Week 18 Activities and Homework (December 14-18, 2009)
Language Arts:
M: Review for final. Continue novel study. HW: fill out study guide for tomorrow’s final.
T: 2nd quarter final TEST. DUE: study guide. HW: finish book report and fill out independent reading log.
W: DUE: Q2 book report and independent reading log (in notebook). Finish novel study and begin written response. HW: none
TH: DUE: Units of Study notes for Q2 and DWPs #11-17. Finish written response. Finish news article notes. HW: none
F: (early release) 1st semester reflection. HW: none. Happy break!
Honors:
-schedule is same as above. Literature selections, grammar, vocabulary, and activities will differ from regular language arts class.
Goals:
The student will:
• Predict outcomes based on evidence in the text
• Analyze difference in approach for reading informational and fictional text
• Evaluate source, tone, and purpose of informational text
• Write clear and concise summaries
• Improve grammar skills with exercises and drills
• Improve vocabulary through the study of Greek and Latin roots.
Standards:
Reading:
• S1, C4, PO1: vocabulary from Greek and Latin roots, prefixes, suffixes
• S1, C5, PO1: read fluently
• S1, C6, PO2: make predictions and confirm
• S1, C6, PO3: generate clarifying questions
• S3, C1, PO2: summarize main ideas in expository text
• S3, C1, PO3: tell fact from opinion in expository text
• S3, C1, PO4: evaluate author’s purpose
Writing:
• S1: writing process
• S3, C2: expository writing
• S3, C5: literary response
Sunday, December 13, 2009
Sunday, December 6, 2009
Week 17 Activities and Homework
Week 17 Activities and Homework (December 7-11, 2009)
Language Arts:
M: Book report instructions (due 12/16). Continue novel study. HW: work on reading or book report
T: Vocab list #6. Continue novel study. HW: Vocab #6 ‘boxes’
W: (early release) Grammar and vocab. News articles. HW: book report.
TH: DWP. Study guide for Q2 final. (final is on 12/15) Continue novel study. HW: book report and study guide.
F: Study guide. Continue novel study. HW: book report and study guide for Q2 final.
Honors:
-schedule is same as above. Literature selections, grammar, vocabulary, and activities will differ from regular language arts class.
Goals:
The student will:
• Predict outcomes based on evidence in the text
• Analyze difference in approach for reading informational and fictional text
• Evaluate source, tone, and purpose of informational text
• Write clear and concise summaries
• Improve grammar skills with exercises and drills
• Improve vocabulary through the study of Greek and Latin roots.
Standards:
Reading:
• S1, C4, PO1: vocabulary from Greek and Latin roots, prefixes, suffixes
• S1, C5, PO1: read fluently
• S1, C6, PO2: make predictions and confirm
• S1, C6, PO3: generate clarifying questions
• S3, C1, PO2: summarize main ideas in expository text
• S3, C1, PO3: tell fact from opinion in expository text
• S3, C1, PO4: evaluate author’s purpose
Writing:
• S1: writing process
• S3, C2: expository writing
• S3, C5: literary response
Language Arts:
M: Book report instructions (due 12/16). Continue novel study. HW: work on reading or book report
T: Vocab list #6. Continue novel study. HW: Vocab #6 ‘boxes’
W: (early release) Grammar and vocab. News articles. HW: book report.
TH: DWP. Study guide for Q2 final. (final is on 12/15) Continue novel study. HW: book report and study guide.
F: Study guide. Continue novel study. HW: book report and study guide for Q2 final.
Honors:
-schedule is same as above. Literature selections, grammar, vocabulary, and activities will differ from regular language arts class.
Goals:
The student will:
• Predict outcomes based on evidence in the text
• Analyze difference in approach for reading informational and fictional text
• Evaluate source, tone, and purpose of informational text
• Write clear and concise summaries
• Improve grammar skills with exercises and drills
• Improve vocabulary through the study of Greek and Latin roots.
Standards:
Reading:
• S1, C4, PO1: vocabulary from Greek and Latin roots, prefixes, suffixes
• S1, C5, PO1: read fluently
• S1, C6, PO2: make predictions and confirm
• S1, C6, PO3: generate clarifying questions
• S3, C1, PO2: summarize main ideas in expository text
• S3, C1, PO3: tell fact from opinion in expository text
• S3, C1, PO4: evaluate author’s purpose
Writing:
• S1: writing process
• S3, C2: expository writing
• S3, C5: literary response
Sunday, November 29, 2009
Week 16 Activities and Homework
Week 16 Activities and Homework (November 30- December 4, 2009)
Language Arts:
M: DWP. News articles- reading for information and source. HW: find and bring in one news OPINION article.
T: Vocabulary practice. News articles- facts vs opinion. HW: finish vocab practice exercise and notes.
W: DUE: vocab notes check. Grammar. Reading- begin novel. HW: none.
TH: DWP. News articles. HW: make sure ind. rdg. log is updated and filled in.
F: DUE: independent rdg log check. Reading. HW: review vocab.
Honors:
-schedule is same as above. Literature selections, grammar, vocabulary, and activities will differ from regular language arts class.
Goals:
The student will:
• Predict outcomes based on evidence in the text
• Analyze difference in approach for reading informational and fictional text
• Evaluate source, tone, and purpose of informational text
• Write clear and concise summaries
• Improve grammar skills with exercises and drills
• Improve vocabulary through the study of Greek and Latin roots.
Standards:
Reading:
• S1, C4, PO1: vocabulary from Greek and Latin roots, prefixes, suffixes
• S1, C5, PO1: read fluently
• S1, C6, PO2: make predictions and confirm
• S1, C6, PO3: generate clarifying questions
• S3, C1, PO2: summarize main ideas in expository text
• S3, C1, PO3: tell fact from opinion in expository text
• S3, C1, PO4: evaluate author’s purpose
Writing:
• S1: writing process
• S3, C2: expository writing
• S3, C5: literary response
Language Arts:
M: DWP. News articles- reading for information and source. HW: find and bring in one news OPINION article.
T: Vocabulary practice. News articles- facts vs opinion. HW: finish vocab practice exercise and notes.
W: DUE: vocab notes check. Grammar. Reading- begin novel. HW: none.
TH: DWP. News articles. HW: make sure ind. rdg. log is updated and filled in.
F: DUE: independent rdg log check. Reading. HW: review vocab.
Honors:
-schedule is same as above. Literature selections, grammar, vocabulary, and activities will differ from regular language arts class.
Goals:
The student will:
• Predict outcomes based on evidence in the text
• Analyze difference in approach for reading informational and fictional text
• Evaluate source, tone, and purpose of informational text
• Write clear and concise summaries
• Improve grammar skills with exercises and drills
• Improve vocabulary through the study of Greek and Latin roots.
Standards:
Reading:
• S1, C4, PO1: vocabulary from Greek and Latin roots, prefixes, suffixes
• S1, C5, PO1: read fluently
• S1, C6, PO2: make predictions and confirm
• S1, C6, PO3: generate clarifying questions
• S3, C1, PO2: summarize main ideas in expository text
• S3, C1, PO3: tell fact from opinion in expository text
• S3, C1, PO4: evaluate author’s purpose
Writing:
• S1: writing process
• S3, C2: expository writing
• S3, C5: literary response
Sunday, November 22, 2009
Week 15 Activities and Homework
Language Arts:
M: DWP. Finish district assessment. Evaluate reliability of news articles. HW: get a news article (1/2 to 1 page in length) and write 2 paragraphs about it: 1) summary- 5 Ws 2) your thoughts about its topic
T: DUE: news article with 2 paragraphs. Discuss comprehension strategies for articles. Vocab #5 words. HW: do ‘boxes’ for new vocab words.
W: DUE: ‘boxes’ for Vocab list #5. Continue discussing news articles, assess reliability. HW: none. Happy long weekend!
TH: No school. Happy Thanksgiving!
F: No school. Happy break!
Honors:
-schedule is same as above. Literature selections, grammar, vocabulary, and activities will differ from regular language arts class.
Goals:
The student will:
• Predict outcomes based on evidence in the text
• Analyze difference in approach for reading informational and fictional text
• Evaluate source, tone, and purpose of informational text
• Write clear and concise summaries
• Improve grammar skills with exercises and drills
• Improve vocabulary through the study of Greek and Latin roots.
Standards:
Reading:
• S1, C4, PO1: vocabulary from Greek and Latin roots, prefixes, suffixes
• S1, C5, PO1: read fluently
• S1, C6, PO2: make predictions and confirm
• S1, C6, PO3: generate clarifying questions
• S3, C1, PO2: summarize main ideas in expository text
• S3, C1, PO3: tell fact from opinion in expository text
• S3, C1, PO4: evaluate author’s purpose
Writing:
• S1: writing process
• S3, C2: expository writing
M: DWP. Finish district assessment. Evaluate reliability of news articles. HW: get a news article (1/2 to 1 page in length) and write 2 paragraphs about it: 1) summary- 5 Ws 2) your thoughts about its topic
T: DUE: news article with 2 paragraphs. Discuss comprehension strategies for articles. Vocab #5 words. HW: do ‘boxes’ for new vocab words.
W: DUE: ‘boxes’ for Vocab list #5. Continue discussing news articles, assess reliability. HW: none. Happy long weekend!
TH: No school. Happy Thanksgiving!
F: No school. Happy break!
Honors:
-schedule is same as above. Literature selections, grammar, vocabulary, and activities will differ from regular language arts class.
Goals:
The student will:
• Predict outcomes based on evidence in the text
• Analyze difference in approach for reading informational and fictional text
• Evaluate source, tone, and purpose of informational text
• Write clear and concise summaries
• Improve grammar skills with exercises and drills
• Improve vocabulary through the study of Greek and Latin roots.
Standards:
Reading:
• S1, C4, PO1: vocabulary from Greek and Latin roots, prefixes, suffixes
• S1, C5, PO1: read fluently
• S1, C6, PO2: make predictions and confirm
• S1, C6, PO3: generate clarifying questions
• S3, C1, PO2: summarize main ideas in expository text
• S3, C1, PO3: tell fact from opinion in expository text
• S3, C1, PO4: evaluate author’s purpose
Writing:
• S1: writing process
• S3, C2: expository writing
Tuesday, November 17, 2009
Directions for Library, 11/17
Do these steps, in order:
1. Take vocabulary quiz:
Language Arts
HONORS Language Arts
2. FORMAT your paper correctly:
-heading in upper right corner (single spaced, 12 font): Name, Subject, Teacher, Date
-Title should be "Literary Response: Compare and Contrast" (centered, no more than 16 size font)
-Paragraphs: double-spaced, 12 size font, basic font (Times New Roman, Ariel, Comic Sans, Calibri)
3. Finish and PRINT your rough draft, then bring it to Mrs. Petry to be stamped
-read over your rough draft and make corrections
-have a friend read it over and make corrections
-read it again yourself and make corrections- not just editing, but REVISING (moving sentences around, adding and deleting sentences)
4. Begin revising
1. Take vocabulary quiz:
Language Arts
HONORS Language Arts
2. FORMAT your paper correctly:
-heading in upper right corner (single spaced, 12 font): Name, Subject, Teacher, Date
-Title should be "Literary Response: Compare and Contrast" (centered, no more than 16 size font)
-Paragraphs: double-spaced, 12 size font, basic font (Times New Roman, Ariel, Comic Sans, Calibri)
3. Finish and PRINT your rough draft, then bring it to Mrs. Petry to be stamped
-read over your rough draft and make corrections
-have a friend read it over and make corrections
-read it again yourself and make corrections- not just editing, but REVISING (moving sentences around, adding and deleting sentences)
4. Begin revising
Sunday, November 15, 2009
Week 14 Activities and Homework (November 16-20, 2009)
Language Arts:
M: Finish rough draft of compare/contrast essay. HW: finish rough draft if not finished at school. Study for vocab quiz.
