 cards.
F: Continue compare/contrast writing. Practice adverbs. HW: practice Vocab #6 words.
Social Studies:
M: Continue learning about Constitutional Convention. Discuss problems the Convention faced. HW: choose article for current event.
T: Learn about the Constitution and the way our government works. HW: write 1st paragraph of current event report.
W: Continue learning about the Constitution, including the Bill of Rights. HW: write 2nd paragraph of current event report.
TH: Do a Constitutional scavenger hunt and learn about boundaries of government. HW: write 3rd paragraph of current event report.
F: DUE: current event report. Discuss current events. Continue Constitutional structure. HW: none.
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “New Nation and Government”
Describe the successes and failures of the Articles of Confederation
Analyze the sections of the Constitution and the structure of our government
Describe the conflicts between Federalists and Anti-federalists
Evaluate strengths and weaknesses of the American governmental system
Analyze the differences between national and state government, and their connections
Language Arts:
M: Review subjects and verbs in a sentence. Begin short story (Tell-Tale Heart). HW: none
T: Practice adverbs. Continue short story. Discuss elements of tone and mood. HW: none
W: Vocab #6 words. Read poem. HW: finish compare/contrast idea sheet.
TH: Discuss compare/contrast structure; begin writing assignment. HW: work on Vocab #6 cards.
F: Continue compare/contrast writing. Practice adverbs. HW: practice Vocab #6 words.
Social Studies:
M: Continue learning about Constitutional Convention. Discuss problems the Convention faced. HW: choose article for current event.
T: Learn about the Constitution and the way our government works. HW: write 1st paragraph of current event report.
W: Continue learning about the Constitution, including the Bill of Rights. HW: write 2nd paragraph of current event report.
TH: Do a Constitutional scavenger hunt and learn about boundaries of government. HW: write 3rd paragraph of current event report.
F: DUE: current event report. Discuss current events. Continue Constitutional structure. HW: none.
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “New Nation and Government”
Describe the successes and failures of the Articles of Confederation
Analyze the sections of the Constitution and the structure of our government
Describe the conflicts between Federalists and Anti-federalists
Evaluate strengths and weaknesses of the American governmental system
Analyze the differences between national and state government, and their connections
Wednesday, October 17, 2007
Who's Checking the Website?
First person to comment on this post gets a front-of-the-lunch-line pass. :-)
Monday, October 15, 2007
Week 10 Activities and Homework
Week 10 (October 15-19, 2007)
Parent-Teacher Conferences- Thursday, October 18th
Language Arts:
M: Review vocabulary from list #5. Begin short story (The Landlady). HW: finish Vocab #5 cards and practice words (from all lists).
T: QUIZ on Vocab #5 words. DUE: cards for Vocab #5. Finish reading short story and analyze its effectiveness.
W: Begin spelling bee! HW: none.
TH: (early release: p 1,2,3) Continue spelling bee. HW: none.
F: (early release: p 4,5,6) Language class does not meet.
Social Studies:
M: Continue discussing colonies’ challenges in starting a new country. Analyze and create political cartoons. HW: CA #4, Qs 1-3
T: Learn about Articles of Confederation and its strengths and weaknesses. HW: CA #4, Qs 4-6
W: Analyze weaknesses of Articles of Confederation; learn about the process of making a better version. HW: CA #4, Qs 7-9
TH: (early release: p 1,2,3) Learn about the Constitutional Convention and its main points of contention. HW: CA #4, Qs 10-12
F: (early release: p 4,5,6) Learn about the Constitutional Convention and its main points of contention. DUE: CA #4 (3rd p- deliver sometime during the day).
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “New Nation and Government”
Describe the successes and failures of the Articles of Confederation
Analyze the sections of the Constitution and the structure of our government
Describe the conflicts between Federalists and Anti-federalists
Evaluate strengths and weaknesses of the American governmental system
Analyze the differences between national and state government, and their connections
Parent-Teacher Conferences- Thursday, October 18th
Language Arts:
M: Review vocabulary from list #5. Begin short story (The Landlady). HW: finish Vocab #5 cards and practice words (from all lists).
T: QUIZ on Vocab #5 words. DUE: cards for Vocab #5. Finish reading short story and analyze its effectiveness.
W: Begin spelling bee! HW: none.
TH: (early release: p 1,2,3) Continue spelling bee. HW: none.
F: (early release: p 4,5,6) Language class does not meet.
Social Studies:
M: Continue discussing colonies’ challenges in starting a new country. Analyze and create political cartoons. HW: CA #4, Qs 1-3
T: Learn about Articles of Confederation and its strengths and weaknesses. HW: CA #4, Qs 4-6
W: Analyze weaknesses of Articles of Confederation; learn about the process of making a better version. HW: CA #4, Qs 7-9
TH: (early release: p 1,2,3) Learn about the Constitutional Convention and its main points of contention. HW: CA #4, Qs 10-12
F: (early release: p 4,5,6) Learn about the Constitutional Convention and its main points of contention. DUE: CA #4 (3rd p- deliver sometime during the day).
