6/13/16
Do Now: Write a sentence using the words, "Legislative Branch" 5 min
Classwork: Students will finish test. 10 min
Students will finish Prezi notes. 15 min Prezi notes.
3. Class discussion on the three branches. 5
Closure: What keeps the three branches equal? 4 min
HW: Write a paragraph describing what happened over the weekend in America. Write down the Who, What, Where, Why, and How.
Do Now: Write a sentence using the words, "Legislative Branch" 5 min
Classwork: Students will finish test. 10 min
Students will finish Prezi notes. 15 min Prezi notes.
3. Class discussion on the three branches. 5
Closure: What keeps the three branches equal? 4 min
HW: Write a paragraph describing what happened over the weekend in America. Write down the Who, What, Where, Why, and How.
6/10/16
Classwork: Students will take test.
6/9/16
Do Now: Virginia plan vs NJ Plan Chart
Classwork: 1. Students played Jeopardy game as a review.
HW: STUDY!
6/8/16
Do Now:How many judges are there on the Supreme Court? 4 min
Classwork: 1. Students will finish Prezi notes. 15 min
2. Students will go over review sheets with study buddies. 10 min
3. Will start review jeopardy game in class. 10 min
HW: Review Sheet page 2
6/7/16
Do Now: Name the two parts of the Legislative Branch. Which part has equal representatives? Which part is based on a state's population? 5 min
Classwork: 1. Read outloud the article on the Supreme Court 10 min
2. Students discuss if the judges should have their jobs for life. 10 min
3. Students start to write an opinion paragraph. 14 min
HW: Review Sheet page 1
6/6/16
Do Now: Complete reflection questions on Project. 5 min
Classwork: Watch Brainpop clip and go over answers. 15 min
2. Work on Prezi notes. Prezi notes. 15 min
Closure: What word do you think of when you hear House of Representatives?
Classwork: Students will take test.
6/9/16
Do Now: Virginia plan vs NJ Plan Chart
Classwork: 1. Students played Jeopardy game as a review.
HW: STUDY!
6/8/16
Do Now:How many judges are there on the Supreme Court? 4 min
Classwork: 1. Students will finish Prezi notes. 15 min
2. Students will go over review sheets with study buddies. 10 min
3. Will start review jeopardy game in class. 10 min
HW: Review Sheet page 2
6/7/16
Do Now: Name the two parts of the Legislative Branch. Which part has equal representatives? Which part is based on a state's population? 5 min
Classwork: 1. Read outloud the article on the Supreme Court 10 min
2. Students discuss if the judges should have their jobs for life. 10 min
3. Students start to write an opinion paragraph. 14 min
HW: Review Sheet page 1
6/6/16
Do Now: Complete reflection questions on Project. 5 min
Classwork: Watch Brainpop clip and go over answers. 15 min
2. Work on Prezi notes. Prezi notes. 15 min
Closure: What word do you think of when you hear House of Representatives?
6/4/16
Did not see class due to Multicultural show
6/3/16
Do Now: What are the three branches of government and what do they do? 5 mins
Classwork: 1. Students took technology poll. Password: Dove489 20 min
2. Students finished brainpop questions. 10 min
3. Students worked on Prezi notes. 10 min
HW: Vocabulary words
6/2/16
Had a sub due to pd. Students worked on fill in the blank notes.
6/1/16
No School
5/30/16
NO School
Did not see class due to Multicultural show
6/3/16
Do Now: What are the three branches of government and what do they do? 5 mins
Classwork: 1. Students took technology poll. Password: Dove489 20 min
2. Students finished brainpop questions. 10 min
3. Students worked on Prezi notes. 10 min
HW: Vocabulary words
6/2/16
Had a sub due to pd. Students worked on fill in the blank notes.
6/1/16
No School
5/30/16
NO School
5/27/16
Do Now: What are the two parts of the legislative branch? 5 min
Classwork: 1. Students will finish prezi notes. 20 min
Closure:
HW: Article reading
5/26/16
Do Now: Name the three branches of government. 5 min
Classwork: 1. Watch brainpop video together. 5 min
2. Students will rewatch video and answer questions. 15 min
3. Students will work on graphic organizer on Prezi notes. 10 min
Closure: What does the legislative branch do? 4 min
5/25/16
Did not see students due to NJASK
5/24/16
Did not see students due to Chorus concert.
5/23/16
Did not see students chorus practice.
Do Now: What are the two parts of the legislative branch? 5 min
Classwork: 1. Students will finish prezi notes. 20 min
Closure:
HW: Article reading
5/26/16
Do Now: Name the three branches of government. 5 min
Classwork: 1. Watch brainpop video together. 5 min
2. Students will rewatch video and answer questions. 15 min
3. Students will work on graphic organizer on Prezi notes. 10 min
Closure: What does the legislative branch do? 4 min
5/25/16
Did not see students due to NJASK
5/24/16
Did not see students due to Chorus concert.