T: QUIZ on vocab lists #1-4. Begin revising RDs of C/C essay. HW: review Tone/Mood stories for quiz on Thursday.
W: (early release) Continue revising RDs of C/C essay. HW: finish revising C/C essay if necessary. Study for Tone/Mood quiz.
TH: Grammar. QUIZ on Tone/Mood unit. HW: print C/C essay (if not already done) and get ready to turn in.
F: (Renaissance Assembly) DUE: C/C essay. Reading comprehension practice. HW: none.
Honors:
-schedule is same as above. Literature selections, grammar, vocabulary, and activities will differ from regular language arts class.
Goals:
The student will:
• Predict outcomes based on evidence in the text
• Evaluate an author’s creation of tone and mood in a piece of writing
• Analyze and evaluate similarities and differences in theme and tone
• Practice ‘showing’ tone and mood in their own writing
• Improve grammar skills with exercises and drills
• Improve vocabulary through the study of Greek and Latin roots.
Standards:
Reading:
• S1, C4, PO1: vocabulary from Greek and Latin roots, prefixes, suffixes
• S1, C4, PO4: figurative language
• S1, C5, PO1: read fluently
• S1, C6, PO2: make predictions and confirm
• S2, C1, PO2: compare and contrast themes
• S2, C1, PO6: tone and mood of text
Writing:
• S1: writing process
• S3, C2: expository writing
• S3, C5: literary response
Language Arts:
M: Finish rough draft of compare/contrast essay. HW: finish rough draft if not finished at school. Study for vocab quiz.
T: QUIZ on vocab lists #1-4. Begin revising RDs of C/C essay. HW: review Tone/Mood stories for quiz on Thursday.
W: (early release) Continue revising RDs of C/C essay. HW: finish revising C/C essay if necessary. Study for Tone/Mood quiz.
TH: Grammar. QUIZ on Tone/Mood unit. HW: print C/C essay (if not already done) and get ready to turn in.
F: (Renaissance Assembly) DUE: C/C essay. Reading comprehension practice. HW: none.
Honors:
-schedule is same as above. Literature selections, grammar, vocabulary, and activities will differ from regular language arts class.
Goals:
The student will:
• Predict outcomes based on evidence in the text
• Evaluate an author’s creation of tone and mood in a piece of writing
• Analyze and evaluate similarities and differences in theme and tone
• Practice ‘showing’ tone and mood in their own writing
• Improve grammar skills with exercises and drills
• Improve vocabulary through the study of Greek and Latin roots.
Standards:
Reading:
• S1, C4, PO1: vocabulary from Greek and Latin roots, prefixes, suffixes
• S1, C4, PO4: figurative language
• S1, C5, PO1: read fluently
• S1, C6, PO2: make predictions and confirm
• S2, C1, PO2: compare and contrast themes
• S2, C1, PO6: tone and mood of text
Writing:
• S1: writing process
• S3, C2: expository writing
• S3, C5: literary response
Sunday, November 8, 2009
Week 13 Activities and Homework
Thank you, parents and students, for your patience during my time of jury service. I am finished and am looking forward to getting caught up with class business. Quarter 2 grades will be forthcoming this week.
Week 13 Activities and Homework (November 9-13, 2009)
Language Arts:
M: DWP. Continue story (Speckled Band). HW: none
T: Finish story. Compare/contrast stories from Tone & Mood unit. Vocabulary practice. HW: finish Tone & Mood notes if necessary
W: No school. Thank a veteran!
TH: Prewrite for compare/contrast assignment. Grammar. HW: finish prewrite if necessary.
F: DUE: prewrite for c/c assignment AND notebook check of Tone & Mood notes. Writing, vocabulary (vocab quiz next Tuesday). HW: work on rough draft.
Honors:
-schedule is same as above. Literature selections, grammar, vocabulary, and activities will differ from regular language arts class.
Goals:
The student will:
• Predict outcomes based on evidence in the text
• Evaluate an author’s creation of tone and mood in a piece of writing
• Analyze and evaluate similarities and differences in theme and tone
• Practice ‘showing’ tone and mood in their own writing
• Improve grammar skills with exercises and drills
• Improve vocabulary through the study of Greek and Latin roots.
Standards:
Reading:
• S1, C4, PO1: vocabulary from Greek and Latin roots, prefixes, suffixes
• S1, C4, PO4: figurative language
• S1, C5, PO1: read fluently
• S1, C6, PO2: make predictions and confirm
• S2, C1, PO2: compare and contrast themes
• S2, C1, PO6: tone and mood of text
Writing:
• S1: writing process
• S3, C2: expository writing
• S3, C5: literary response
Week 13 Activities and Homework (November 9-13, 2009)
Language Arts:
M: DWP. Continue story (Speckled Band). HW: none
T: Finish story. Compare/contrast stories from Tone & Mood unit. Vocabulary practice. HW: finish Tone & Mood notes if necessary
W: No school. Thank a veteran!
TH: Prewrite for compare/contrast assignment. Grammar. HW: finish prewrite if necessary.
F: DUE: prewrite for c/c assignment AND notebook check of Tone & Mood notes. Writing, vocabulary (vocab quiz next Tuesday). HW: work on rough draft.
Honors:
-schedule is same as above. Literature selections, grammar, vocabulary, and activities will differ from regular language arts class.
Goals:
The student will:
• Predict outcomes based on evidence in the text
• Evaluate an author’s creation of tone and mood in a piece of writing
• Analyze and evaluate similarities and differences in theme and tone
• Practice ‘showing’ tone and mood in their own writing
• Improve grammar skills with exercises and drills
• Improve vocabulary through the study of Greek and Latin roots.
Standards:
Reading:
• S1, C4, PO1: vocabulary from Greek and Latin roots, prefixes, suffixes
• S1, C4, PO4: figurative language
• S1, C5, PO1: read fluently
• S1, C6, PO2: make predictions and confirm
• S2, C1, PO2: compare and contrast themes
• S2, C1, PO6: tone and mood of text
Writing:
• S1: writing process
• S3, C2: expository writing
• S3, C5: literary response
Sunday, November 1, 2009
Jury Duty
Dear students and parents,
As many of you know, I was selected for service on a trial as a juror, and was out Monday-Thursday of last week. I will be out this week at least Monday- Wednesday, and possibly Thursday as well. Thank you for your patience and flexibility in the area of posted plans and updated grades during the time I'm away from school.
Last Friday, it seemed like most of you were caught up on everything done last week (2 stories and their questions, and the video of 12 Angry Men). For this week, please go day-by-day with what the substitutes have for you. There will not be much homework this week while I'm gone. Listen in class each day for instructions on homework, if there is any.
Have a good few days and I'll see you at the end of the week!
-Mrs. Petry
As many of you know, I was selected for service on a trial as a juror, and was out Monday-Thursday of last week. I will be out this week at least Monday- Wednesday, and possibly Thursday as well. Thank you for your patience and flexibility in the area of posted plans and updated grades during the time I'm away from school.
Last Friday, it seemed like most of you were caught up on everything done last week (2 stories and their questions, and the video of 12 Angry Men). For this week, please go day-by-day with what the substitutes have for you. There will not be much homework this week while I'm gone. Listen in class each day for instructions on homework, if there is any.
Have a good few days and I'll see you at the end of the week!
-Mrs. Petry
Sunday, October 25, 2009
Week 10 Activities and Homework
Students, this week's agenda and homework are up in the air until I know how long I'll be out for jury duty. For tomorrow, the activities and homework are as follows:
-Read short story and answer questions
-Work on your story "Under the Rug" (based on picture and sentence)
HW: finish your story "Under the Rug" if it's not done by the end of class.
See you either Tuesday or sometime later in the week!
-Read short story and answer questions
-Work on your story "Under the Rug" (based on picture and sentence)
HW: finish your story "Under the Rug" if it's not done by the end of class.
See you either Tuesday or sometime later in the week!
Sunday, October 18, 2009
Week 10 Agenda
Week 10 Activities and Homework (October 19-23, 2009)
Language Arts:
M: Continue study of tone & mood. HW: work on book report.
T: Grammar. Continue tone & mood. HW: work on book report.
W: DUE: book report. Continue tone & mood. HW: none
TH: (Early release, P 1,2,3. Parent-teacher conferences) Spelling bee! HW: none.
F: (Early release, P 4,5,6) Spelling bee! HW: none
Honors:
-schedule is same as above. Literature selections, grammar, vocabulary, and activities will differ from regular language arts class.
Goals:
The student will:
• Predict outcomes based on evidence in the text
• Evaluate an author’s creation of tone and mood in a piece of writing
• Practice ‘showing’ tone and mood in their own writing
• Improve grammar skills with exercises and drills
• Improve vocabulary through the study of Greek and Latin roots.
Standards:
Reading:
• S1, C4, PO1: vocabulary from Greek and Latin roots, prefixes, suffixes
• S1, C4, PO4: figurative language
• S1, C5, PO1: read fluently
• S1, C6, PO2: make predictions and confirm
• S2, C1, PO2: compare and contrast themes
• S2, C1, PO6: tone and mood of text
Writing:
• S1: writing process
• S3, C2: expository writing
• S3, C5: literary response
Language Arts:
M: Continue study of tone & mood. HW: work on book report.
T: Grammar. Continue tone & mood. HW: work on book report.
W: DUE: book report. Continue tone & mood. HW: none
TH: (Early release, P 1,2,3. Parent-teacher conferences) Spelling bee! HW: none.
F: (Early release, P 4,5,6) Spelling bee! HW: none
Honors:
-schedule is same as above. Literature selections, grammar, vocabulary, and activities will differ from regular language arts class.
Goals:
The student will:
• Predict outcomes based on evidence in the text
• Evaluate an author’s creation of tone and mood in a piece of writing
• Practice ‘showing’ tone and mood in their own writing
• Improve grammar skills with exercises and drills
• Improve vocabulary through the study of Greek and Latin roots.
Standards:
Reading:
• S1, C4, PO1: vocabulary from Greek and Latin roots, prefixes, suffixes
• S1, C4, PO4: figurative language
• S1, C5, PO1: read fluently
• S1, C6, PO2: make predictions and confirm
• S2, C1, PO2: compare and contrast themes
• S2, C1, PO6: tone and mood of text
Writing:
• S1: writing process
• S3, C2: expository writing
• S3, C5: literary response
Monday, October 12, 2009
Week 9 Agenda
Week 9 Activities and Homework (October 12-16, 2009)
Language Arts:
M: No school. Happy fall break!
T: DWP. Ads and commercials- evaluating persuasion. HW: review vocab words. Make sure notebook is ready for vocab section check.