Unit Objectives:
LA: In our current unit, “Setting, Mood, and Tone”, the student will:
Describe effective means of creating mood and tone in written work
Compare and contrast stories and poems to assess the authors’ use of setting, tone, and mood
Complete a writing assignment that shows effective use of tone, mood, and setting
Learn suffixes, roots, and vocabulary in order to increase understanding of the English language
SS: In our current unit, “New Nation and Government”
Describe the successes and failures of the Articles of Confederation
Analyze the sections of the Constitution and the structure of our government
Describe the conflicts between Federalists and Anti-federalists
Evaluate strengths and weaknesses of the American governmental system
Analyze the differences between national and state government, and their connections
Monday, October 8, 2007
Week 9 Activities and Homework
Week 9 (October 8-12, 2007)
Language Arts:
M: (no school- fall break day)
T: Work on book summary (due Friday). HW: complete 2 sections of book summary
W: Vocab list #5. Analyze portrayal of strong characters in literature. HW: complete 2 sections of book summary.
TH: DUE: movie permission slip. Watch ‘Charly’ (Flowers for Algernon movie) HW: finish book summary and put it together.
F: DUE: book summary and reading log for 1st quarter. Continue studying characterization in literature. HW: none **End of 1st quarter grading period (report cards go home next week)**
Social Studies:
M: (no school- fall break day)
T: Review for Revolutionary War test. HW: study for test.
W: Unit test on colonial times and the Revolutionary War. HW: none.
TH: (Double LA- watch ‘Charly’) HW: none.
F: Introduction to Constitution and Government unit. HW: none. **End of 1st quarter grading period (report cards go home next week)**
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
Utilize the 6 steps of the writing process in creating examples of personal narrative
Review the ‘6 Traits’ of effective writing and edit his/her own work
Increase reading fluency and comprehension through various activities
Learn roots, prefixes, and suffixes that appear in English
Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
Describe why the 13 colonies were founded
Evaluate important components of colonial government, and their roots in Enlightenment ideals
Describe the events that built up discontent in the colonies
Evaluate the different viewpoints of Loyalists and Patriots
Understand the steps that led to the beginning of the Revolutionary War
Describe important battles and events of the Revolutionary War
Language Arts:
M: (no school- fall break day)
T: Work on book summary (due Friday). HW: complete 2 sections of book summary
W: Vocab list #5. Analyze portrayal of strong characters in literature. HW: complete 2 sections of book summary.
TH: DUE: movie permission slip. Watch ‘Charly’ (Flowers for Algernon movie) HW: finish book summary and put it together.
F: DUE: book summary and reading log for 1st quarter. Continue studying characterization in literature. HW: none **End of 1st quarter grading period (report cards go home next week)**
Social Studies:
M: (no school- fall break day)
T: Review for Revolutionary War test. HW: study for test.
W: Unit test on colonial times and the Revolutionary War. HW: none.
TH: (Double LA- watch ‘Charly’) HW: none.
F: Introduction to Constitution and Government unit. HW: none. **End of 1st quarter grading period (report cards go home next week)**
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
Utilize the 6 steps of the writing process in creating examples of personal narrative
Review the ‘6 Traits’ of effective writing and edit his/her own work
Increase reading fluency and comprehension through various activities
Learn roots, prefixes, and suffixes that appear in English
Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
Describe why the 13 colonies were founded
Evaluate important components of colonial government, and their roots in Enlightenment ideals
Describe the events that built up discontent in the colonies
Evaluate the different viewpoints of Loyalists and Patriots
Understand the steps that led to the beginning of the Revolutionary War
Describe important battles and events of the Revolutionary War
Sunday, September 30, 2007
Week 8 Activities and Homework
Week 8 (October 1-5, 2007)
Language Arts:
M: .Review quiz on Flowers for Algernon, part 1. Begin Part 2 of story.
T: Continue Part 2 of Flowers. Review nouns. HW: look over papers on nouns.
W: (early release) QUIZ on recognizing nouns. HW: finish Part 2 of Flowers if necessary.
TH: Vocab list #5. Written response to Flowers for Algernon. HW: none
F: Go over book summary format. Learn about adverbs. HW: begin book summary
Social Studies:
M: Geography practice. Continue learning about battles of the Revolutionary War. HW: choose article for current event
T: Learn about the end of the war and outcomes. HW: write 5 Ws paragraph for current event
W: (early release) Review important events of Revolutionary War HW: write ‘effects’ paragraph for current event
TH: Continue reviewing Rev. War information. HW: write ‘opinion’ paragraph for current event. Review colonial and Rev War info
F: DUE: current event. Discuss current events, continue reviewing Rev War. (test next Tuesday) HW: review colonial and Rev War notes, info
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
Utilize the 6 steps of the writing process in creating examples of personal narrative
Review the ‘6 Traits’ of effective writing and edit his/her own work
Increase reading fluency and comprehension through various activities
Learn roots, prefixes, and suffixes that appear in English
Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
Describe why the 13 colonies were founded
Evaluate important components of colonial government, and their roots in Enlightenment ideals
Describe the events that built up discontent in the colonies
Evaluate the different viewpoints of Loyalists and Patriots
Understand the steps that led to the beginning of the Revolutionary War
Language Arts:
M: .Review quiz on Flowers for Algernon, part 1. Begin Part 2 of story.