5/23/16
Did not see students chorus practice.
5/20/16
Career Day
5/19/16
Classwork: Students worked on project. 39 mins
HW: Worksheet
5/18/16
Do Now: Do you think there are any amendments after the Bill of Rights? Yes, no and why? 5 min
Classwork: 1. Cristina. Oliver, Alejandro, Nalissa, Lynn - Students worked on project on the computer. 34 min
Charly, Guillermo - 1.Finish brainpop questions on 3 branches of government.
2. Work on Prezi notes.
HW: Project
5/17/16
Classwork: 1. Students worked on project on the computer. 20 min
2. Students edited each other project so far. 19 min
HW: Project
5/16/16
Do Now: Write down one question you have on the project. 5 mins
Classwork: 1. Students will finish all questions for project worksheet. 10 min
2. Students will get on laptop and start making presentation based on their projects. 24 min
HW: Project
Career Day
5/19/16
Classwork: Students worked on project. 39 mins
HW: Worksheet
5/18/16
Do Now: Do you think there are any amendments after the Bill of Rights? Yes, no and why? 5 min
Classwork: 1. Cristina. Oliver, Alejandro, Nalissa, Lynn - Students worked on project on the computer. 34 min
Charly, Guillermo - 1.Finish brainpop questions on 3 branches of government.
2. Work on Prezi notes.
HW: Project
5/17/16
Classwork: 1. Students worked on project on the computer. 20 min
2. Students edited each other project so far. 19 min
HW: Project
5/16/16
Do Now: Write down one question you have on the project. 5 mins
Classwork: 1. Students will finish all questions for project worksheet. 10 min
2. Students will get on laptop and start making presentation based on their projects. 24 min
HW: Project
5/13/16
On field trip students will work on book work.
5/12/16
Do Now: Write down five freedoms covered by the first Amendment. 5 min
Classwork: Explained project to students 7 min
2. Students work on questions for project.25 min
HW: Finish page one questions on project
5/11/16
Do Now: Write down one fact you learned about the famous people from yesterday. 5 min
Classwork: 1. Finished reading famous people with students. 10 min
2. Students started to fill in goals they had for my class. 15 min
3. Students read their goals out loud. 5 min
Closure: How did What goals did you think Obama had as a kid?
5/10/16
Do Now: Write down three questions for Washington. 5 min
Classwork: Students continued to read the paragraph as a class outloud and summarize in a sentence about the positive and negative parts of that persons life. 30 min
Closure: What did you learn about Beyonce today? 4 min
5/9/16
Do Now: What are the professions of these five famous people. Obama, Washington, Beyonce, Ovaldo Alanso and Wyclef Jean. 5 mins
Classwork: 1. As a class we started to read the paragraphs on the famous people and write down a phrase about the positive and negative sections. 30 min
Closure: Name two things you learned about the famous people. 4 mins
On field trip students will work on book work.
5/12/16
Do Now: Write down five freedoms covered by the first Amendment. 5 min
Classwork: Explained project to students 7 min
2. Students work on questions for project.25 min
HW: Finish page one questions on project
5/11/16
Do Now: Write down one fact you learned about the famous people from yesterday. 5 min
Classwork: 1. Finished reading famous people with students. 10 min
2. Students started to fill in goals they had for my class. 15 min
3. Students read their goals out loud. 5 min
Closure: How did What goals did you think Obama had as a kid?
5/10/16
Do Now: Write down three questions for Washington. 5 min
Classwork: Students continued to read the paragraph as a class outloud and summarize in a sentence about the positive and negative parts of that persons life. 30 min
Closure: What did you learn about Beyonce today? 4 min
5/9/16
Do Now: What are the professions of these five famous people. Obama, Washington, Beyonce, Ovaldo Alanso and Wyclef Jean. 5 mins
Classwork: 1. As a class we started to read the paragraphs on the famous people and write down a phrase about the positive and negative sections. 30 min
Closure: Name two things you learned about the famous people. 4 mins
5/6/16
Do Now: What goals do you have for the 4th marking period in my class. 5 min
Classwork: 1. Students given speech about why education is important and about reaching for their goals/dreams. 7 min
2. Students watched three videos and had to identify if they were positive/negative or neutral. 10 min
Positive watch from 2:45 on
Neutral
Negative
3. Students wrote two paragraphs. First was about one time they were successful, and second when they failed at something. 15 min
Closure: Write down two questions for Obama if you met him.
HW: Finish paragraphs for Monday's Class!
5/5/16
Students had sub for the day.
5/4/16
Students worked on Bill of Rights worksheet 3 and 4
5/3/16
Students worked on Bill of Rights worksheet 2
5/2/16
Students worked on Bill of Rights Worksheet one.
