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
Sunday, August 26, 2007
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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