T: Continue Part 2 of Flowers. Review nouns. HW: look over papers on nouns.
W: (early release) QUIZ on recognizing nouns. HW: finish Part 2 of Flowers if necessary.
TH: Vocab list #5. Written response to Flowers for Algernon. HW: none
F: Go over book summary format. Learn about adverbs. HW: begin book summary
Social Studies:
M: Geography practice. Continue learning about battles of the Revolutionary War. HW: choose article for current event
T: Learn about the end of the war and outcomes. HW: write 5 Ws paragraph for current event
W: (early release) Review important events of Revolutionary War HW: write ‘effects’ paragraph for current event
TH: Continue reviewing Rev. War information. HW: write ‘opinion’ paragraph for current event. Review colonial and Rev War info
F: DUE: current event. Discuss current events, continue reviewing Rev War. (test next Tuesday) HW: review colonial and Rev War notes, info
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
Utilize the 6 steps of the writing process in creating examples of personal narrative
Review the ‘6 Traits’ of effective writing and edit his/her own work
Increase reading fluency and comprehension through various activities
Learn roots, prefixes, and suffixes that appear in English
Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
Describe why the 13 colonies were founded
Evaluate important components of colonial government, and their roots in Enlightenment ideals
Describe the events that built up discontent in the colonies
Evaluate the different viewpoints of Loyalists and Patriots
Understand the steps that led to the beginning of the Revolutionary War
Tuesday, September 25, 2007
Links for Library, 9/26-9/27
Language arts games links:
"It's Raining Cats and Dogs" and other idioms
Rooting Out Words
Spellaroo
Social Studies links to start with for your 'Top 5' list:
Revolutionary War Timeline
Major Events of Revolutionary War
"It's Raining Cats and Dogs" and other idioms
Rooting Out Words
Spellaroo
Social Studies links to start with for your 'Top 5' list:
Revolutionary War Timeline
Major Events of Revolutionary War
Sunday, September 23, 2007
Week 7 Activities and Homework
Week 7 (September 24-28, 2007)
Language Arts:
M: Review nouns. Continue reading Flowers for Algernon. HW: finish cards for Vocab #4
T: Review Vocab #4 words. Continue story. Go over 6 Traits of writing. HW: finish reading Part 1 of Flowers for Algernon
W: Revise and edit narrative essays. HW: none
TH: Continue to revise and edit narrative essays. Turn in final copy at the end of class. HW: study Vocab #4 words
F: QUIZ on Vocab #4 list and Flowers, Part 1. Nouns practice. HW: none
Social Studies:
M: ‘Paul Revere’s Ride’. Prepare for Town Meeting HW: CA #3, Qs 5-6
T: Review beginnings of American Revolution. HW: CA #3, Qs 7-9
W: Conduct Town Meeting. HW: CA #3, Qs 10-12
TH: Learn about important battles of Revolutionary War. HW: CA #3, Qs 13-14
F: DUE: CA #3. Continue important battles of Revolutionary War. HW: none
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
Utilize the 6 steps of the writing process in creating examples of personal narrative
Review the ‘6 Traits’ of effective writing and edit his/her own work
Increase reading fluency and comprehension through various activities
Learn roots, prefixes, and suffixes that appear in English
Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
Describe why the 13 colonies were founded
Evaluate important components of colonial government, and their roots in Enlightenment ideals
Describe the events that built up discontent in the colonies
Evaluate the different viewpoints of Loyalists and Patriots
Understand the steps that led to the beginning of the Revolutionary War
Language Arts:
M: Review nouns. Continue reading Flowers for Algernon. HW: finish cards for Vocab #4
T: Review Vocab #4 words. Continue story. Go over 6 Traits of writing. HW: finish reading Part 1 of Flowers for Algernon
W: Revise and edit narrative essays. HW: none
TH: Continue to revise and edit narrative essays. Turn in final copy at the end of class. HW: study Vocab #4 words
F: QUIZ on Vocab #4 list and Flowers, Part 1. Nouns practice. HW: none
Social Studies:
M: ‘Paul Revere’s Ride’. Prepare for Town Meeting HW: CA #3, Qs 5-6
T: Review beginnings of American Revolution. HW: CA #3, Qs 7-9
W: Conduct Town Meeting. HW: CA #3, Qs 10-12
TH: Learn about important battles of Revolutionary War. HW: CA #3, Qs 13-14
F: DUE: CA #3. Continue important battles of Revolutionary War. HW: none
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
Utilize the 6 steps of the writing process in creating examples of personal narrative
Review the ‘6 Traits’ of effective writing and edit his/her own work
Increase reading fluency and comprehension through various activities
Learn roots, prefixes, and suffixes that appear in English
Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
Describe why the 13 colonies were founded
Evaluate important components of colonial government, and their roots in Enlightenment ideals
Describe the events that built up discontent in the colonies
Evaluate the different viewpoints of Loyalists and Patriots
Understand the steps that led to the beginning of the Revolutionary War
Thursday, September 20, 2007
Link for Revolutionary War Webquests
Site with research links to people: http://www.kathimitchell.com/revolt.htm
Webquest: http://mrspskids.tripod.com/rwhunt.html
Webquest: http://mrspskids.tripod.com/rwhunt.html
Sunday, September 16, 2007
Week 6 Activities and Homework
Week 6 (September 17-21, 2007)
Language Arts:
M: (Patriotic assembly) Finish rough draft of narrative essay. Review words from Vocab #3. HW: finish cards for Vocab #3 DUE: journal check (leave journals at school)
T: Work on revising narrative essays. Read examples of narrative works. HW: review words from Vocab #1,2,3
W: QUIZ on Vocab #3. Due: cards for Vocab #3. Begin short story (Flowers for Algernon). HW: none.