Do Now: What goals do you have for the 4th marking period in my class. 5 min
Classwork: 1. Students given speech about why education is important and about reaching for their goals/dreams. 7 min
2. Students watched three videos and had to identify if they were positive/negative or neutral. 10 min
Positive watch from 2:45 on
Neutral
Negative
3. Students wrote two paragraphs. First was about one time they were successful, and second when they failed at something. 15 min
Closure: Write down two questions for Obama if you met him.
HW: Finish paragraphs for Monday's Class!
5/5/16
Students had sub for the day.
5/4/16
Students worked on Bill of Rights worksheet 3 and 4
5/3/16
Students worked on Bill of Rights worksheet 2
5/2/16
Students worked on Bill of Rights Worksheet one.
4/29/16
Students had sub for the day.
4/28/16
Reviewed Bill of rights notes.
4/27/16
Reviewed Bill of Rights notes.
4/26/16
Did not see class due to PARCC
4/25/16
Did not see class due to PARCC
Students had sub for the day.
4/28/16
Reviewed Bill of rights notes.
4/27/16
Reviewed Bill of Rights notes.
4/26/16
Did not see class due to PARCC
4/25/16
Did not see class due to PARCC
4/22/16
Did not see class due to PARCC Testing
4/21/16
Did not see class due to PARCC Testing
4/20/16
Classwork: Lynn and Nalissa keep working on projects. Charly and Guillermo keep cutting out pictures for projects. Olivier, Alejandro, and Cristina finished brainpop worksheet. 39 mins
4/19/16
Students took PARCC test, did not see them.
4/18/16
Students took PARCC Test, did not see them.
Did not see class due to PARCC Testing
4/21/16
Did not see class due to PARCC Testing
4/20/16
Classwork: Lynn and Nalissa keep working on projects. Charly and Guillermo keep cutting out pictures for projects. Olivier, Alejandro, and Cristina finished brainpop worksheet. 39 mins
4/19/16
Students took PARCC test, did not see them.
4/18/16
Students took PARCC Test, did not see them.
4/15/16
Classwork: 1. Students took quiz on the Bill of Rights 20 min 2. Students worked on projects. 9 mins 4/14/16 Do Now: Which amendment is the most important and why? Discuss with your study buddy and write down a sentence or two about it. 5 min Classwork: 1. Students will work on worksheet on Bill of Rights in study buddy groups. 15 min 2. We will go over as a class the answers. 10 min 3. Students will continue to work on project notes. 9 min Christina - 1. Prezi notes 2. Bill of Rights 3. Project Charly and Guillermo - 1. Practice words Click here _ 2. Second practice HW: Study for quiz tomorrow. 4/11/16 Do Now: Which amendment grants Americans freedom of speech and the press? 5 min Classwork: 1. Students complete graphic organizer on Bill of Rights. 20min 2. Class discussion going over the amendments 10 min 3. Bill of Rights practice quiz 2. Closure: Why we do need certain Freedoms? 4 min Hw: Brainstorm ideas for project. |
|
|
4/8/16
Do Now: What document is the Bill of Rights apart of? 5 min Classwork: 1. Students continued to work on Prezi notes 20 min 2. Students complete graphic organizer on Bill of Rights. 10 min Closure: What freedoms do we have under the 1st Amendment? 4 min 4/7/16 Do Now: Can we say and do what we want? 5 min Classwork: 1. Go over homework 7 min 2. Students worked on Prezi notes 25 min 3. Students will complete graphic organizer on Bill of Rights. 5 min Closure: What basic rights to people have? 4 min Hw: Finish Venn Diagram. 4/6/16 Do Now: Explain why the government is like an equilateral triangle? 5 mins Classwork: 1. We will finish watching the brainpop clip on the Constitution. 15 min 2. Class discussion on what rights we have as Americans. 7 min 3. Students will complete graphic organizer on Bill of Rights using Prezi notes. 8 min Closure: What are the Bill of Rights apart of? 4 min HW: Worksheet Reading. 4/5/16 Do Now: What are the three branches of our government? 5 min Classwork: 1.Discussion on how a Bill becomes a law. 7 min 2. As a class we watch the Brainpop clip on the Constitution. Students watch it once no interruptions. The second time I pause and we discuss certain parts. The students answer the questions as we go along. 23 min Closure: Which of the following triangles represents the three branches of government? Equilateral, isosceles, scalene? 4 min HW: Finish 2nd part of vocabulary w 4/4/16 Do Now: How many branches of government are there? 5 min Classwork: 1. Student continued to work on project 30 min Guillermo - Prezi notes, Quizlet. Hw: Vocab definitions |
3/24/16
Field Trip 3/23/16 Do Now: What are some peer editing feedback you can give for the project? 5 min Classwork: 1. Students continued to work on the project. 20 min 2. Students work in study buddy pairs to look at each other's work and give pointers. 10 min Closure: Why is peer editing useful? 4 min HW: Spring break HW 3/22/16 Do Now: If I was from South Carolina, would I be in favor of the New Jersey or Virginia Plan and why? 5 min Classwork: 1. Students worked on project. 30 min Closure: How do I put an image on the google slides? 4 min 3/21/16 Do Now: What are the main parts of facebook? 5 min Classwork: 1. Students continued to work on Delegate project. 34 min HW: Project |