W: Short stories: tone and mood. DUE: vocab section of notebook (lists 1-3, all activities) HW: review vocab words and ad and commercial notes (for quiz tomorrow)
TH: QUIZ on vocab words (lists 1-3) and ad terms. DUE: independent reading log, Q1 requirements, and DWPs (1-10). HW: none
F: Continue tone and mood. Begin book report (will be due sometime next week). HW: work on book report.
Honors:
Schedule is same as above. Grammar, literature selections, vocabulary, and project instructions will differ from regular LA and will reflect increased rigor.
Language Arts:
M: No school. Happy fall break!
T: DWP. Ads and commercials- evaluating persuasion. HW: review vocab words. Make sure notebook is ready for vocab section check.
W: Short stories: tone and mood. DUE: vocab section of notebook (lists 1-3, all activities) HW: review vocab words and ad and commercial notes (for quiz tomorrow)
TH: QUIZ on vocab words (lists 1-3) and ad terms. DUE: independent reading log, Q1 requirements, and DWPs (1-10). HW: none
F: Continue tone and mood. Begin book report (will be due sometime next week). HW: work on book report.
Honors:
Schedule is same as above. Grammar, literature selections, vocabulary, and project instructions will differ from regular LA and will reflect increased rigor.
Sunday, October 4, 2009
Week 8 Agenda
Week 8 Activities and Homework (October 5-9, 2009)
Language Arts:
M: Continue working on project (due Wednesday), creating marketing campaign. HW: do whatever needs to be done on project.
T: Vocabulary and grammar. Finish up project. HW: do whatever needs to be done on project. EMAIL files to Mrs. Petry
W: (early release) DUE: Ad analysis project (both parts- data collection and ad campaign). Begin presentations. HW: none
TH: Continue ad presentations. HW: study Vocab #3 words.
F: Finish ad presentations. HW: review vocab words on lists 1-3 (quiz next week). No school on Monday, 10/12!
Honors:
Schedule is same as above. Grammar, vocabulary, and project instructions will differ from regular LA and will reflect increased rigor.
Goals:
The student will:
• Determine audience and purpose for specific print and visual ads
• Evaluate motivations and desired outcomes of advertisers
• Discuss legal and ethical ramifications of advertisements
• Track data related to advertisements and create a presentation of that data
• Create an original advertisement for a product that demonstrates awareness of persuasive strategies
Standards:
Reading:
S3, C1, PO 3: distinguish fact from opinion in expository text
S3, C3, PO 3: describe and identify persuasive techniques and strategies
Viewing/Presenting:
VP-E1: analyze visual media for techniques used to influence opinion
VP-E2: plan and develop a visual presentation
VP-E3: establish criteria to evaluate visual media
Language Arts:
M: Continue working on project (due Wednesday), creating marketing campaign. HW: do whatever needs to be done on project.
T: Vocabulary and grammar. Finish up project. HW: do whatever needs to be done on project. EMAIL files to Mrs. Petry
W: (early release) DUE: Ad analysis project (both parts- data collection and ad campaign). Begin presentations. HW: none
TH: Continue ad presentations. HW: study Vocab #3 words.
F: Finish ad presentations. HW: review vocab words on lists 1-3 (quiz next week). No school on Monday, 10/12!
Honors:
Schedule is same as above. Grammar, vocabulary, and project instructions will differ from regular LA and will reflect increased rigor.
Goals:
The student will:
• Determine audience and purpose for specific print and visual ads
• Evaluate motivations and desired outcomes of advertisers
• Discuss legal and ethical ramifications of advertisements
• Track data related to advertisements and create a presentation of that data
• Create an original advertisement for a product that demonstrates awareness of persuasive strategies
Standards:
Reading:
S3, C1, PO 3: distinguish fact from opinion in expository text
S3, C3, PO 3: describe and identify persuasive techniques and strategies
Viewing/Presenting:
VP-E1: analyze visual media for techniques used to influence opinion
VP-E2: plan and develop a visual presentation
VP-E3: establish criteria to evaluate visual media
Sunday, September 27, 2009
Week 7 Agenda, 2009-10
Language Arts:
M: Grammar. Analyze advertisements. HW: bring 2 examples of ads (one teen, one other). Finish FFA booklet if necessary.
T: Advertisements- types and strategies. HW: track and describe ads in a ½ hour of TV viewing
W: Vocabulary list #3. Continue analyzing ads. HW: make ‘boxes’ for vocab words
TH: Begin working on ad analysis project. HW: work on ad analysis project
F: DUE: Grammar worksheets 1-3. Continue working on ad analysis project. (due next Tues) Begin novel study. HW: work on ad analysis project
Honors:
Schedule is same as above. Grammar, vocabulary, and project instructions will differ from regular LA and will reflect increased rigor.
Goals:
The student will:
• Determine audience and purpose for specific print and visual ads
• Evaluate motivations and desired outcomes of advertisers
• Discuss legal and ethical ramifications of advertisements
• Track data related to advertisements and create a presentation of that data
• Create an original advertisement for a product that demonstrates awareness of persuasive strategies
Standards:
Reading:
S3, C1, PO 3: distinguish fact from opinion in expository text
S3, C3, PO 3: describe and identify persuasive techniques and strategies
Viewing/Presenting:
VP-E1: analyze visual media for techniques used to influence opinion
VP-E2: plan and develop a visual presentation
VP-E3: establish criteria to evaluate visual media
M: Grammar. Analyze advertisements. HW: bring 2 examples of ads (one teen, one other). Finish FFA booklet if necessary.
T: Advertisements- types and strategies. HW: track and describe ads in a ½ hour of TV viewing
W: Vocabulary list #3. Continue analyzing ads. HW: make ‘boxes’ for vocab words
TH: Begin working on ad analysis project. HW: work on ad analysis project
F: DUE: Grammar worksheets 1-3. Continue working on ad analysis project. (due next Tues) Begin novel study. HW: work on ad analysis project
Honors:
Schedule is same as above. Grammar, vocabulary, and project instructions will differ from regular LA and will reflect increased rigor.
Goals:
The student will:
• Determine audience and purpose for specific print and visual ads
• Evaluate motivations and desired outcomes of advertisers
• Discuss legal and ethical ramifications of advertisements
• Track data related to advertisements and create a presentation of that data
• Create an original advertisement for a product that demonstrates awareness of persuasive strategies
Standards:
Reading:
S3, C1, PO 3: distinguish fact from opinion in expository text
S3, C3, PO 3: describe and identify persuasive techniques and strategies
Viewing/Presenting:
VP-E1: analyze visual media for techniques used to influence opinion
VP-E2: plan and develop a visual presentation
VP-E3: establish criteria to evaluate visual media
Wednesday, September 23, 2009
Links for library, 9-24-09
Quiz:
8th L.A.
Honors L.A.
Revising:
Find at least ONE thing to change before finalizing your narrative essay! NOT speling, grammar, etc (that's editing). Rather, at least one sentence or section to rewrite so it's more clear to the reader.
Inkblots:
An example
Vocabulary practice
8th L.A.
Honors L.A.
Revising:
Find at least ONE thing to change before finalizing your narrative essay! NOT speling, grammar, etc (that's editing). Rather, at least one sentence or section to rewrite so it's more clear to the reader.
Inkblots:
An example
Vocabulary practice
Sunday, September 20, 2009
Week 6 Agenda, 2009-2010
Week 6 Activities and Homework (September 21-25, 2009)
Language Arts:
M: Review informational reading (Columbus article). HW check (postponed from Friday). Continue reading F.F. Algernon story. HW: none
T: DWP. Continue FFA. HW: practice vocabulary words (lists 1 and 2)
W: CHECK of independent reading log. Finish FFA, do summative activities. HW: review FFA and vocab words for quiz.
TH: Library. DUE at end of class: narrative essay. QUIZ on Vocab lists 1 & 2, FFA. HW: none
F: Notebook CHECK- Units of Study. Summative activities on FFA. HW: none
Honors:
-Same as above. Vocab, summative activites will vary from regular class.
Goals:
The student will:
• Demonstrate understanding of vocabulary words and their use in context
• Analyze themes and characters in the short story Flowers for Algernon
• Compare fictional narratives with biographical accounts
Language Arts:
M: Review informational reading (Columbus article). HW check (postponed from Friday). Continue reading F.F. Algernon story. HW: none
T: DWP. Continue FFA. HW: practice vocabulary words (lists 1 and 2)
W: CHECK of independent reading log. Finish FFA, do summative activities. HW: review FFA and vocab words for quiz.
TH: Library. DUE at end of class: narrative essay. QUIZ on Vocab lists 1 & 2, FFA. HW: none
F: Notebook CHECK- Units of Study. Summative activities on FFA. HW: none
Honors:
-Same as above. Vocab, summative activites will vary from regular class.
Goals:
The student will:
• Demonstrate understanding of vocabulary words and their use in context
• Analyze themes and characters in the short story Flowers for Algernon
• Compare fictional narratives with biographical accounts
Tuesday, September 15, 2009
Links for Revising and Grammar Practice
Links to use in the library today:
Revising checklists: (use the 1st one, unless there's a problem with opening the page. In that case, use the 2nd one)
http://www.teachervision.fen.com/tv/printables/0876289723_72.pdf
http://grammar.about.com/od/developingessays/a/revisecheck.htm
Grammar practice:
For this one, do a few rounds of 'Beginner' and then do a few rounds of 'Advanced':
http://www.funbrain.com/grammar/index.html
For this one, scroll down to Grade 5 and pick 'Super Challenge on All Units' (the last one). Are you smarter than a 5th grader?
http://www.eduplace.com/kids/hme/k_5/quizzes/
For this one, do all the questions to practice using apostrophes correctly:
http://www.primaryresources.co.uk/online/apostrophes/index.html
Lastly, if you've played all the others, go to this site for practice with idioms (expressions and figures of speech, like "It's raining cats and dogs!"
http://www.funbrain.com/idioms/index.html
Revising checklists: (use the 1st one, unless there's a problem with opening the page. In that case, use the 2nd one)
http://www.teachervision.fen.com/tv/printables/0876289723_72.pdf
http://grammar.about.com/od/developingessays/a/revisecheck.htm
Grammar practice:
For this one, do a few rounds of 'Beginner' and then do a few rounds of 'Advanced':
http://www.funbrain.com/grammar/index.html
For this one, scroll down to Grade 5 and pick 'Super Challenge on All Units' (the last one). Are you smarter than a 5th grader?
http://www.eduplace.com/kids/hme/k_5/quizzes/
For this one, do all the questions to practice using apostrophes correctly:
http://www.primaryresources.co.uk/online/apostrophes/index.html
Lastly, if you've played all the others, go to this site for practice with idioms (expressions and figures of speech, like "It's raining cats and dogs!"
http://www.funbrain.com/idioms/index.html
Monday, September 14, 2009
Week 5 Agenda, 2009-2010
Week 5 (September 14-18, 2009) Activities and Homework
Language Arts
M: Type rough draft of narrative essay. HW: none
T: Revise and edit narrative essay HW: none
W: (early release) Vocabulary practice. HW: in notebook, make up sentences that use vocab words
TH: Journaling. Begin reading Flowers for Algernon. HW: none
F: Continue story. HW: answer questions 2,5,8 on pg 61 (end of part 1)
Honors:
See above (vocab and literary-response levels will differ from regular LA class)
Goals and Objectives:
Students will:
· Apply vocabulary words to use in various formats
· Sharpen their grammatical knowledge and skills
· Analyze narrative writing pieces for effective techniques
· Draft their own narrative work
· Evaluate their work and make appropriate revisions
Language Arts
M: Type rough draft of narrative essay. HW: none
T: Revise and edit narrative essay HW: none
W: (early release) Vocabulary practice. HW: in notebook, make up sentences that use vocab words
TH: Journaling. Begin reading Flowers for Algernon. HW: none
F: Continue story. HW: answer questions 2,5,8 on pg 61 (end of part 1)
Honors:
See above (vocab and literary-response levels will differ from regular LA class)
Goals and Objectives:
Students will:
· Apply vocabulary words to use in various formats
· Sharpen their grammatical knowledge and skills
· Analyze narrative writing pieces for effective techniques
· Draft their own narrative work
· Evaluate their work and make appropriate revisions
Monday, September 7, 2009
Week 4 Agenda, 2009-2010
Week 4 (September 7-11, 2009) Activities and Homework
Language Arts
M: No school. Happy Labor Day!