TH: Begin Vocab #4 words. Continue revising narrative essays. HW: none.
F: Continue short story. Discuss part 1. HW: work on cards for Vocab #4.
Social Studies:
M: (Patriotic assembly) Discuss importance of the Constitution (today is Constitution Day!) Learn about beginnings of Revolutionary War. HW: CA #3, Qs 1-2 HW: write ‘early life’ section of bio report.
T: Continue research on Rev War bio project. HW: write ‘rise to fame’ and ‘later life’ sections of report.
W: Continue research on Rev War bio project. HW: write ‘legacy’ section and make bibliography.
TH: Learn about important events of the Revolutionary War. HW: assemble report with pictures, anecdote, etc.
F: DUE: Rev. War bio project. Continue learning about Revolutionary War. HW: CA #3, Qs 3-4
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
Utilize the 6 steps of the writing process in creating examples of personal narrative
Review the ‘6 Traits’ of effective writing and edit his/her own work
Increase reading fluency and comprehension through various activities
Learn roots, prefixes, and suffixes that appear in English
Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
Describe why the 13 colonies were founded
Evaluate important components of colonial government, and their roots in Enlightenment ideals
Describe the events that built up discontent in the colonies
Evaluate the different viewpoints of Loyalists and Patriots
Understand the steps that led to the beginning of the Revolutionary War
Language Arts:
M: (Patriotic assembly) Finish rough draft of narrative essay. Review words from Vocab #3. HW: finish cards for Vocab #3 DUE: journal check (leave journals at school)
T: Work on revising narrative essays. Read examples of narrative works. HW: review words from Vocab #1,2,3
W: QUIZ on Vocab #3. Due: cards for Vocab #3. Begin short story (Flowers for Algernon). HW: none.
TH: Begin Vocab #4 words. Continue revising narrative essays. HW: none.
F: Continue short story. Discuss part 1. HW: work on cards for Vocab #4.
Social Studies:
M: (Patriotic assembly) Discuss importance of the Constitution (today is Constitution Day!) Learn about beginnings of Revolutionary War. HW: CA #3, Qs 1-2 HW: write ‘early life’ section of bio report.
T: Continue research on Rev War bio project. HW: write ‘rise to fame’ and ‘later life’ sections of report.
W: Continue research on Rev War bio project. HW: write ‘legacy’ section and make bibliography.
TH: Learn about important events of the Revolutionary War. HW: assemble report with pictures, anecdote, etc.