|
3/18/16
Do Now: Why do you think Rhode Island did not send any representatives to the Constitutional Convention? 5 min
Classwork: 1. Explain project to students. 10 min
2. Students worked on answer questions for project using the website. 19 min
Closure: Name three facts about your person 4 min
HW: Project
3/17/16
Do Now: Research and write down the delegates from New Jersey who went to the Constitutional Convention. 5 mins
Classwork: 1. Students continued to work on Prezi notes. PREZI LINK 25 mins
2. Students took quiz on Constitutional convention. 10 mins
Closure: Why was the Constitution needed? 4 min
HW: Constitutional Convention Vocab
3/16/16
Do Now: Name the states that sent delegates to the convention. (use the computer to research)5 min
Classwork: 1. Get students to log into google classroom 7 min
2. Students worked on Prezi notes. 27 min
PREZI LINK
3/15/16
Did not see class due to testing.
3/14/16
Do now: If there was a army rebelling against the US could the government under the Articles put it down? Why or why not? 5 min
Classwork: 1. Students watched brainpop and we had discussion. 10 min
2. Students wrote notes from the book 10 min
3. Group discussion on what the NJ and Va plan is. 10 min
Closure: Would you have went to the convention?
HW: T chart on vocab words.
Do Now: Why do you think Rhode Island did not send any representatives to the Constitutional Convention? 5 min
Classwork: 1. Explain project to students. 10 min
2. Students worked on answer questions for project using the website. 19 min
Closure: Name three facts about your person 4 min
HW: Project
3/17/16
Do Now: Research and write down the delegates from New Jersey who went to the Constitutional Convention. 5 mins
Classwork: 1. Students continued to work on Prezi notes. PREZI LINK 25 mins
2. Students took quiz on Constitutional convention. 10 mins
Closure: Why was the Constitution needed? 4 min
HW: Constitutional Convention Vocab
3/16/16
Do Now: Name the states that sent delegates to the convention. (use the computer to research)5 min
Classwork: 1. Get students to log into google classroom 7 min
2. Students worked on Prezi notes. 27 min
PREZI LINK
3/15/16
Did not see class due to testing.
3/14/16
Do now: If there was a army rebelling against the US could the government under the Articles put it down? Why or why not? 5 min
Classwork: 1. Students watched brainpop and we had discussion. 10 min
2. Students wrote notes from the book 10 min
3. Group discussion on what the NJ and Va plan is. 10 min
Closure: Would you have went to the convention?
HW: T chart on vocab words.
3/10/16
Do Now: Do we have today a strong or weak national government? Why? 5 mins
Classwork: 1. Read page one Articles. 10 mins
2. Students worked on their answers independently. 5 mins
3. Students worked together in groups of two to compare their answers. 5 mins
4. We discussed as a class. 10 min
Closure: Was the national government stronger then the state ones?
3/9/16
Do Now: Why was the National Government weak back then? 5 min
Classwork: 1. Went over homework, read outloud answers, and made a list of what taxes are used for based on answers. 7 min
2. Continued to watch brainpop video as class. At points we stopped and had discussion on difficulty with passing laws, enforcing them, and lack of taxes. 15 mins
3. Students worked on activity where they looked up different types of money from their countries just like the 13 colonies had all different types of money. 10 mins
Closure: Does have 13 different types of money promote trade yes or no and why? 4 min
HW: Worksheet 1-3
3/8/16
Do Now: What were two problems with the Articles of Confederation? 5 min
Classwork: 1. We started to watch brainpop clip and speak about questions. 15 min
2. Students complete proportion on to see how many votes the government had to get to pass a law. 10 min
3. Discussion on if the President has to obey the laws? Students write a paragraph stating yes or no and why. 5 min
HW: What are taxes and what are they used for? Provide 4 examples.
3/7/16
Do Now: What were two main ideas from the Magna Carta? 5 min
Classwork: 1. Rewatched Magna Carta clip with students. 5 min
2. Reviewed quiz. 10 min
2. Students filled in Venn Diagram of the main ideas about Magna Carta. 7 min
3. Students worked on Brainpop questions. 8 min
HW: Magna Carta Worksheet
Do Now: Do we have today a strong or weak national government? Why? 5 mins
Classwork: 1. Read page one Articles. 10 mins
2. Students worked on their answers independently. 5 mins
3. Students worked together in groups of two to compare their answers. 5 mins
4. We discussed as a class. 10 min
Closure: Was the national government stronger then the state ones?