T: Prewrite for narrative essay. HW: finish prewrite sheet (if not finished in class)
W: DUE: completed prewrite sheet. Grammar. Draft narrative essay. HW: none
TH: Vocabulary. Continue drafting essay. HW: make vocabulary page in notebook
F: Patriot Day. Readings from 9/11 survivors. HW: none
Honors:
See above (vocab and grammar levels will differ from regular LA class)
Goals and Objectives:
Students will:
· Apply vocabulary words to use in various formats
· Sharpen their grammatical knowledge and skills
· Analyze narrative writing pieces for effective techniques
· Create idea and outline for their own narrative work
· Draft their own narrative work
Language Arts
M: No school. Happy Labor Day!
T: Prewrite for narrative essay. HW: finish prewrite sheet (if not finished in class)
W: DUE: completed prewrite sheet. Grammar. Draft narrative essay. HW: none
TH: Vocabulary. Continue drafting essay. HW: make vocabulary page in notebook
F: Patriot Day. Readings from 9/11 survivors. HW: none
Honors:
See above (vocab and grammar levels will differ from regular LA class)
Goals and Objectives:
Students will:
· Apply vocabulary words to use in various formats
· Sharpen their grammatical knowledge and skills
· Analyze narrative writing pieces for effective techniques
· Create idea and outline for their own narrative work
· Draft their own narrative work
Monday, August 31, 2009
Week 3 Agenda, 2009-2010
Week 3 (August 31- September 4, 2009) Activities and Homework
Language Arts
M: Vocabulary practice. Partner assignments. HW: finish vocab page
T: Grammar practice. Read narrative story. HW: none
W: Continue narrative story. Analyze aspects of effective narratives. HW: finish reading if necessary.
TH: Brainstorm and prewrite for narrative writing. HW: review words and stories for quiz.
F: QUIZ on Vocab List #1, narrative stories. HW: none. Happy Labor Day!
Honors:
See above (narrative stories and vocab and grammar levels will differ from regular LA class)
Goals and Objectives:
Students will:
· Apply vocabulary words to use in various formats
· Sharpen their grammatical knowledge and skills
· Analyze narrative writing pieces for effective techniques
· Create idea and outline for their own narrative work
State Standards:
Reading:
Strand 1, Concept 4, PO 1 (vocab w/ Latin and Greek roots)
S1, C6, PO 3-7 (reading comprehension)
S2, C1, PO 3 (characterization and character development)
Writing:
S1, C1, PO 1-7 (prewriting)
S1, C6, PO 1-13 (correct grammar)
Language Arts
M: Vocabulary practice. Partner assignments. HW: finish vocab page
T: Grammar practice. Read narrative story. HW: none
W: Continue narrative story. Analyze aspects of effective narratives. HW: finish reading if necessary.
TH: Brainstorm and prewrite for narrative writing. HW: review words and stories for quiz.
F: QUIZ on Vocab List #1, narrative stories. HW: none. Happy Labor Day!
Honors:
See above (narrative stories and vocab and grammar levels will differ from regular LA class)
Goals and Objectives:
Students will:
· Apply vocabulary words to use in various formats
· Sharpen their grammatical knowledge and skills
· Analyze narrative writing pieces for effective techniques
· Create idea and outline for their own narrative work
State Standards:
Reading:
Strand 1, Concept 4, PO 1 (vocab w/ Latin and Greek roots)
S1, C6, PO 3-7 (reading comprehension)
S2, C1, PO 3 (characterization and character development)
Writing:
S1, C1, PO 1-7 (prewriting)
S1, C6, PO 1-13 (correct grammar)
Sunday, August 23, 2009
Week 2 Agenda, 2009-2010
Activities and Homework for Week 2 (August 24-28, 2009)
M: Content pre-tests. HW: get LA supplies (spiral notebook, 5 tabs) if you haven't already done so.
T: Begin Narrative unit. Journaling. Read narrative work. HW: none
W: (early release) Continue reading narrative. HW: finish reading "Raymond's Run" if necessary
TH: Study narrative examples. Begin 1st vocabulary list. HW: make vocab cards for list.
F: DUE: Prepared notebook and 5 tabs. Do brainstorming and prewriting for narrative writing. HW: finish vocab cards and practice words.
Honors: The agenda for Honors will be much the same as listed above. However, we will be looking at some different narrative selections and a more advanced vocabulary list.
Goals and Objectives:
TSW (The student will)
-show reading and writing ability on district assessment
-examine samples of narrative writing and evaluate which are most effective, and why
-journal independently on assigned topics
-analyze the role of word choice in narrative writing
-practice new vocabulary
-select a narrative topic and corresponding details
M: Content pre-tests. HW: get LA supplies (spiral notebook, 5 tabs) if you haven't already done so.
T: Begin Narrative unit. Journaling. Read narrative work. HW: none
W: (early release) Continue reading narrative. HW: finish reading "Raymond's Run" if necessary
TH: Study narrative examples. Begin 1st vocabulary list. HW: make vocab cards for list.
F: DUE: Prepared notebook and 5 tabs. Do brainstorming and prewriting for narrative writing. HW: finish vocab cards and practice words.
Honors: The agenda for Honors will be much the same as listed above. However, we will be looking at some different narrative selections and a more advanced vocabulary list.
Goals and Objectives:
TSW (The student will)
-show reading and writing ability on district assessment
-examine samples of narrative writing and evaluate which are most effective, and why
-journal independently on assigned topics
-analyze the role of word choice in narrative writing
-practice new vocabulary
-select a narrative topic and corresponding details
Sunday, August 16, 2009
Week 1 Agenda, 2009-2010 School Year
Welcome to 8th grade language arts! I'm excited to share this year with you exploring the power and beauty of words, and helping you learn how to use them with expertise.
At my website each week, you'll find our weekly agenda, along with any homework and due dates that are coming up. You'll also find links to review games, websites, or other internet content pertaining to our class.
A few things of special note for parents:
I'll be posting, each week, some of the Arizona state content standards that we're focusing on, but for an overview of what your student will be learning this year, please visit http://www.ade.az.gov/standards/contentstandards.asp and take a look at the documents. There are standards in the areas of reading, writing, speaking, and listening.
Please contact me with any questions or concerns that you might have this school year. The very best way to contact me is by email: margaret.petry@dvusd.org I'm able to check and return email more quickly than phone messages or comments left on this blog.
Hillcrest's "Back to School" night is Thursday, September 3rd, 6:00- 7:30 pm, and I look forward to meeting all of you then!
Students! Here's our first week's agenda. This is the same format you'll see every week, so if you're absent on Monday when we fill out our planners, you'll know what's going on. You'll find out more details about these things in class!
Activities and Homework for Week 1 (August 17-21, 2009)
M: Classroom procedures and introductory writing assignment. HW: none
T: Classroom procedures and syllabus. HW: get school papers signed and gather suggested supplies.
W: Introduction to textbook and checkout. HW: continue Tuesday's homework assignment.
TH: Personal narrative writing assignment and content pre-tests. HW: review classroom policies for tomorrow's quiz.
F: QUIZ on classroom policies. Continue personal narrative assignment. HW: none.
At my website each week, you'll find our weekly agenda, along with any homework and due dates that are coming up. You'll also find links to review games, websites, or other internet content pertaining to our class.
A few things of special note for parents:
I'll be posting, each week, some of the Arizona state content standards that we're focusing on, but for an overview of what your student will be learning this year, please visit http://www.ade.az.gov/standards/contentstandards.asp and take a look at the documents. There are standards in the areas of reading, writing, speaking, and listening.
Please contact me with any questions or concerns that you might have this school year. The very best way to contact me is by email: margaret.petry@dvusd.org I'm able to check and return email more quickly than phone messages or comments left on this blog.
Hillcrest's "Back to School" night is Thursday, September 3rd, 6:00- 7:30 pm, and I look forward to meeting all of you then!
Students! Here's our first week's agenda. This is the same format you'll see every week, so if you're absent on Monday when we fill out our planners, you'll know what's going on. You'll find out more details about these things in class!
Activities and Homework for Week 1 (August 17-21, 2009)
M: Classroom procedures and introductory writing assignment. HW: none
T: Classroom procedures and syllabus. HW: get school papers signed and gather suggested supplies.
W: Introduction to textbook and checkout. HW: continue Tuesday's homework assignment.
TH: Personal narrative writing assignment and content pre-tests. HW: review classroom policies for tomorrow's quiz.
F: QUIZ on classroom policies. Continue personal narrative assignment. HW: none.
Sunday, May 17, 2009
Week 39 Activities and Homework
Daily Activities and Homework, 5/18- 5/22:
M: Learn about events of 1980s and 1990s. HW: none
T: 8th grade Fun Day (full school day). Bring socks! HW: none
W: (early release for 8th grade only). Promotion practice. Promotion: 7 pm, Mtn Ridge HS football field. 8th graders must be there at 6:30! (parents encouraged to get there early for a good parking spot)
TH: (early release for all students). Help teachers clean! Last day of school!
F: No school for students. Have a great summer!
M: Learn about events of 1980s and 1990s. HW: none
T: 8th grade Fun Day (full school day). Bring socks! HW: none
W: (early release for 8th grade only). Promotion practice. Promotion: 7 pm, Mtn Ridge HS football field. 8th graders must be there at 6:30! (parents encouraged to get there early for a good parking spot)
TH: (early release for all students). Help teachers clean! Last day of school!
F: No school for students. Have a great summer!
