User Name - hartgrade8, Password - rochester8
Physical Map of North America
Essential Questions -
- What physical features of North America might have impacted the lives of American colonists and American citizens as the country developed?
- What physical features were pull factors that drew people to settle where they did? What physical features had a negative impact on settlement?
- Game - Students were assigned groups of three and given time to search through their textbooks, examining maps and they surrounding information to find places that should be included on a physical map of North America that would support our studies. See the button below to download the handout explaining the game on which students are to record possible places.
- HW - Students should examine maps to come up with three more places and reasons those places might have been important they can share with their group as we finish the game by wrapping up round 3 and holding a final lightning round.
- We finished the last round of the game and played a final lightening round. the class winner was determined.
- HW - Students in 6th hour need to look through their book and find 5 to 7 more places to label. We will do a lightening round at the beginning of the hour tomorrow.
- Students received the list of places to label.
- We went over the suggested method of study, explained on the list of place to label.
- We examined the images and read the descriptions of the places we will label for each day: Day 1 Wednesday, Day 2 Thursday, Day 3 Friday.
- We used the locator maps to label them on a blank map.
- Quiz - Wednesday September 25th
- Memorize each day's places on the map and review places already learned. (List of places to study for each day loaded below if you have lost yours.)
- Look at a blank map.
- Point to each place in that area
- then write the name of that place from memory, without looking at the list.
- Do all places in that part of the map.
- Check that you are correct.
- Repeat multiple times.
- Review places already learned.
- Throughout the day, when you aren’t looking at a map, review in your "mind’s eye."
Honoring Those Directly Impacted by 9/11
Wednesday - Thursday 9/11 - 9/12
- Remembrance of 9-11 - Due by end of hour Thursday
- Understanding the meaning of "memorial"
- Explanation of the design and meaning of the memorials at the National September 11 Memorial Museum
- Creation of our own memorial - Creating and displaying a found poem created from a 9/11 primary source
- I collected the Discussion paragraphs as students worked
- HW - If the found poem memorial for 9/11 was not completed in class, it should be completed at home and returned during homeroom. If a student was working with a partner and the poem was not finished, each partner should individually complete the found poem from the list of words the partners found. A student will not be given credit for a found poem created by another student even if they worked together to find the words; working together tp create the poem from the words is essential.
Beginning of the Year Discussions
- Seating Chart
- General introduction to class and myself
- Assignment Introduced - Beginning of the year discussion of quotes
- Homework - Prepare for a discussion tomorrow of the Carl Schurz quote. (See button below.)
- Brainstorm - Characteristics of Great Participation in a Discussion (See class list of characteristics below.)
- Discussion of Carl Schurtz quote - "My country right or wrong . . . ."
- 1-12 students participate
- rest observe and take notes (See note sheet below.)
- No Homework - We will write a model paragraph based on the first discussion together tomorrow.
- Model notes on discussion
- Model paragraph on discussion
- Class list of characteristics of great participation in a discussion - rubric
- Finish first discussion
- Begin second discussion
- No Homework – We will write a paragraph describing the second discussion over the weekend and describing the third discussion Monday night. See below for a blank graphic organizer and models of notes, a graphic organizer, and a paragraph each describing our first discussion.
- Hold 2nd discussion on Shirley Chisolm quote - 10 - 12 in discussion, others observing and taking notes
- Time to begin planning paragraph using graphic organizer
- Homework - Complete plan for paragraph describing the group's discussion of the Shirley Chisholm on the graphic organizer and write the paragraph. See below for a blank graphic organizer and models of notes, a graphic organizer, and a paragraph each describing our first discussion.
- Background - Citizenship Test
- If time after all students have finished pre-test, students share qualities they aimed when writing their paragraph over the weekend.
- Ideas shared included ideas that were on topic, clear, accurate, and well developed by detail, strong structure that included a topic sentence that introduced the main idea, a clear and logical flow/order of ideas, and a concluding thought, and conventions that included spelling, capitalization, use of full sentences, and a standard, neat product.
- “People talk about the middle of the road as though it were unacceptable. Actually, all human problems . . . come into the gray areas. Things are not all black and white. There have to be compromises. The middle of the road is all of the usable surface. The extremes, right and left, are in the gutters.”
- Discussion of 3rd Quote
- Complete Graphic Organizer and Write Paragraph describing discussion of quote by Eisenhower.
- Tomorrow in class both the paragraph on the discussion of the Chisholm quote and this paragraph are due. You will turn both in with the one you consider your strongest stapled on top.
- See the list of characteristics of a strong paragraph that was generated by the class attached below.