3/9/16
Do Now: Why was the National Government weak back then? 5 min
Classwork: 1. Went over homework, read outloud answers, and made a list of what taxes are used for based on answers. 7 min
2. Continued to watch brainpop video as class. At points we stopped and had discussion on difficulty with passing laws, enforcing them, and lack of taxes. 15 mins
3. Students worked on activity where they looked up different types of money from their countries just like the 13 colonies had all different types of money. 10 mins
Closure: Does have 13 different types of money promote trade yes or no and why? 4 min
HW: Worksheet 1-3
3/8/16
Do Now: What were two problems with the Articles of Confederation? 5 min
Classwork: 1. We started to watch brainpop clip and speak about questions. 15 min
2. Students complete proportion on to see how many votes the government had to get to pass a law. 10 min
3. Discussion on if the President has to obey the laws? Students write a paragraph stating yes or no and why. 5 min
HW: What are taxes and what are they used for? Provide 4 examples.
3/7/16
Do Now: What were two main ideas from the Magna Carta? 5 min
Classwork: 1. Rewatched Magna Carta clip with students. 5 min
2. Reviewed quiz. 10 min
2. Students filled in Venn Diagram of the main ideas about Magna Carta. 7 min
3. Students worked on Brainpop questions. 8 min
HW: Magna Carta Worksheet
3/4/16
Do Now: What is the difference between a direct and representative democracy? 5 min Classwork: 1. Students will take quiz on governments. 25 min 2. Students will watch brainpop video and start to answer questions 9 mins 3/3/16 Do Now: Does the President have to obey the laws? 5 min Classwork: 1. We will go over last night's homework and discuss. 10 min Class will watch clip of Trump to try to see what law Trump is trying to change 7 min 2. Students watch clip on Magna Carta and take notes. 15 min Closure: HW: Study for quiz tomorrow. 3/2/16 Do now: What is an Oligarchy? What if we had that type of government, how would we be different? 5 min Classwork: 1. Students will practice harder example on Quizlet. 15 min 2. Students will work will answer example of government worksheet. 15 min Closure: Work with study buddy to see if you had any differences. HW: Finish Worksheet 3/1/16 Do Now: Name four different types of government. 5 min Classwork: 1. Students will practice words on Quizlet. $$$$$$CLICK HERE $$$$$$$$$$$$$$$$ 15 min Quizlet 2 Practice 2. Students will work on worksheet example independently. 10 min 3. Students will compare answers with study buddy. 5 min Closure: What if our government was an oligarchy? 4 min HW: Notecards 2/29/16 Do Now: What do we call a place that has no government? 5 min Classwork: 1. As a class we will go over the Prezi notes and discuss 15 min 2. Students will make drawings for each of the different types of governments to help them remember. 15 min Closure: What type of government do we have? HW: Drawings |
|
|
2/26/16
Do Now: What is government? 5 min Classwork: 1. Group discussion on what government is. 7 min 2. Students watched clip explaining what government is, and took notes. 15 mins Youtube clip 3. Students worked on Prezi notes. 8 min Closure: Why do we need government? 4 min 2/25/16 Do Now: What type of government do we have? 5 min Classwork: 1. Students will finish the paragraph writing on the test. 15 min 2. Students will take preassessment on government. 5 min 3. Students will fill out a KWLS chart on any information they know. 5 min 4. Students will take PREZI notes. <<<<<<<click here>>>>>>>>>>> 7 min 2/24/16 Do Now: Name three British disadvantages during the war. 5 min Classwork: Students will take test. 2/23/16 Do Now: Name three advantages the Americans had.5 min Classwork: Students will answer questions on a Kahoot! review game. 34 min HW: Study for test tomorrow. 2/22/16 Do Now: What do you think were the top three causes of the revolution? 5 min Classwork: Students will complete review game quizlet. <<<<<<<<<<<<<<Click here>>>>>>>>>>>>>> 35 mins HW: Finish review sheet |
2/19/16
Do Now: What could the British army do to stop the colonists from helping the colonial army? 5 min Classwork: 1. Students will watch clip of the Patriot, and see how geography was used for their advantage. 10 min 2. Students will work on review sheets for test. 20 min Closure: Where did the American army go for supplies? 5 min 2/18/16 Do Now: What could the British army do to stop the colonists from helping the colonial army? 5 min Classwork: 1. Students will watch clip of the Patriot, and see how geography was used for their advantage. 10 min 3. Students will watch clip two and answer questions. ************CLIP 2******************** 10 min HW: Write a paragraph about which advantage you think is the most important and why. Closure: Where did the American army go for supplies? 5 min HW: Finish review sheet, and study 2/17/16 Do Now: Describe how you get to school? How do you know where to go? 5 min Classwork: 1. Review strengths we talked about yesterday. 7 min 2. We will finish watching clip one as students fill in the T chart. <<<<<<<<<<<Clip>>>>>>>>>>>>>>>>>> 15 min 3. Class discussion on who has more advantages/disadvantages. Who do you think is going to win? 10 min HW: Vocab definitions 2/16/16 Do Now: How long does it take the British ships to travel from England to America? ______ months 5 mins Classwork: 1. Draw a T chart and label it American Advantages/ British Disadvantages. 2 min 2. Students will watch clip and take notes to fill in on their T chart. <<<<<<<<<<<Clip>>>>>>>>>>>>>>>>>> 15 min Closure: What was one advantage for the Americans? 4 min HW: Write a paragraph about which advantage you think is the most important and why. 2/15/16 No School |
