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November 29, 2006

Due to the fact that the notes took a little longer than expected, I changed around our activity schedule a bit.

Tuesday - 1. Go over questions page 107
2. Take notes pages 104-107

Wednesday - 1. Finish notes pages 104-107
2. Break down Declaration of Independence - this takes us up to page 109 in the textbook.

If you are absent either of these two days, you will need to get the notes from a peer, and go ahead and read pages 107-109 so you will be with us with content when you return:-)
Mrs. Suggs

Posted by Suggs at 11:20 AM | Comments (0)

November 21, 2006

Here are your assignments for the week after Thanksgiving break:-) Also, you will be getting progress reports on Monday, 11/27.

Lesson Plans – week of 11/27-12/1

Monday:

1. Go over Unit 4 picture analysis sheet – review reasons leading up to the Revolutionary War (French and Indian War, etc.)
2. Tri-corn hat – KWL+ chart – complete K and W on own, and then go over together as a class putting items on the board for class to fill in on own sheets
3. Queen Yuckabella Rebellion Proclamation activity – students read the new rules set about by Queen Yuckabella and react to them. They need to do this individually at first, then with a partner – they need to circle the rules they don’t like with explanations for each grievance.
4. * Homework - Read pages 104-107 and answer ?’s page 107 #2-4

Tuesday:

1. Continue with Queen Yuckabella activity from yesterday - Discuss as a class – sharing grievances and reasons for each.
2. Discuss how students parents still have control over them, and how they feel that they are just about ready to break away, and that they don’t like all of the rules they have to follow that are set up by their parents, etc.
3. Look at Declaration of Independence –and discuss how this document was sent to the king stating that the colonists want to break from their “Mother Country” - Read “Dear John” letter and discuss how this letter follows the same format as the Declaration of Independence in that the writer lets the reader know why she was breaking up and how she felt people were supposed to treat one another in a relationship. Have students work with a partner to complete worksheet that breaks down the document into: reasons written, principles of how people should treat each other, complaints, and vision for the future. After students complete worksheet, go over together, and ask the question: “How do you think the king responded?” Do you think that you would have been willing to sign you name to such a document? What would be your fear be of signing it – would you sign with BIG letters or almost too small to be seen???:-)
4. **If have time, start notes on causes for the war – begin with a discussion of the term “Revolution” – not necessarily a war, but rather a change in life (political, cultural, economical, etc.)

Wednesday:

1. Continue with notes for the causes for the war – students are following along to lecture by teacher and taking own notes – bring in Georgia’s indecision to fight or not fight, and why.
2. Complete “Costs and Benefits of Georgia Fighting” activity – discuss and start creating posters and signs supporting their position (either benefit to join in war vs. costs of joining war)

Thursday:

1. Students spend a few more minutes creating their posters and signs – share to get support for the cause – as a class, discuss how the benefits for the future outweigh the costs of fighting the war.
2. Cartoon analysis of a person being Tarred and Feathered – complete cartoon analysis sheet – discuss as a class – this is a good indication of how colonists were feeling very patriotic about the cause (and anyone going against the cause would pay the price). Follow guide on page 90 of teacher’s edition
3. Homework – Unite or Die political cartoon analysis

Friday:

1. Discuss Unite or Die political cartoon from last night.
2. Have students work with a partner to create a slogan in protest of England and the Acts that have been imposed upon them – share and display these slogans around the room.
3. Write to learn activity – to be graded as a quiz – with a partner, have students “Take A Stand” – students choose one of the events from the time line on page 108 and write a paragraph describing how it would create feelings of patriotism and help the colonists think of themselves as “Americans”

Posted by Suggs at 12:36 PM | Comments (0)

November 16, 2006

Here are the items that need to be in (glued in!!) your notebook for the notebook check on Monday, 11/20-
Triangular Trade worksheet - green
Circle Books
Ch. 7 review worksheet

Posted by Suggs at 04:12 PM | Comments (0)

November 14, 2006

Monday: 1.ch. 7 review sheet
2. turn in "A Day In The Life" that wasn't turned in on Friday of last week - no late points taken until tomorrow.