Tuesday, May 12, 2009
Links to Review Games for Finals
Here are some games to help you review for the 4th quarter final:
4th Quarter Review #1:
http://www.quia.com/rr/466530.html
Revolutionary War reveiw:
http://www.quia.com/ba/128453.html
Government Terms:
http://www.quia.com/hm/282008.html
World War II Terms:
http://www.quia.com/jg/1063811.html
Mrs. Ridge's final exam review:
http://www.quia.com/rr/339303.html
Post-test reveiw:
http://www.quia.com/rr/228532.html
4th Quarter Review #1:
http://www.quia.com/rr/466530.html
Revolutionary War reveiw:
http://www.quia.com/ba/128453.html
Government Terms:
http://www.quia.com/hm/282008.html
World War II Terms:
http://www.quia.com/jg/1063811.html
Mrs. Ridge's final exam review:
http://www.quia.com/rr/339303.html
Post-test reveiw:
http://www.quia.com/rr/228532.html
Sunday, May 10, 2009
Homework and Activities, May 11-15, 2009
Daily Activities and Homework, 5/11- 5/15:
M: Review for 4th Q final. Learn about Nixon presidency and end of Vietnam War. HW: work on study guide for final.
T: Review for 4th Q final. Learn about Nixon presidency and 1970s. HW: work on study guide for final.
W: 8th grade post-test (preview for final). Continue 1970s. HW: work on study guide for final.
TH: 4th Q final (contains review from 1st- 3rd quarters). Learn about Reagan era. HW: complete worksheet.
F: Learn about end of Cold War. HW: none
Goals and Objectives:
Evaluate aspects of race relations in the US in the early 1900s and in the 1950s and 60s
Identify and discuss people and groups who worked to combat racism and segregation in the US
Discuss important events during the presidency of JFK, in relation to the Cold War and to domestic issues, especially civil rights
Analyze major issues facing the US today as compared to the 1950s and 60s
Social Studies Standards:
Describe origins and impact of the Cold War (S1, C9)
Identify and describe important events of the Cold War (Korea, Vietnam, etc) (S1, C9; S2, C8)
Describe key events of the civil rights movement (S1, C9; S3, C4))
Describe important events in US history during the 1980s, 1990s, and 2000s. (S1, C10; S2, C9)
Evaluate human rights issues in today’s world (S1, C10; S2, C9)
M: Review for 4th Q final. Learn about Nixon presidency and end of Vietnam War. HW: work on study guide for final.
T: Review for 4th Q final. Learn about Nixon presidency and 1970s. HW: work on study guide for final.
W: 8th grade post-test (preview for final). Continue 1970s. HW: work on study guide for final.
TH: 4th Q final (contains review from 1st- 3rd quarters). Learn about Reagan era. HW: complete worksheet.
F: Learn about end of Cold War. HW: none
Goals and Objectives:
Evaluate aspects of race relations in the US in the early 1900s and in the 1950s and 60s
Identify and discuss people and groups who worked to combat racism and segregation in the US
Discuss important events during the presidency of JFK, in relation to the Cold War and to domestic issues, especially civil rights
Analyze major issues facing the US today as compared to the 1950s and 60s
Social Studies Standards:
Describe origins and impact of the Cold War (S1, C9)
Identify and describe important events of the Cold War (Korea, Vietnam, etc) (S1, C9; S2, C8)
Describe key events of the civil rights movement (S1, C9; S3, C4))
Describe important events in US history during the 1980s, 1990s, and 2000s. (S1, C10; S2, C9)
Evaluate human rights issues in today’s world (S1, C10; S2, C9)
Sunday, May 3, 2009
Homework and Activities, May 4-8, 2009
Daily Activities and Homework, 5/4- 5/8:
M: Learn more about civil rights movement in the US. HW: CA #14, Qs 1-2
T: Analyze events of the late 1960s and their effect on the US, including Vietnam War. HW: CA #14, Qs 3-4
W: (early release) Continue late 1960s. HW: CA #14, Qs 5-6
TH: Create timeline of important events of 1960s. HW: CA #14, Qs 7-8
F: Finish timeline of 1960s. DUE: CA #14. (Timeline due either in class or on Monday after finishing at home).
Goals and Objectives:
Evaluate aspects of race relations in the US in the early 1900s and in the 1950s and 60s
Identify and discuss people and groups who worked to combat racism and segregation in the US
Discuss important events during the presidency of JFK, in relation to the Cold War and to domestic issues, especially civil rights
Analyze major issues facing the US today as compared to the 1950s and 60s
Social Studies Standards:
Describe origins and impact of the Cold War (S1, C9)
Identify and describe important events of the Cold War (Korea, Vietnam, etc) (S1, C9; S2, C8)
Describe key events of the civil rights movement (S1, C9; S3, C4))
Describe important events in US history during the 1980s, 1990s, and 2000s. (S1, C10; S2, C9)
Evaluate human rights issues in today’s world (S1, C10; S2, C9)
M: Learn more about civil rights movement in the US. HW: CA #14, Qs 1-2
T: Analyze events of the late 1960s and their effect on the US, including Vietnam War. HW: CA #14, Qs 3-4
W: (early release) Continue late 1960s. HW: CA #14, Qs 5-6
TH: Create timeline of important events of 1960s. HW: CA #14, Qs 7-8
F: Finish timeline of 1960s. DUE: CA #14. (Timeline due either in class or on Monday after finishing at home).
Goals and Objectives:
Evaluate aspects of race relations in the US in the early 1900s and in the 1950s and 60s
Identify and discuss people and groups who worked to combat racism and segregation in the US
Discuss important events during the presidency of JFK, in relation to the Cold War and to domestic issues, especially civil rights
Analyze major issues facing the US today as compared to the 1950s and 60s
Social Studies Standards:
Describe origins and impact of the Cold War (S1, C9)
Identify and describe important events of the Cold War (Korea, Vietnam, etc) (S1, C9; S2, C8)
Describe key events of the civil rights movement (S1, C9; S3, C4))
Describe important events in US history during the 1980s, 1990s, and 2000s. (S1, C10; S2, C9)
Evaluate human rights issues in today’s world (S1, C10; S2, C9)
Thursday, April 30, 2009
Homework and Activities, Apr 27- May 1
***Note to parents- Mrs. Petry is back from maternity leave. :-)
Lesson Plans and Activities, Week 35 (April 27- May 1, 2009)
Daily Activities and Homework, 4/27- 5/1:
M: Discuss segregation and civil rights events of the 50s and 60s. ‘Before and after’ notes. HW: CA #12, Q 1
T: Continue learning about important people and events of the civil rights movement. HW: CA #12, Qs 2-3
W: Learn about the presidency of JFK. HW: CA #12, Qs 4-5
TH: Discuss Cold War events of the early 1960s. HW: CA #12, Q 6
F: Continue Cold War & civil rights in 1960s. DUE: CA #12
Goals and Objectives:
Evaluate aspects of race relations in the US in the early 1900s and in the 1950s and 60s
Identify and discuss people and groups who worked to combat racism and segregation in the US
Discuss important events during the presidency of JFK, in relation to the Cold War and to domestic issues, especially civil rights
Analyze major issues facing the US today as compared to the 1950s and 60s
Social Studies Standards:
Describe origins and impact of the Cold War (S1, C9)
Identify and describe important events of the Cold War (Korea, Vietnam, etc) (S1, C9; S2, C8)
Describe key events of the civil rights movement (S1, C9; S3, C4))
Describe important events in US history during the 1980s, 1990s, and 2000s. (S1, C10; S2, C9)
Evaluate human rights issues in today’s world (S1, C10; S2, C9)
Lesson Plans and Activities, Week 35 (April 27- May 1, 2009)
Daily Activities and Homework, 4/27- 5/1:
M: Discuss segregation and civil rights events of the 50s and 60s. ‘Before and after’ notes. HW: CA #12, Q 1
T: Continue learning about important people and events of the civil rights movement. HW: CA #12, Qs 2-3
W: Learn about the presidency of JFK. HW: CA #12, Qs 4-5
TH: Discuss Cold War events of the early 1960s. HW: CA #12, Q 6
F: Continue Cold War & civil rights in 1960s. DUE: CA #12
Goals and Objectives:
Evaluate aspects of race relations in the US in the early 1900s and in the 1950s and 60s
Identify and discuss people and groups who worked to combat racism and segregation in the US
Discuss important events during the presidency of JFK, in relation to the Cold War and to domestic issues, especially civil rights
Analyze major issues facing the US today as compared to the 1950s and 60s
Social Studies Standards:
Describe origins and impact of the Cold War (S1, C9)
Identify and describe important events of the Cold War (Korea, Vietnam, etc) (S1, C9; S2, C8)
Describe key events of the civil rights movement (S1, C9; S3, C4))
Describe important events in US history during the 1980s, 1990s, and 2000s. (S1, C10; S2, C9)
Evaluate human rights issues in today’s world (S1, C10; S2, C9)
Tuesday, April 21, 2009
Week 35: Homework and Activities
Lesson Plans and Activities, Week 33 (April 20-April 24)
Daily Activities and Homework, April 20th through April 24th
MON: Planners for the week!
MOVIE: The Weapon’s Race
** Turn in your Cold War Rotation Stations WS by today!
TUE: Green Sheet: Imagine you are the only person on Earth who can see in color.
How would you describe what the world looks like to everyone
else who can ONLY see in black and white?
In Class Reading: pages 800-805
*WS#66 goes w/ reading and has VOCAB!
HW: Finish WS #66, if not completed by end of class!
WED: EARTH DAY! Earth Day fun!
The Other America by Michael Harrington
*WS #72 and WS #78
HW: WS #66, #72, and #78 due TOMORROW if not
completed in class!
THU: Green Sheet: In what ways did Route 66 contribute to the American dream? How?
The 50’s Woman
FRI: Profile: Jackie Robinson
HW: ?s from “The 50s Woman and Jackie Robinson”
Due Monday if not finished in class!
OBJECTIVES
To explain the US and World foreign policies leading to the Cold War: Truman Doctrine, NATO, Warsaw Pact, and Marshall Plan
To describe the impact of the Cold War on the US
To analyze the origins of the Cold War and containment policies
To explain how fear of communism affected international relations and domestic politics
To connect the “American Dream” of 1950 with the “American Dream” of 2000.
To relate to the hysteria and suspicion of “McCarthyism”
SS STANDARDS
Strand 2: Civics/ Government Concept 5: Government Systems of the World, PO2
Strand 1: American History Concept 9: Postwar US, P.O. 1, and P.O. 2
Daily Activities and Homework, April 20th through April 24th
MON: Planners for the week!
MOVIE: The Weapon’s Race
** Turn in your Cold War Rotation Stations WS by today!
TUE: Green Sheet: Imagine you are the only person on Earth who can see in color.
How would you describe what the world looks like to everyone
else who can ONLY see in black and white?
In Class Reading: pages 800-805
*WS#66 goes w/ reading and has VOCAB!
HW: Finish WS #66, if not completed by end of class!
WED: EARTH DAY! Earth Day fun!
The Other America by Michael Harrington
*WS #72 and WS #78
HW: WS #66, #72, and #78 due TOMORROW if not
completed in class!
THU: Green Sheet: In what ways did Route 66 contribute to the American dream? How?
The 50’s Woman
FRI: Profile: Jackie Robinson
HW: ?s from “The 50s Woman and Jackie Robinson”
Due Monday if not finished in class!
OBJECTIVES
To explain the US and World foreign policies leading to the Cold War: Truman Doctrine, NATO, Warsaw Pact, and Marshall Plan
To describe the impact of the Cold War on the US
To analyze the origins of the Cold War and containment policies
To explain how fear of communism affected international relations and domestic politics
To connect the “American Dream” of 1950 with the “American Dream” of 2000.