|
|
2/12/16
Do Now: Do all people today around the world have all the rights mentioned in the Declaration of Independence? Do all people in the United States have all the rights mentioned in the Declaration of Independence? 5 min Classwork:1. Students brainstorm certain rights they have as students. 7 mins 2. Students will write their own Declaration of Independence putting in the rights they came up with. 20 min 3. Students will present them to the class. 8 min HW: 2/11/16 Do Now: What were the three parts of the Declaration of Independence? 5 min Classwork: 1.Students will finish Declaration of vocabulary words. 15 min 2. Students will work in pairs to see if all of their answers make sense. 10 min 3. Students will research black history month person. HW: Research black history month person 2/10/16 Do Now: What three groups were left out of the phrase, "All men are created equal?" 5 min Classwork: 1. Students watched clip on Obama from 1:40 to 4 min, and discuss the importance CLIP 5 min 2. Students watch brainpop video on Declaration of Independence and answer questions. 10 min 3. Explain to students the Declaration of Independence Vocabulary words. 10 min 4. Students work on Black history month people. 9 min HW: Read article and underline main parts 2/9/16 Do Now: What does the phrase, "all men are created equal" mean? 5 min 1. Students answer reflective questions from project. 7 min 2.Half the class worked on finishing their fill in the blank notes. 15 min 3. Students started to research Black History month people. 8 min Closure: Why do we celebrate Black History month? 4 min HW: Define vocabulary words. 2/8/16 Do Now: What is the first and second section titles on the worksheet? 5 min Classwork: 1. Explained how the fill in notes worked and how the students should use the sections to help them fill in the notes. 10 min 2. Students continued to work on fill in the blank notes from Friday. 15 min Closure: What person would you want to research for black history month? 4 min |
2/5/16 - absent
Classwork: Students completed fill in the blank notes using book. 2/4/16 Do Now: What are good positive comments? 5 min Classwork: 1. Students finished reading other person's article. 10 min 2.Students responded to article by writing down a question, and a positive comment on a blank piece of paper. 10 min 3. Student's received back their original article and answer the other person's question 10 min 4. Students read their article out loud to the class. 9 min 2/3/16 Do Now: How do you put a video or picture on your blog? 5 min Classwork: 1. Students will post their paragraphs on the google classroom. <<<<<<<<<<<<<<<<<click here>>>>>>>>>>>>>>> password:q98j8ke 20 min (Students tried to log on but unable to due to most of them not being able to access google docs.) Students instead printed their articles out. 2. Students started to read other person's article. 10 min HW: DOI reading 1 2/2/16 Do Now: How do you post a blog? 5 min Classwork: Students will take computers and start typing their two paragraph responses 25 min Students will research a multimedia piece to add to their articles. 10 min if students done early they will post their articles, <<<<<<<<<<<<<<<<<click here>>>>>>>>>>>>>>> password:q98j8ke Closure: Why do we still talk about the Boston Massacre today? 4 min HW: Finish paragraphs 2/1/16 Do now: Describe the key players of the Boston Massacre in quarter two. 15 minutes. Classwork: Explanation of graphic organizer. 10 min Students work on graphic organizer or finish primary sources. 10 min Closure: What is a blog? 4 min HW: Finish graphic organizer |
|
1/29/16
Students will take test. 39 mins
1/28/16
Students who completed half of review sheet 2 will play review game on kahoot. Students who did not will work on it in class. 39 mins
1/27/16 - Delayed opening
Students will work on review sheet one. 20 mins
We will go over review sheet 1. 9 min
HW: Complete half of review sheet 2.
1/26/16
Snow Day
1/25/16
Snow Day
Students will take test. 39 mins
1/28/16
Students who completed half of review sheet 2 will play review game on kahoot. Students who did not will work on it in class. 39 mins
1/27/16 - Delayed opening
Students will work on review sheet one. 20 mins
We will go over review sheet 1. 9 min
HW: Complete half of review sheet 2.