F: DUE: Rev. War bio project. Continue learning about Revolutionary War. HW: CA #3, Qs 3-4
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
Utilize the 6 steps of the writing process in creating examples of personal narrative
Review the ‘6 Traits’ of effective writing and edit his/her own work
Increase reading fluency and comprehension through various activities
Learn roots, prefixes, and suffixes that appear in English
Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
Describe why the 13 colonies were founded
Evaluate important components of colonial government, and their roots in Enlightenment ideals
Describe the events that built up discontent in the colonies
Evaluate the different viewpoints of Loyalists and Patriots
Understand the steps that led to the beginning of the Revolutionary War
Sunday, September 9, 2007
Week 5 Activities and Homework
Week 5 (September 10-14, 2007)
Language Arts:
M: Continue narrative prewrite. Practice Vocab #3. Begin reading logs. HW: finish cards for Vocab #3
T: Introduction to library research skills. HW: none
W: (early release) Review suffixes. Continue narrative writing. HW: study suffixes from Vocab 1,2,3
TH: Library research practice (social studies biography). HW: review all suffixes from Vocab lists 1,2,3
F: QUIZ on suffixes. Begin narrative rough draft. HW: none
Social Studies:
M: Learn about events that made colonists unhappy with England. Get directions for biography project. HW: none
T: Begin research on the life of a colonial figure. HW: write ‘Early life’ paragraph
W: (early release) Continue learning about events leading to Revolutionary War. HW: write ‘rise to fame’ paragraph
TH: Continue research on the life of a colonial figure. HW: study for quiz
F: QUIZ on early colonies (use CA #1 and 2, class notes, to study). Work on Rev War bio project. HW: find more info on Rev War person, if necessary, and write ‘later life’ paragraph
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
Utilize the 6 steps of the writing process in creating examples of personal narrative
Review the ‘6 Traits’ of effective writing and edit his/her own work
Increase reading fluency and comprehension through various activities
Learn roots, prefixes, and suffixes that appear in English
Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
Describe why the 13 colonies were founded
Evaluate important components of colonial government, and their roots in Enlightenment ideals
Describe the events that built up discontent in the colonies
Evaluate the different viewpoints of Loyalists and Patriots
Understand the steps that led to the beginning of the Revolutionary War
Language Arts:
M: Continue narrative prewrite. Practice Vocab #3. Begin reading logs. HW: finish cards for Vocab #3
T: Introduction to library research skills. HW: none
W: (early release) Review suffixes. Continue narrative writing. HW: study suffixes from Vocab 1,2,3
TH: Library research practice (social studies biography). HW: review all suffixes from Vocab lists 1,2,3
F: QUIZ on suffixes. Begin narrative rough draft. HW: none
Social Studies:
M: Learn about events that made colonists unhappy with England. Get directions for biography project. HW: none
T: Begin research on the life of a colonial figure. HW: write ‘Early life’ paragraph
W: (early release) Continue learning about events leading to Revolutionary War. HW: write ‘rise to fame’ paragraph
TH: Continue research on the life of a colonial figure. HW: study for quiz
F: QUIZ on early colonies (use CA #1 and 2, class notes, to study). Work on Rev War bio project. HW: find more info on Rev War person, if necessary, and write ‘later life’ paragraph
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
Utilize the 6 steps of the writing process in creating examples of personal narrative
Review the ‘6 Traits’ of effective writing and edit his/her own work
Increase reading fluency and comprehension through various activities
Learn roots, prefixes, and suffixes that appear in English
Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
Describe why the 13 colonies were founded
Evaluate important components of colonial government, and their roots in Enlightenment ideals
Describe the events that built up discontent in the colonies
Evaluate the different viewpoints of Loyalists and Patriots
Understand the steps that led to the beginning of the Revolutionary War
Tuesday, September 4, 2007
Week 4 Lesson Plans and Activities
Week 4 (September 3-7, 2007)
Language Arts:
M: No school (Labor Day)
T: Brainstorm ideas for narrative writing. Begin prewrite. Review Vocab #2 and verbs. HW: review how to identify verbs (active and helping)
W: QUIZ on verbs. Continue prewrite for narrative essay. Read examples of narrative writing. HW: review Vocab #2 cards for quiz
TH: QUIZ on Vocab #2 words. DUE: cards for Vocab #2. Introduction to library. HW: none
F: Continue narrative writing. Review parts of speech. HW: work on cards for Vocab #3 list.
Social Studies:
M: No school (Labor Day)
T: Learn reasons that colonists grew unhappy with English government. HW: choose article for current event. Study 50 states.
W: Geography practice- 50 states. Learn about events that increased tension with England. HW: write 1st paragraph of current event report (see Rubric handout)
TH: Learn about important ideas of government that influenced colonists. HW: write 2nd and 3rd paragraphs of current event report (see Rubric handout).
F: DUE: current event report. Discuss background to current events. Continue discussing colonial ideas. HW: none.
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
Utilize the 6 steps of the writing process in creating examples of personal narrative
Review the ‘6 Traits’ of effective writing and edit his/her own work
Increase reading fluency and comprehension through various activities
Learn roots, prefixes, and suffixes that appear in English
Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
Describe why the 13 colonies were founded
Evaluate important components of colonial government, and their roots in Enlightenment ideals
Describe the events that built up discontent in the colonies
Evaluate the different viewpoints of Loyalists and Patriots
Understand the steps that led to the beginning of the Revolutionary War
Language Arts:
M: No school (Labor Day)
T: Brainstorm ideas for narrative writing. Begin prewrite. Review Vocab #2 and verbs. HW: review how to identify verbs (active and helping)
W: QUIZ on verbs. Continue prewrite for narrative essay. Read examples of narrative writing. HW: review Vocab #2 cards for quiz
TH: QUIZ on Vocab #2 words. DUE: cards for Vocab #2. Introduction to library. HW: none
F: Continue narrative writing. Review parts of speech. HW: work on cards for Vocab #3 list.