To relate to the hysteria and suspicion of “McCarthyism”
SS STANDARDS
Strand 2: Civics/ Government Concept 5: Government Systems of the World, PO2
Strand 1: American History Concept 9: Postwar US, P.O. 1, and P.O. 2
Monday, April 13, 2009
Week 34: April 13-17, Homework and Activities
Lesson Plans and Activities, Week 33 (April 13-April 17)
Daily Activities and Homework, April 13th through April 17th
MON: Planners for the week!
In Class Reading: pages 795-799
REVIEW FOR TOMORROW’s VOCAB QUIZ
HW: -Study for Quiz
- Current Event (DUE FRIDAY!)
TUE: VOCAB QUIZ: Cold War, Sections 1 & 2 of Chpt. 28
Grade Quiz!
WED: Cold War Terms and Concepts REVIEW
In Class Transparancies and Discussion on key concepts
Hand out 1.1A – Note Taking
HW: none….but don’t forget your Current Event is due
Friday!
THU: Green Sheet: If you could live for one year in a different time period in history,
(Any time period) which would you choose and why?
Begin Cold War Rotation Stations (In class Activity)
HW: CURRENT EVENT IS DUE TOMORROW!
FRI: Current Event Due today!
Cold War Rotation Stations (In Class Activity)
HW: Have a GREAT weekend!
OBJECTIVES
To explain the US and World foreign policies leading to the Cold War: Truman Doctrine, NATO, Warsaw Pact, and Marshall Plan
To describe the impact of the Cold War on the US
To analyze the origins of the Cold War and containment policies
To explain how fear of communism affected international relations and domestic politics
To connect the “American Dream” of 1950 with the “American Dream” of 2000.
To relate to the hysteria and suspicion of “McCarthyism”
SS STANDARDS
Strand 2: Civics/ Government Concept 5: Government Systems of the World, PO2
Strand 1: American History Concept 9: Postwar US, P.O. 1, and P.O. 2
Daily Activities and Homework, April 13th through April 17th
MON: Planners for the week!
In Class Reading: pages 795-799
REVIEW FOR TOMORROW’s VOCAB QUIZ
HW: -Study for Quiz
- Current Event (DUE FRIDAY!)
TUE: VOCAB QUIZ: Cold War, Sections 1 & 2 of Chpt. 28
Grade Quiz!
WED: Cold War Terms and Concepts REVIEW
In Class Transparancies and Discussion on key concepts
Hand out 1.1A – Note Taking
HW: none….but don’t forget your Current Event is due
Friday!
THU: Green Sheet: If you could live for one year in a different time period in history,
(Any time period) which would you choose and why?
Begin Cold War Rotation Stations (In class Activity)
HW: CURRENT EVENT IS DUE TOMORROW!
FRI: Current Event Due today!
Cold War Rotation Stations (In Class Activity)
HW: Have a GREAT weekend!
OBJECTIVES
To explain the US and World foreign policies leading to the Cold War: Truman Doctrine, NATO, Warsaw Pact, and Marshall Plan
To describe the impact of the Cold War on the US
To analyze the origins of the Cold War and containment policies
To explain how fear of communism affected international relations and domestic politics
To connect the “American Dream” of 1950 with the “American Dream” of 2000.
To relate to the hysteria and suspicion of “McCarthyism”
SS STANDARDS
Strand 2: Civics/ Government Concept 5: Government Systems of the World, PO2
Strand 1: American History Concept 9: Postwar US, P.O. 1, and P.O. 2
Monday, April 6, 2009
WEEK 33: Homework and Activities
Daily Activities and Homework, April 6th through April 10th
Mon: Planners for the week!
NEW VOCAB for the week: 38th parallel
Korean War
Brinksmanship
Arms race
h-bomb
Space race
Joseph McCarthy
Review & finish the pink COLD WAR packets
Lesson on Harry Truman
HW: -Pink COLD WAR packets due tomorrow if you do not finish in class
-Truman Questions due Thursday
Tues: Green Sheet: Eleanor Roosevelt once said, "You must do the thing you think
you cannot do." Write about a time when you did something you thought you could not do.
AIMS Testing: Science 1 & 2 in the morning.
SHORTENED classes in the afternoon: You will be working on the Truman WS
Wed: COLD WAR DEBATE (step 1)
Thurs: Green Sheet: Make a “to-do list” of all the things you hope to do on your day off
from school tomorrow.
COLD WAR DEBATE (step 1 continued)
Fri: NO SCHOOL today!!!
*** Quiz next Tuesday, April 7th
OBJECTIVES
To explain the US and World foreign policies leading to the Cold War: Truman Doctrine, NATO, Warsaw Pact, and Marshall Plan
To describe the impact of the Cold War on the US
To analyze the origins of the Cold War and containment policies
To explain how fear of communism affected international relations and domestic politics
To connect the “American Dream” of 1950 with the “American Dream” of 2000.
SS STANDARDS
Strand 2: Civics/ Government Concept 5: Government Systems of the World, PO2
Strand 1: American History Concept 9: Postwar US, P.O. 1, and P.O. 2
Mon: Planners for the week!
NEW VOCAB for the week: 38th parallel
Korean War
Brinksmanship
Arms race
h-bomb
Space race
Joseph McCarthy
Review & finish the pink COLD WAR packets
Lesson on Harry Truman
HW: -Pink COLD WAR packets due tomorrow if you do not finish in class
-Truman Questions due Thursday
Tues: Green Sheet: Eleanor Roosevelt once said, "You must do the thing you think
you cannot do." Write about a time when you did something you thought you could not do.
AIMS Testing: Science 1 & 2 in the morning.
SHORTENED classes in the afternoon: You will be working on the Truman WS
Wed: COLD WAR DEBATE (step 1)
Thurs: Green Sheet: Make a “to-do list” of all the things you hope to do on your day off
from school tomorrow.
COLD WAR DEBATE (step 1 continued)
Fri: NO SCHOOL today!!!
*** Quiz next Tuesday, April 7th
OBJECTIVES
To explain the US and World foreign policies leading to the Cold War: Truman Doctrine, NATO, Warsaw Pact, and Marshall Plan
To describe the impact of the Cold War on the US
To analyze the origins of the Cold War and containment policies
To explain how fear of communism affected international relations and domestic politics
To connect the “American Dream” of 1950 with the “American Dream” of 2000.
SS STANDARDS
Strand 2: Civics/ Government Concept 5: Government Systems of the World, PO2
Strand 1: American History Concept 9: Postwar US, P.O. 1, and P.O. 2
Monday, March 30, 2009
WEEK 31: Homework and Activities
Week 31
MARCH 30th - APRIL 3
Welcome to AIMS week!
We will be watching the movie Night Crossing this week when not in AIMS testing.
**There will be no homework this week; however, the AMERICAN DREAM assignment from last week needs to be dropped off in my classroom!!
**ALSO, my 4th hour students: Remember to bring back one signed copy of your report card! Your report card is due TUESDAY, MARCH 31st.
MARCH 30th - APRIL 3
Welcome to AIMS week!
We will be watching the movie Night Crossing this week when not in AIMS testing.
**There will be no homework this week; however, the AMERICAN DREAM assignment from last week needs to be dropped off in my classroom!!
**ALSO, my 4th hour students: Remember to bring back one signed copy of your report card! Your report card is due TUESDAY, MARCH 31st.
Tuesday, March 24, 2009
Week 30 Homework and Activities
March 23- March 27
Monday: Creating America Text: read pages 786-794
Pay special attention to: Changing Economy chart on pg 790
Map on page 792
NEW VOCAB: (define and describe in your S.Studies notes)
Fair Deal
Cold War
Containment
Truman Doctrine
NATO
Harry S. Truman
HW: Finish Vocabulary definitions
Tuesday: Introduce AMERICAN DREAM assignment (due Monday, 3/30)
Century Video “Picture This”….early 1950s
Wednesday: AIMS PRACTICE
Introduce pink, Cold War packets
Thursday, Early Release day: Class periods 1, 2, and 3 today!
Finish the pink, Cold War packets from Wednesday.
AIMS PRACTICE TODAY!
Friday, Early Release day: Class periods 4, 5 and 6 today!
Finish the pink, Cold War packets from Wednesday.
AIMS PRACTICE TODAY!
OBJECTIVES
To describe how the economy changed after WWII
To evaluate Truman’s response to labor unrest and civil rights issues
To analyze the origins of the Cold War and containment policies
To explain how fear of communism affected international relations and domestic politics
To connect the “American Dream” of 1950 with the “American Dream” of 2000.
Monday: Creating America Text: read pages 786-794
Pay special attention to: Changing Economy chart on pg 790
Map on page 792
NEW VOCAB: (define and describe in your S.Studies notes)
Fair Deal
Cold War
Containment
Truman Doctrine
NATO
Harry S. Truman
HW: Finish Vocabulary definitions
Tuesday: Introduce AMERICAN DREAM assignment (due Monday, 3/30)
Century Video “Picture This”….early 1950s
Wednesday: AIMS PRACTICE
Introduce pink, Cold War packets
Thursday, Early Release day: Class periods 1, 2, and 3 today!
Finish the pink, Cold War packets from Wednesday.
AIMS PRACTICE TODAY!
Friday, Early Release day: Class periods 4, 5 and 6 today!
Finish the pink, Cold War packets from Wednesday.
AIMS PRACTICE TODAY!
OBJECTIVES
To describe how the economy changed after WWII
To evaluate Truman’s response to labor unrest and civil rights issues
To analyze the origins of the Cold War and containment policies
To explain how fear of communism affected international relations and domestic politics
To connect the “American Dream” of 1950 with the “American Dream” of 2000.
Monday, March 16, 2009
Saturday, February 28, 2009
WEEK 28 Homework and Activities
Daily Activities and Homework: March 2nd- March 6th
M: In Class: Carrying out the internment of Japanese
Silent Reading of Concern B
Students choose response A, B, C on their own.
Students split into the A, B, C groups to discuss their choices
The Question of an Apology and Reparations
Silent Reading of Concern C
Students choose response A, B, C, or D on their own.
Students split into the A, B, C, or D groups to discuss their choices
HW: Continue to work on letter of protest, due WED.
T: In Class: WHY IT MATTERS NOW
Read aloud (pg 53) and discuss WWII continuing impact on today.
Compare economic conditions of 1940’s to today.
Questions and Activities side (do #2 together) Students will do #1
& #4 in partners to share w/ class at end of period
HW: Continue to work on letter of protest, due TOMORROW
W: Early Release Day: LETTERS OF PROTEST ARE DUE TODAY!!
Read aloud/ share letters and in class critique
Th: BUILDING MORALE ON THE HOME FRONT (C. A. text book pg. 778-779)
Students will choose one home front challenge presented:
A. Music B. Home Economics C. Art
F: WWII- On the Homefront, WWII at home
We will have computers in the classroom today to access WWII websites and do in-class
Activites that correspond to the websites.
Please visit: http://mpetry.myteacher.dvusd.org and access under “LINKS”
- Women of WWII
- Japanese Internment Camps
- WWII info
HW: NONE….have a great weekend!
OBJECTIVES
Cooperatively work to meet some of the challenges faced by Americans on the home front during WWII
To understand the importance of writing a letter to government reps about a civic issue of concern.