1/26/16
Snow Day
1/25/16
Snow Day
1/22/16
Do Now: For quarter one, label the correct people on the field. 5 min
Classwork: 1. Students will read primary sources by themselves and write summarizes. 10 min
2. In groups the students will compare summarizes. 10 min
3. Students will start filling out graphic organizer for paragraphs. 10 min
Closure: For quarter two label the correct people on the field 4 min
HW: Finish main idea of sources
1/21/16
Do Now: Put the following events in order based on the Loyalist article. 5 min
Classwork: 1. Students will watch reenactment clip of the Boston Massacre. 10 min
2. Students will answer questions on the Boston Massacre. 15 min
3. As a class we will review question answers 5 min
Closure: Who was the last to arrive at the Massacre? 4 min
1/20/16
Do Now: Put the following events in order based on the Patriot Article. 5 min
Classwork: 1. Read outloud Loyalist Article as a class. 10 min
2. Students will fill in right side of Venn diagram and center. 10 min
3. Students will finish describing pictures one and two of the Boston Massacre. 10 min
Closure: Are there more than just the Loyalists and Patriots involved in the Massacre? Yes or no and why? min
HW: Finish right side and center of Venn diagram.
1/19/16
No School
1/18/16
No School
Do Now: For quarter one, label the correct people on the field. 5 min
Classwork: 1. Students will read primary sources by themselves and write summarizes. 10 min
2. In groups the students will compare summarizes. 10 min
3. Students will start filling out graphic organizer for paragraphs. 10 min
Closure: For quarter two label the correct people on the field 4 min
HW: Finish main idea of sources
1/21/16
Do Now: Put the following events in order based on the Loyalist article. 5 min
Classwork: 1. Students will watch reenactment clip of the Boston Massacre. 10 min
2. Students will answer questions on the Boston Massacre. 15 min
3. As a class we will review question answers 5 min
Closure: Who was the last to arrive at the Massacre? 4 min
1/20/16
Do Now: Put the following events in order based on the Patriot Article. 5 min
Classwork: 1. Read outloud Loyalist Article as a class. 10 min
2. Students will fill in right side of Venn diagram and center. 10 min
3. Students will finish describing pictures one and two of the Boston Massacre. 10 min
Closure: Are there more than just the Loyalists and Patriots involved in the Massacre? Yes or no and why? min
HW: Finish right side and center of Venn diagram.
1/19/16
No School
1/18/16
No School
|
1/15/16
Do Now: Can two people who see the same event and have a different story? 5 min Classwork: 2. Read outloud the Boston Massacre newspaper from the side of the Patriots. 15 min 3. Students started to fill in Venn Diagram. 15 min Closure: What parts are missing from the video clip. 4 min HW: Finish left side of Venn Diagram. 1/14/16 Classwork: 1. As a class we will go over both groups analysis of picture one and two. Students will go up to the board and circle the important parts and explain reasoning to the class. 20 min 2. Students will finish questions about the reenactment of Boston Massacre. 15 min Closure: Write down three things you learned today. 1/13/16 Do Now: All revolutions start somewhere, what caused your home country to start a revolution? 5 min Classwork: 1. Explained students activity they will be working on. 7 min 2. Students will look at picture 1 and answer questions on google spreadsheet 10 min 3. Students will look at picture 2. 10 min 4. Leaders will explain pictures to class on board. 9 min HW: Complete worksheet on other two pictures 1/12/16 Do Now: Which country are the Patriots? Which country are the loyalists? 5 min Classwork: 1. We will go over the homework. 10 min 2. Class will read over questions that they need to answer for the clip. 5 min 3. Students will watch a reenactment clip of the Boston Massacre. 10 min 4. Students will answer questions 7 min Closure: How did the two clips show different sides of the Massacre? 1/11/16 Do Now: What caused the Boston Massacre? 5 min Classwork: 1. Explanation of new project and the different jobs assigned to the students. 10 min 2. Students read questions out loud so they know what they are looking for. 5 min 3.Student watch a clip about the massacre. Massacre Video clip 1 10 min 4. Students rewatch the clip answering the questions as they go. 5 min 5. Students discuss questions as study buddy pairs. 5 min Hw: Define project vocab words. |
1/8/16