Social Studies:
M: No school (Labor Day)
T: Learn reasons that colonists grew unhappy with English government. HW: choose article for current event. Study 50 states.
W: Geography practice- 50 states. Learn about events that increased tension with England. HW: write 1st paragraph of current event report (see Rubric handout)
TH: Learn about important ideas of government that influenced colonists. HW: write 2nd and 3rd paragraphs of current event report (see Rubric handout).
F: DUE: current event report. Discuss background to current events. Continue discussing colonial ideas. HW: none.
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
Utilize the 6 steps of the writing process in creating examples of personal narrative
Review the ‘6 Traits’ of effective writing and edit his/her own work
Increase reading fluency and comprehension through various activities
Learn roots, prefixes, and suffixes that appear in English
Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
Describe why the 13 colonies were founded
Evaluate important components of colonial government, and their roots in Enlightenment ideals
Describe the events that built up discontent in the colonies
Evaluate the different viewpoints of Loyalists and Patriots
Understand the steps that led to the beginning of the Revolutionary War
Sunday, August 26, 2007
Week 3 Activities and Homework
Week 3 (August 27-31, 2007)
Language Arts:
M: Review vocabulary #1 list and verbs. Continue ‘Raymond’s Run’. HW: study for vocabulary quiz.
T: QUIZ on vocabulary list #1. DUE: vocab cards. Discuss aspects of personal narrative. HW: none.
W: (early release) Begin vocabulary list #2. HW: finish cards for vocab #2.
TH: Writing- effective narration. Brainstorm ideas for personal narrative. HW: choose free-reading book if you haven’t already done so. Study helping verbs for quiz.
F: QUIZ on helping verbs. Writing: prewrite of personal narrative. Review vocab. HW: none.
Social Studies:
M: Continue learning about the founding of original 13 colonies. HW: CA #2 Qs 1-2
T: Study aspects of everyday life in colonial America. HW: CA #2 Qs 3-4
W: (early release) Continue aspects of colonial life. HW: CA #2 Qs 5-6
TH: Learn about Enlightenment ideas and influences on colonial government. HW: CA #2 Qs 7-8
F: DUE: CA #2. List and describe various events that heightened discontent with England. HW: none
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
Utilize the 6 steps of the writing process in creating examples of personal narrative
Review the ‘6 Traits’ of effective writing and edit his/her own work
Increase reading fluency and comprehension through various activities
Learn roots, prefixes, and suffixes that appear in English
Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
Describe why the 13 colonies were founded
Evaluate important components of colonial government, and their roots in Enlightenment ideals
Describe the events that built up discontent in the colonies
Evaluate the different viewpoints of Loyalists and Patriots
Understand the steps that led to the beginning of the Revolutionary War
Arizona State Standards:
Language:
-Writing, Strand 1, C1-6: Students will review and practice the writing process
-Writing, Strand 2, C1-6: Students will review the 6 Traits of effective writing and assess their work.
-Writing, Strand 3, C1: Students will create examples of personal narrative writing.
-Reading, Strand 1, C4: Students will learn common roots and suffixes
-Reading, Strand 1, C5-6: Students will improve their fluency and comprehension
-Reading, Strand 2, C1:
PO 1. Analyze plot development (e.g., conflict, subplots, parallel episodes) to determine how conflicts are resolved.
PO 3. Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters
PO 4. Contrast points of view (e.g., first vs. third, limited vs. omniscient) in literary text.
-Speaking and Listening: students will practice speaking and listening skills in a variety of activities
Social Studies:
-S1, C4, PO 1. Analyze the following events which led to the American Revolution:
o Tea Act, Stamp Act, Boston Massacre, Intolerable Acts, Declaration of Independence
-S3, C1, PO 1. Describe how the following philosophies and documents influenced the creation of the Constitution:
a. Magna Carta
b. English Bill of Rights
c. Montesquieu’s separation of power
d. John Locke’s theories – natural law, social contract
e. Mayflower Compact
f. Declaration of Independence
g. Articles of Confederation
-S5, C1, PO 4. Apply Adam Smith’s ideas of a market economy to:
a. property rights
b. freedom of enterprise
c. competition
d. consumer choice
e. limited role of government
Language Arts:
M: Review vocabulary #1 list and verbs. Continue ‘Raymond’s Run’. HW: study for vocabulary quiz.
T: QUIZ on vocabulary list #1. DUE: vocab cards. Discuss aspects of personal narrative. HW: none.
W: (early release) Begin vocabulary list #2. HW: finish cards for vocab #2.
TH: Writing- effective narration. Brainstorm ideas for personal narrative. HW: choose free-reading book if you haven’t already done so. Study helping verbs for quiz.
F: QUIZ on helping verbs. Writing: prewrite of personal narrative. Review vocab. HW: none.