To explain the wartime economy of the US
To identify working opportunities for women and minorities in the US during wartime
To differentiate between saving and spending in wartime
To articulate the responsibilities of citizenship
SS STANDARDS
S3, C4, PO3- Describe the importance of citzens being actively involved in the democratic process
S3, C4, PO4- Explain the obligations and responsibilites of citizenship
S1, C8, PO4- Explain how the following factors affected the US home front during WWII:
a. war bond drives
b. war industry
c. women and minorities in the work force
d. rationing
e. internment of Japanese-, German-, and Italian- Americans
S5, C5, PO1- Explain how scarcity influences personal financial choices
M: In Class: Carrying out the internment of Japanese
Silent Reading of Concern B
Students choose response A, B, C on their own.
Students split into the A, B, C groups to discuss their choices
The Question of an Apology and Reparations
Silent Reading of Concern C
Students choose response A, B, C, or D on their own.
Students split into the A, B, C, or D groups to discuss their choices
HW: Continue to work on letter of protest, due WED.
T: In Class: WHY IT MATTERS NOW
Read aloud (pg 53) and discuss WWII continuing impact on today.
Compare economic conditions of 1940’s to today.
Questions and Activities side (do #2 together) Students will do #1
& #4 in partners to share w/ class at end of period
HW: Continue to work on letter of protest, due TOMORROW
W: Early Release Day: LETTERS OF PROTEST ARE DUE TODAY!!
Read aloud/ share letters and in class critique
Th: BUILDING MORALE ON THE HOME FRONT (C. A. text book pg. 778-779)
Students will choose one home front challenge presented:
A. Music B. Home Economics C. Art
F: WWII- On the Homefront, WWII at home
We will have computers in the classroom today to access WWII websites and do in-class
Activites that correspond to the websites.
Please visit: http://mpetry.myteacher.dvusd.org and access under “LINKS”
- Women of WWII
- Japanese Internment Camps
- WWII info
HW: NONE….have a great weekend!
OBJECTIVES
Cooperatively work to meet some of the challenges faced by Americans on the home front during WWII
To understand the importance of writing a letter to government reps about a civic issue of concern.
To explain the wartime economy of the US
To identify working opportunities for women and minorities in the US during wartime
To differentiate between saving and spending in wartime
To articulate the responsibilities of citizenship
SS STANDARDS
S3, C4, PO3- Describe the importance of citzens being actively involved in the democratic process
S3, C4, PO4- Explain the obligations and responsibilites of citizenship
S1, C8, PO4- Explain how the following factors affected the US home front during WWII:
a. war bond drives
b. war industry
c. women and minorities in the work force
d. rationing
e. internment of Japanese-, German-, and Italian- Americans
S5, C5, PO1- Explain how scarcity influences personal financial choices
Sunday, February 22, 2009
Week 27 Activities and Homework
Daily Activities and Homework, 2/23- 2/27
M: Finish Hiroshima movie
HW: Journal entries: from the viewpoint of American Soldier, Japanese Citizen, etc
Due Wednesday, 02/25
T: The Home Front (CA Text pgs 774-777)
Guided Reading notes (pg. 45)
New Vocab: War Production Board
Rationing
Rosie the Riveter
Japanese-American internment
Bracero program
We Interrupt This Broadcast
W: CITIZENSHIP
In Class: Discuss the meaning of Citizenship. (pg. 776)
Compare and contrast the roles of racism in the Holocaust and the internment of
Japanese Americans
HW: (We will start in class) Imagine you are a Japanese American in an internment camp. Write a letter of protest to the government. What violations of your rights would you describe? What would you ask your government to change? How?
Due Friday, 02/27
Th: In Class: WHY IT MATTERS NOW
Read aloud (pg 53 "The Wars' Continuing Impact") and discuss WWII
continuing impact on today.
Compare/Contrast economic conditions of 1940’s to today.
Questions and Activities side (do #2 together) . Students do
1 & 4 in partners to share w/ class at end of period
F: VOCAB QUIZ (Terms from Week 26 & Week 27)
Students will receive someone else’s journal entry from Monday. They are to read and
Respond to the entry they have read w/ their own reflection. Students will “grade” the
Entries on a 5 pt. scale.
OBJECTIVES
To explain the wartime economy of the US
To identify working opportunities for women and minorities in the US during wartime
To differentiate between saving and spending in wartime
To articulate the responsibilities of citizenship
SS STANDARDS
S3, C4, PO3- Describe the importance of citzens being actively involved in the democratic process
S3, C4, PO4- Explain the obligations and responsibilites of citizenship
S1, C8, PO4- Explain how the following factors affected the US home front during WWII:
a. war bond drives
b. war industry
c. women and minorities in the work force
d. rationing
e. internment of Japanese-, German-, and Italian- Americans
S5, C5, PO1- Explain how scarcity influences personal financial choices
M: Finish Hiroshima movie
HW: Journal entries: from the viewpoint of American Soldier, Japanese Citizen, etc
Due Wednesday, 02/25
T: The Home Front (CA Text pgs 774-777)
Guided Reading notes (pg. 45)
New Vocab: War Production Board
Rationing
Rosie the Riveter
Japanese-American internment
Bracero program
We Interrupt This Broadcast
W: CITIZENSHIP
In Class: Discuss the meaning of Citizenship. (pg. 776)
Compare and contrast the roles of racism in the Holocaust and the internment of
Japanese Americans
HW: (We will start in class) Imagine you are a Japanese American in an internment camp. Write a letter of protest to the government. What violations of your rights would you describe? What would you ask your government to change? How?
Due Friday, 02/27
Th: In Class: WHY IT MATTERS NOW
Read aloud (pg 53 "The Wars' Continuing Impact") and discuss WWII
continuing impact on today.
Compare/Contrast economic conditions of 1940’s to today.
Questions and Activities side (do #2 together) . Students do
1 & 4 in partners to share w/ class at end of period
F: VOCAB QUIZ (Terms from Week 26 & Week 27)
Students will receive someone else’s journal entry from Monday. They are to read and
Respond to the entry they have read w/ their own reflection. Students will “grade” the
Entries on a 5 pt. scale.
OBJECTIVES
To explain the wartime economy of the US
To identify working opportunities for women and minorities in the US during wartime
To differentiate between saving and spending in wartime
To articulate the responsibilities of citizenship
SS STANDARDS
S3, C4, PO3- Describe the importance of citzens being actively involved in the democratic process
S3, C4, PO4- Explain the obligations and responsibilites of citizenship
S1, C8, PO4- Explain how the following factors affected the US home front during WWII:
a. war bond drives
b. war industry
c. women and minorities in the work force
d. rationing
e. internment of Japanese-, German-, and Italian- Americans
S5, C5, PO1- Explain how scarcity influences personal financial choices
Sunday, February 15, 2009
Week 26 Activities and Homework
Daily Activities and Homework, 2/16-2/20
M: NO SCHOOL! President’s Day holiday
T: Century Video (Civilians at War)
Japanese Bombing to end of war
?s that accompany the video
W: In class Reading pgs. 770-773
Guided Reading/ Note taking
We Interrupt this Broadcast: Atomic Bomb & Japanese Surrender
New Vocab- Okinawa
Bataan
Kamikazes
Iwo Jima
Hiroshima
Th: Fleeing the Japanese onslaught: One sailor’s courageous tale
Letters to Mr. Schwartz’s family. After reading Mr. Schwartz’s account, students will be
Writing letters to the Mr. Schwartz surviving family. We will be visiting the website for
The USS HOUSTON SURVIVOR’S ASSOCIATION for further details.
F: Begin Hiroshima movie….will continue on Monday, Feb. 23rd.
Intro Journal entries: from the viewpoint of American Soldier, Japanese Citizen, etc.
OBJECTIVES
To explain how Japan expanded its empire before 1942
To identify Midway as the turning point of the war in the Pacific
To understand the strategy of island hoppng and the purpose of invading Iwo Jima and Okinawa
To describe how the use of atomic weapons ended the war
SS STANDARDS
S2, PO4- c. Japanese defeat in Iwo Jima and Okinawa
d. Atomic bombing of Hiroshima and Nagasaki
S2, C8, PO2- a. Japanese Imperialism- aggressive search for resources
S1, C8, PO6- b. Battles of the Pacific
c. Development and use of the atomic bomb
Sunday, February 8, 2009
Week 25 Activities and Homework
Daily Activities and Homework, 2/9-2/13
M: PLANNERS
Smart Board- WWII map hunt. We will be using an interactive program to grade your
WWII maps.
HW: North African campaign hand out- DUE FRIDAY
T: Finish WWII map hunt
Newest VOCAB addition:
1. D-Day
2. Battle of the Bulge
3. Yalta Conference
4. Holocaust
HW: Vocab descriptions
W: LIBRARY RESEARCH DAY: revisions to your rough drafts
Vocab Review: Definitions vs. descriptions
HW: None
Th: LIBRARY RESEARCH DAY: typing your final drafts (They are due Tuesday, 02/17)
HW: Review for your Vocab quiz on Friday.
North African Campaign hand out due tomorrow!
F: Vocab Quiz
DUE TODAY: North African Campaign (we will be grading together in class today!)
OBJECTIVES
Explain how the US mobilized for war
Identify major battles in Africa and Italy
Trace the course of the war in Europe
Analyze important events in early years of WWII on both Pacific and European fronts.
Connect with people and figures who shaped WWII
SS STANDARDS
S1, C8, PO 6 & 7- Describe events and individuals important to WWII
S1, C8, PO 2, 3, &4- Describe effects of WWII on USS2, C8, PO2- Analyze the major causes of WWII
M: PLANNERS
Smart Board- WWII map hunt. We will be using an interactive program to grade your
WWII maps.
HW: North African campaign hand out- DUE FRIDAY
T: Finish WWII map hunt
Newest VOCAB addition:
1. D-Day
2. Battle of the Bulge
3. Yalta Conference
4. Holocaust
HW: Vocab descriptions
W: LIBRARY RESEARCH DAY: revisions to your rough drafts
Vocab Review: Definitions vs. descriptions
HW: None
Th: LIBRARY RESEARCH DAY: typing your final drafts (They are due Tuesday, 02/17)
HW: Review for your Vocab quiz on Friday.
North African Campaign hand out due tomorrow!
F: Vocab Quiz
DUE TODAY: North African Campaign (we will be grading together in class today!)
OBJECTIVES
Explain how the US mobilized for war
Identify major battles in Africa and Italy
Trace the course of the war in Europe
Analyze important events in early years of WWII on both Pacific and European fronts.
Connect with people and figures who shaped WWII
SS STANDARDS
S1, C8, PO 6 & 7- Describe events and individuals important to WWII
S1, C8, PO 2, 3, &4- Describe effects of WWII on USS2, C8, PO2- Analyze the major causes of WWII
Tuesday, February 3, 2009
Week 24: Assignments and Homework
Monday- 02/02: Creating America Text Book pgs. 756-759 read in class.
Choose Two of Three dictators: STALIN, MUSSOLINI, or STALIN
Create a Double Bubble Compare and Contrast of the 2 you chose.
CURRENT EVENT assignment handed out and will be due FRIDAY
Tuesday- 02/03: Creating America Text Book pgs. 760-762 discussed in class.