Tuesday: 1. turn in any "A Day In The Life" - LATE - late points taken
2. completion grade for chapter 7 review sheet
3. go over chapter 7 review sheet
4. 5 second game to review for tomorrow's test

Wednesday: 1. Chapter 7 test (your test will include questions from chapters 1-6 as well as 7 - 60 questions plus an essay question related to chapter 7 - probably about the differences between economy and education in the various colony areas)
2. illustrate chapter 8 - finish for homework

Thursday: 1. Judge illustrations
2. Return chapter 7 test and go over
3. Puritan word unscramble - Race to finish first:-)
4. *Picture analysis - Unit 4 - pages 102-103
5. *KWL+ chart on Causes of the Revolutionary War - TRICORN hat chart
*Begin in class and finish for homework

Friday: 1. Geography Bee in-class elimination test
2. Unite or Die political cartoon analysis worksheet - complete and discuss

Posted by Suggs at 10:45 AM | Comments (0)

November 06, 2006

Monday, 11/6:

1. Read play on the life of Anne Hutchinson and discuss
2. Continue with “A Day In The Life”
3. Homework: complete #1-15 on 2 column notes packet

Tuesday, 11/7:
NO SCHOOL – ELECTION DAY – TEACHER WORKDAY

Wednesday, 11/8:

1. Go over notes from 2 column notes (#1-15)
2. “A Day In The Life”
3. Class work/homework – Four Fold Triangular Trade book and #16-22 on 2 column notes

Thursday, 11/9:

1. Quiz on slave issue(s)
2. Go over #16-22 and Triangular Trade book
3. “A Day In The Life” – due tomorrow
4. **Let students know that the rest of the 2 column notes (#23-29) can be omitted

Friday, 11/10:

1. Share and turn in “A Day In The Life”
2. Outline pages 97-101 – finish for homework if not completed in class

Posted by Suggs at 01:42 PM | Comments (0)

November 03, 2006

There are some changes from the last notice about Parent Night at Lassiter - please make sure you read this post to clarify any questions about the meeting:

Lassiter is hosting a Parent Night for all rising 8th graders. They will be providing information regarding transition, placement and curriculum. Please plan to attend on Tuesday, November 14 at 6:30 PM at Lassiter. The meeting will take place in the Lassiter theater. Mrs. Haag

Posted by Suggs at 12:48 PM | Comments (0)

Here are the requirements for your "A Day In The Life" project that we are currently working on in class in groups:

You are to pretend that you are a 14 year old living in the colonial times
1. Name of your colony - in your region (you were given your region and economic status in class)
2. Name of a major city in your region
3. Include in your writing: climate of colony, facts about agriculture, one business in your colony, what kind of education you would receive, etc.
4. Your paper could be: a journal, diary, newspaper article about you, a story, etc.
5. Due: Friday, 11/10
6. Final copy needs to be min. 1 page in length and max. 2 pages in length
7. Final copy needs to be in ink OR (and even better) typed:-)
8. Illustration is for bonus points - picture of your character, map of where you live, a job you might do, a school room, etc - be creative
9. Make sure that paper flows, is easy to follow, check grammar/spelling, etc.
10. You will need to turn in your group's brainstorming or webbing of ideas sheet, as well as your rough draft and final copy - this should cut down on so many papers that are not proofread before being submitted to the teacher.

We will work on this for a little bit of time each day - not necessarily all period. Most of the writing should take place during class time, and the typing/illustration completed at home.
Let me know if you have any questions.
Mrs. Suggs

Posted by Suggs at 12:45 PM | Comments (0)

November 01, 2006

Monday:
1. Return map tests - grades are posted on i-cue (and are all up to date)
2. Word search/clue sheet RACE on Colonial America with partner

Tuesday: **Happy Halloween!!!!!**
1. Continue with Colonial Am. race - winners with most correct answers receive bonus points (to be added to map tests)
2. Begin work on "Carouseling through the Colonial Times" using the laptops working with partners. *We will be using this information, along with information from the Colonial Am. race and scavenger hunt from last week, for a writing assignment at the end of the week.

Wednesday:
1. Cont. working on "Carouseling through the Colonial Times" with partner

Thursday:
1. Finish, go over and discuss answers to questions from "Carouseling through Colonial Times" - compare life then with life today - of both children and adults
2. Vote for governor (and various other elections) * mock election - if computers are working correctly
3. Start brainstorming ideas for "A Day in the Life" writing assignment - working in groups - final drafts need to be typed, illustration are optional (worth bonus points)

Friday:
1. Quiz on 3 regions of colonies - information pulled from reading pages 86-89 and information in "Circle Books"
2. Word unscramble - Race to unscramble words related to Colonial Period - winners get bonus points)
3. Continue with "A Day In The Life" - due on Friday of next week - 11/10 - to be shared with the class.

Have a wonderful weekend:-)

Posted by Suggs at 01:23 PM | Comments (0)