Social Studies:
M: Continue learning about the founding of original 13 colonies. HW: CA #2 Qs 1-2
T: Study aspects of everyday life in colonial America. HW: CA #2 Qs 3-4
W: (early release) Continue aspects of colonial life. HW: CA #2 Qs 5-6
TH: Learn about Enlightenment ideas and influences on colonial government. HW: CA #2 Qs 7-8
F: DUE: CA #2. List and describe various events that heightened discontent with England. HW: none
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
Utilize the 6 steps of the writing process in creating examples of personal narrative
Review the ‘6 Traits’ of effective writing and edit his/her own work
Increase reading fluency and comprehension through various activities
Learn roots, prefixes, and suffixes that appear in English
Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
Describe why the 13 colonies were founded
Evaluate important components of colonial government, and their roots in Enlightenment ideals
Describe the events that built up discontent in the colonies
Evaluate the different viewpoints of Loyalists and Patriots
Understand the steps that led to the beginning of the Revolutionary War
Arizona State Standards:
Language:
-Writing, Strand 1, C1-6: Students will review and practice the writing process
-Writing, Strand 2, C1-6: Students will review the 6 Traits of effective writing and assess their work.
-Writing, Strand 3, C1: Students will create examples of personal narrative writing.
-Reading, Strand 1, C4: Students will learn common roots and suffixes
-Reading, Strand 1, C5-6: Students will improve their fluency and comprehension
-Reading, Strand 2, C1:
PO 1. Analyze plot development (e.g., conflict, subplots, parallel episodes) to determine how conflicts are resolved.
PO 3. Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters
PO 4. Contrast points of view (e.g., first vs. third, limited vs. omniscient) in literary text.
-Speaking and Listening: students will practice speaking and listening skills in a variety of activities
Social Studies:
-S1, C4, PO 1. Analyze the following events which led to the American Revolution:
o Tea Act, Stamp Act, Boston Massacre, Intolerable Acts, Declaration of Independence
-S3, C1, PO 1. Describe how the following philosophies and documents influenced the creation of the Constitution:
a. Magna Carta
b. English Bill of Rights
c. Montesquieu’s separation of power
d. John Locke’s theories – natural law, social contract
e. Mayflower Compact
f. Declaration of Independence
g. Articles of Confederation
-S5, C1, PO 4. Apply Adam Smith’s ideas of a market economy to:
a. property rights
b. freedom of enterprise
c. competition
d. consumer choice
e. limited role of government
Sunday, August 19, 2007
Week 2 Activities and Homework
Week 2 (August 20-24, 2007)
Language Arts:
M: Update planner. Journaling. Grammar- verbs. HW: practice list of helping verbs
T: Class reading: Raymond’s Run. Discuss elements of personal narrative. HW: none
W: DUE: notebook with 5 divider tabs (check). Weekly vocabulary list. Begin cards. Continue class reading. HW: finish vocab cards
TH: Finish class reading. Brainstorm for personal narrative writing. HW: none
F: Begin personal narrative writing. Review vocab words for quiz next Tuesday. HW: study vocab.
Social Studies:
M: Learn about the founding of Jamestown and Plymouth. Homework procedures. HW: CA (Creating America worksheet) #1, Qs 1-2
T: Compare/contrast Jamestown and Plymouth colonies. HW: CA #1, Qs 3-4
W: DUE: notebook w/ 5 tabs (check). Learn format for current event assignments. Continue studying colonies. HW: CA #1, Qs 5-6
TH: Learn about the founding of the rest of the 13 colonies. HW: CA #1, Qs 7-8
F: Research one of the original 13 colonies. DUE: CA #1 HW: none
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
-Utilize the 6 steps of the writing process in creating examples of personal narrative
-Review the ‘6 Traits’ of effective writing and edit his/her own work
-Increase reading fluency and comprehension through various activities
-Learn roots, prefixes, and suffixes that appear in English
-Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
-Describe why the 13 colonies were founded
-Evaluate important components of colonial government, and their roots in Enlightenment ideals
-Describe the events that built up discontent in the colonies
-Evaluate the different viewpoints of Loyalists and Patriots
-Understand the steps that led to the beginning of the Revolutionary War
Language Arts:
M: Update planner. Journaling. Grammar- verbs. HW: practice list of helping verbs
T: Class reading: Raymond’s Run. Discuss elements of personal narrative. HW: none
W: DUE: notebook with 5 divider tabs (check). Weekly vocabulary list. Begin cards. Continue class reading. HW: finish vocab cards
TH: Finish class reading. Brainstorm for personal narrative writing. HW: none
F: Begin personal narrative writing. Review vocab words for quiz next Tuesday. HW: study vocab.