In-Class Interview questions:
Put yourself in the position of someone about to be drafted into WWII and
Answer the questions as you conduct an interview with your partner.
HOME WORK: Building on VOCAB DEFINITIONS:
Choose Two of Three dictators: STALIN, MUSSOLINI, or STALIN
Create a Double Bubble Compare and Contrast of the 2 you chose.
CURRENT EVENT assignment handed out and will be due FRIDAY
Tuesday- 02/03: Creating America Text Book pgs. 760-762 discussed in class.
In-Class Interview questions:
Put yourself in the position of someone about to be drafted into WWII and
Answer the questions as you conduct an interview with your partner.
HOME WORK: Building on VOCAB DEFINITIONS:
Define the five following terms
1. fascism
2. Axis
3. appeasement
4. Lend-Lease Act
5. Pearl Harbor
Wednesday- 02/04: Page 759: Read and Review section on Picasso’s Guernica
Students will be constructing their own versions (posters) of Guernica to further their understanding of social protest art.
Thursday- 02/05: Work day in class to finish Guernica posters and to prepare current events for Friday, 02/06
Friday- 02/06: Current Events presentations and review of sections 1 & 2 in chapter 27.
Friday, January 30, 2009
Week 23 Activities and Homework
Activities and Homeork for 01/26- 01/30
Monday: FIELD TRIP to see The Boy in the Striped Pajamas. Learn about children's experiences in the Holocaust. HW: research on your WWII topic, take notes.
Tuesday: Learn about the war in Europe and in the Pacific. HW: finish notes to turn in tomorrow for your WWII topic.
Wednesday: DUE TODAY- 3 pages of notes for WWII topic. Library research day! Begin making outline. HW: work on outline
Thursday: Library research day! Finish making outline. HW: Print outline to turn in tomorrow
Friday: DUE TODAY- outline on WWII research paper (to Ms. Johnson). WWII in North Africa and Europe.
Monday: FIELD TRIP to see The Boy in the Striped Pajamas. Learn about children's experiences in the Holocaust. HW: research on your WWII topic, take notes.
Tuesday: Learn about the war in Europe and in the Pacific. HW: finish notes to turn in tomorrow for your WWII topic.
Wednesday: DUE TODAY- 3 pages of notes for WWII topic. Library research day! Begin making outline. HW: work on outline
Thursday: Library research day! Finish making outline. HW: Print outline to turn in tomorrow
Friday: DUE TODAY- outline on WWII research paper (to Ms. Johnson). WWII in North Africa and Europe.
Monday, January 19, 2009
Week 22 Assignments and Homework
Daily Activities and Homework, 1/19- 1/23:
M: No school. Remember Martin Luther King Jr!
T: Instructions for WWII research. Discuss presidential inauguration. Continue WWII in Europe. HW: none.
W: Begin library RESEARCH on WWII topic. Find sources. HW: find websites related to your topic, check for reliability.
TH: Continue RESEARCH on WWII topic. Take notes. HW: find websites related to your topic, check for reliability.
F: DUE: parent signature on research paper directions. Continue RESEARCH on WWII topic. Take notes. HW: go to public library, find books on your topic!
Goals and Objectives:
Evaluate differences in government response to past and present economic events
Describe conditions in Europe and Asia that led to the rise of dictators in Germany, Italy, Russia, and Japan
Analyze differences between fascism and communism
Describe events that led to the outbreak of World War II
Describe important events in the early years of the World War II on both Pacific and European fronts
Social Studies Standards:
Review rise of totalitarianism in Europe following WW I (S2, C8, PO1)
Review impact of Great Depression on US (S1, C8, PO1)
Analyze the major causes of WW II (S2, C8, PO2)
Trace events in the Pacific and Europe during WW II (S2, C8, PO3&4)
Describe causes and effects of the Holocaust (S2, C8, PO5)
Describe effects of WWII on United States (S1, C8, PO2,3,4)
Analyze Arizona’s contributions to WWII (S1, C8, PO5)
Describe events and individuals important to WW II (S1, C8, PO6,7)
M: No school. Remember Martin Luther King Jr!
T: Instructions for WWII research. Discuss presidential inauguration. Continue WWII in Europe. HW: none.
W: Begin library RESEARCH on WWII topic. Find sources. HW: find websites related to your topic, check for reliability.
TH: Continue RESEARCH on WWII topic. Take notes. HW: find websites related to your topic, check for reliability.
F: DUE: parent signature on research paper directions. Continue RESEARCH on WWII topic. Take notes. HW: go to public library, find books on your topic!
Goals and Objectives:
Evaluate differences in government response to past and present economic events
Describe conditions in Europe and Asia that led to the rise of dictators in Germany, Italy, Russia, and Japan
Analyze differences between fascism and communism
Describe events that led to the outbreak of World War II
Describe important events in the early years of the World War II on both Pacific and European fronts
Social Studies Standards:
Review rise of totalitarianism in Europe following WW I (S2, C8, PO1)
Review impact of Great Depression on US (S1, C8, PO1)
Analyze the major causes of WW II (S2, C8, PO2)
Trace events in the Pacific and Europe during WW II (S2, C8, PO3&4)
Describe causes and effects of the Holocaust (S2, C8, PO5)
Describe effects of WWII on United States (S1, C8, PO2,3,4)
Analyze Arizona’s contributions to WWII (S1, C8, PO5)
Describe events and individuals important to WW II (S1, C8, PO6,7)
Sunday, January 11, 2009
Week 21 Activities and Homework
Daily Activities and Homework, 1/12- 1/16:
M: Finish persuasive writing (revising and final drafts). Learn about WWII events. HW: finish persuasive writing if necessary.
T: Learn about scope of World War II, and early moves of Allied forces. HW: finish persuasive writing if necessary.
W: (early release) DUE: persuasive writing final draft. Make maps of important WWII locations. HW: work on maps
TH: Review high school requirements. Continue learning about WWII events. HW: finish maps if necessary.
F: DUE: WWII maps. Learn about advancement of Germany and Allied response. HW: none.
Goals and Objectives:
Evaluate differences in government response to past and present economic events
Describe conditions in Europe and Asia that led to the rise of dictators in Germany, Italy, Russia, and Japan
Analyze differences between fascism and communism
Describe events that led to the outbreak of World War II
Describe important events in the early years of the World War II on both Pacific and European fronts
Social Studies Standards:
Review rise of totalitarianism in Europe following WW I (S2, C8, PO1)
Review impact of Great Depression on US (S1, C8, PO1)
Analyze the major causes of WW II (S2, C8, PO2)
Trace events in the Pacific and Europe during WW II (S2, C8, PO3&4)
Describe causes and effects of the Holocaust (S2, C8, PO5)
Describe effects of WWII on United States (S1, C8, PO2,3,4)
Analyze Arizona’s contributions to WWII (S1, C8, PO5)
Describe events and individuals important to WW II (S1, C8, PO6,7)
M: Finish persuasive writing (revising and final drafts). Learn about WWII events. HW: finish persuasive writing if necessary.
T: Learn about scope of World War II, and early moves of Allied forces. HW: finish persuasive writing if necessary.
W: (early release) DUE: persuasive writing final draft. Make maps of important WWII locations. HW: work on maps
TH: Review high school requirements. Continue learning about WWII events. HW: finish maps if necessary.
F: DUE: WWII maps. Learn about advancement of Germany and Allied response. HW: none.
Goals and Objectives:
Evaluate differences in government response to past and present economic events
Describe conditions in Europe and Asia that led to the rise of dictators in Germany, Italy, Russia, and Japan
Analyze differences between fascism and communism
Describe events that led to the outbreak of World War II
Describe important events in the early years of the World War II on both Pacific and European fronts
Social Studies Standards:
Review rise of totalitarianism in Europe following WW I (S2, C8, PO1)
Review impact of Great Depression on US (S1, C8, PO1)
Analyze the major causes of WW II (S2, C8, PO2)
Trace events in the Pacific and Europe during WW II (S2, C8, PO3&4)
Describe causes and effects of the Holocaust (S2, C8, PO5)
Describe effects of WWII on United States (S1, C8, PO2,3,4)
Analyze Arizona’s contributions to WWII (S1, C8, PO5)
Describe events and individuals important to WW II (S1, C8, PO6,7)
Sunday, January 4, 2009
Week 20 Activities and Homework
Daily Activities and Homework, 1/5- 1/9:
M: Discuss rise of dictators in Japan and Russia. HW: none
T: Learn about high school registration requirements. HW: discuss high school options with parents, choose classes.
W: Learn about early years of WW II and attack on Pearl Harbor. HW: family background on WWII
TH: Discuss US response to Pearl Harbor and actions in Europe and Pacific. DUE: 2 signed forms (class note, permission slip) HW: family background on WW II. REMINDER: Future Freshman Night tonight!
F: Pearl Harbor video clip. Continue WW II events. DUE: family background on WWII. HW: none.
Goals and Objectives:
Describe causes of Great Depression, and compare/ contrast with current economic events
Evaluate differences in government response to past and present economic events
Describe conditions in Europe and Asia that led to the rise of dictators in Germany, Italy, Russia, and Japan
Analyze differences between fascism and communism
Describe events that led to the outbreak of World War II
Social Studies Standards:
Review rise of totalitarianism in Europe following WW I (S2, C8, PO1)
Review impact of Great Depression on US (S1, C8, PO1)
Analyze the major causes of WW II (S2, C8, PO2)
Trace events in the Pacific and Europe during WW II (S2, C8, PO3&4)
Describe causes and effects of the Holocaust (S2, C8, PO5)
Describe effects of WWII on United States (S1, C8, PO2,3,4)
Analyze Arizona’s contributions to WWII (S1, C8, PO5)
Describe events and individuals important to WW II (S1, C8, PO6,7)
M: Discuss rise of dictators in Japan and Russia. HW: none
T: Learn about high school registration requirements. HW: discuss high school options with parents, choose classes.
W: Learn about early years of WW II and attack on Pearl Harbor. HW: family background on WWII
TH: Discuss US response to Pearl Harbor and actions in Europe and Pacific. DUE: 2 signed forms (class note, permission slip) HW: family background on WW II. REMINDER: Future Freshman Night tonight!
F: Pearl Harbor video clip. Continue WW II events. DUE: family background on WWII. HW: none.
Goals and Objectives:
Describe causes of Great Depression, and compare/ contrast with current economic events
Evaluate differences in government response to past and present economic events
Describe conditions in Europe and Asia that led to the rise of dictators in Germany, Italy, Russia, and Japan
Analyze differences between fascism and communism
Describe events that led to the outbreak of World War II
Social Studies Standards:
Review rise of totalitarianism in Europe following WW I (S2, C8, PO1)
Review impact of Great Depression on US (S1, C8, PO1)
Analyze the major causes of WW II (S2, C8, PO2)
Trace events in the Pacific and Europe during WW II (S2, C8, PO3&4)
Describe causes and effects of the Holocaust (S2, C8, PO5)
Describe effects of WWII on United States (S1, C8, PO2,3,4)
Analyze Arizona’s contributions to WWII (S1, C8, PO5)
Describe events and individuals important to WW II (S1, C8, PO6,7)
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