Social Studies:
M: Learn about the founding of Jamestown and Plymouth. Homework procedures. HW: CA (Creating America worksheet) #1, Qs 1-2
T: Compare/contrast Jamestown and Plymouth colonies. HW: CA #1, Qs 3-4
W: DUE: notebook w/ 5 tabs (check). Learn format for current event assignments. Continue studying colonies. HW: CA #1, Qs 5-6
TH: Learn about the founding of the rest of the 13 colonies. HW: CA #1, Qs 7-8
F: Research one of the original 13 colonies. DUE: CA #1 HW: none
Unit Objectives:
LA: In our current unit, “Personal Narrative”, the student will:
-Utilize the 6 steps of the writing process in creating examples of personal narrative
-Review the ‘6 Traits’ of effective writing and edit his/her own work
-Increase reading fluency and comprehension through various activities
-Learn roots, prefixes, and suffixes that appear in English
-Review and strengthen understanding of grammar
SS: In our current unit, “Road to Revolution”, the student will:
-Describe why the 13 colonies were founded
-Evaluate important components of colonial government, and their roots in Enlightenment ideals
-Describe the events that built up discontent in the colonies
-Evaluate the different viewpoints of Loyalists and Patriots
-Understand the steps that led to the beginning of the Revolutionary War
Sunday, August 12, 2007
Week 1 Activities and Homework
Week 1 (August 13-17, 2007)
Language Arts:
M: Learn classroom procedures. Complete writing assignment: ‘What I Wish I Did on my Summer Vacation’.
T: Go over class syllabus and requirements. HW: get parent signature on syllabus and supplies needed for class.
W: Begin “Inside/Outside” essay. HW: work on “About Myself” project.
TH: Knowledge pretests and vocabulary. HW: work on “About Myself” project.
F: Introduction to textbook. Grammar exercises. DUE: “About Myself” project (all 3 pieces).
Social Studies:
M: Take 8th grade knowledge pretest. HW: get signatures on school documents.
T: Geography pretest. Introduction to current events. HW: complete worksheet for “Student Rights and Responsibilities” handbook.
W: Check out textbooks from library. Introduction to textbook. HW: work on “About Myself” project.
TH: Review of colonial America. HW: work on “About Myself” project.
F: Continue reviewing colonial America. QUIZ on classroom policies (from syllabus). DUE: Worksheet on “Student Rights & Responsibilities” handbook. (4th hour only).
Unit Objectives:
LA: In our current unit, “Introduction to Language Arts”, the student will:
-Understand the goals and requirements for this year in language arts
-Demonstrate their current level of proficiency in writing and reading
-Create a project to introduce themselves to the teacher, through writing and multimedia formats
-Learn the class formats for vocabulary, grammar, and writing assignments
-Review roots, prefixes and suffixes of Latin-based words
SS: In our current unit, “Introduction to Social Studies”, the student will:
-Understand the goals and requirements for this year in social studies
-Demonstrate their current level of understanding about American history topics
-Create a project to introduce themselves to the teacher, through writing and multimedia formats
-Learn the class formats for current events, textbook work, and writing assignments
-Review the reasons for European colonization of the Americas and its impact on native people groups
Language Arts:
M: Learn classroom procedures. Complete writing assignment: ‘What I Wish I Did on my Summer Vacation’.
T: Go over class syllabus and requirements. HW: get parent signature on syllabus and supplies needed for class.
W: Begin “Inside/Outside” essay. HW: work on “About Myself” project.
TH: Knowledge pretests and vocabulary. HW: work on “About Myself” project.
F: Introduction to textbook. Grammar exercises. DUE: “About Myself” project (all 3 pieces).
Social Studies:
M: Take 8th grade knowledge pretest. HW: get signatures on school documents.
T: Geography pretest. Introduction to current events. HW: complete worksheet for “Student Rights and Responsibilities” handbook.
W: Check out textbooks from library. Introduction to textbook. HW: work on “About Myself” project.
TH: Review of colonial America. HW: work on “About Myself” project.
F: Continue reviewing colonial America. QUIZ on classroom policies (from syllabus). DUE: Worksheet on “Student Rights & Responsibilities” handbook. (4th hour only).
Unit Objectives:
LA: In our current unit, “Introduction to Language Arts”, the student will:
-Understand the goals and requirements for this year in language arts
-Demonstrate their current level of proficiency in writing and reading
-Create a project to introduce themselves to the teacher, through writing and multimedia formats
-Learn the class formats for vocabulary, grammar, and writing assignments
-Review roots, prefixes and suffixes of Latin-based words
SS: In our current unit, “Introduction to Social Studies”, the student will:
-Understand the goals and requirements for this year in social studies
-Demonstrate their current level of understanding about American history topics
-Create a project to introduce themselves to the teacher, through writing and multimedia formats
-Learn the class formats for current events, textbook work, and writing assignments
-Review the reasons for European colonization of the Americas and its impact on native people groups
Thursday, August 9, 2007
Welcome!
I'm happy to be sharing this school year with you. I will expect great things from you, and in return, I'll do my best to make it as enjoyable as possible!
-Mrs. Petry
-Mrs. Petry
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