Do Now: What did the Tea Act Tax? 5 min Classwork: 1. Students finished book questions. 10 min 2. Went over the questions as a class. 10 min 3. Explained to class new Boston Project. 10 min Closure: What responsibilities was your person charged with? 4 min 1/7/16 Do Now: Why did the Native Americans side with the French in the war? 5 min Classwork: 1. Students filled in graphic organizer from the book. 10 min 2. Class discussion on taxes and why the colonists were so mad at them? 10 min 3. Students answered questions based on chart. 10 min Closure: Why do some people think taxes are bad? HW: Write and answer 3 different questions from worksheet. 1/6/16 Do Now: Describe the three different uniforms worn by soldiers in the war 5 min Classwork:1. Students typed a paragraph out 3 outcomes of the French and Indian War. 34 min HW: Write and answer 3 questions on back side of worksheet. 1/5/16 Do Now: Watch Prezi video. What color uniforms did the two sides wear? 5 min Classwork: 1. Watch brainpop video and answer questions. 20 min French Indian War Clip 2. Finish Prezi notes. 10 min Closure: What happened to the Native Americans after the war? 4 min Hw: Vocabulary words 1/4/16 Do Now: What were the two strongest nations in the Europe at the time? 5 min Classwork: 1. Students will take Prezi notes on French and Indian War 30 min Click Here --------> Notes Closure: Watch clip 4 min HW: Map Worksheet |
|
12/25/15
Winter Break
12/24/15
Winter Break
12/23/15
Party
12/22/15
12/21/15
Do Now: Why was trade important? 5 min
Classwork: 1. Students were given 5 minutes to review. 5 min
2. Students took test. 29 min
Winter Break
12/24/15
Winter Break
12/23/15
Party
12/22/15
12/21/15
Do Now: Why was trade important? 5 min
Classwork: 1. Students were given 5 minutes to review. 5 min
2. Students took test. 29 min
12/18/15
Classwork: 1. Students will play Kahoot! review game on computer. Click here for game 39 min HW: Study for test Monday 12/17/15 Do Now: What are three differences between slaves and indentured servants? 5 min Classwork: 1. Students will play Kahoot! review game on computer. Click here for game 34 min HW: Study for test Monday 12/16/15 Do Now: What items were traded in the 13 Colonies? Why was trade important? 5 min Classwork: Explained to students the format of the test/ Handed out review sheets and materials. 5 min 2. Students worked on completing the three different review sheets. 25 min Closure: Do you think slaves were traded, why or why not? 4 min Hw: Complete review worksheets 1,2, and puzzle 12/15/15 Did not see students due to Winter assembly. 12/14/15 Do now: Solve the following two proportions 7 min X = 200 students with passports 38% = X number of left handed students 100% 400 total students 100% 400 total students Classwork: 1. Students finished proportion worksheet. 10 min 2. Mini-lesson Microsoft excel - Teaching students how to make a pie chart.10 min 3. Students put data into microsoft excel. 7 min Closure: Why were the Middle Colonies diverse? 5 min HW: Review Sheet 1 |
|
12/11/15
Do Now. What is diversity? Look in it up in the dictionary. Do you think we are a diverse classroom? Why or why not? 7 min
Classwork: 1. Students will finish solving proportions and showing work. 32 min
HW: Finish the proportion worksheet
12/10/15
Do Now: Why do you think the Middle Colonies are called the Middle Colonies? 4 min
Classwork: 1. Students will continue completing Prezi notes. Click Here for MIDDLE COLONIES> 15 min
2. Students will receive a mini-lesson on how to set up a proportion on the different populations. 10 min
3. Students will start to set up and solve proportions. 10 min
HW: Finish proportion problems 1-5
12/9/15
Do Now: Why were people afraid would happen in the New World? 5 min
Classwork: 1. Students will finish Mayflower compact. 15 min
2. Students will start Prezi graphic organizer. Click Here for MIDDLE COLONIES> 15 min
Closure: Put laptops away 4 min
12/8/15
Do Now: Why are agreements important? 4 min
Classwork: 1. Students will take quiz on New England Colonies. 10 min
2. As a class we will work on understanding the Mayflower compact. 15 min
HW: Diversity worksheet
12/7/15
Do Now: Name two differences between the New England and Southern Colonies. USE YOUR NOTES IF YOU NEED TO! 5 min
Classwork: 1. Students worked on finishing projects. 10 min
2. Students presented projects to the class. 10 min
3. Students received constructive feedback on their projects from their peers. 10 min
Closure: Why do you think the colonies traded with Africa and England?
HW: Study for Quiz
Do Now. What is diversity? Look in it up in the dictionary. Do you think we are a diverse classroom? Why or why not? 7 min
Classwork: 1. Students will finish solving proportions and showing work. 32 min
HW: Finish the proportion worksheet
12/10/15
Do Now: Why do you think the Middle Colonies are called the Middle Colonies? 4 min
Classwork: 1. Students will continue completing Prezi notes. Click Here for MIDDLE COLONIES> 15 min
2. Students will receive a mini-lesson on how to set up a proportion on the different populations. 10 min
3. Students will start to set up and solve proportions. 10 min
HW: Finish proportion problems 1-5
12/9/15
Do Now: Why were people afraid would happen in the New World? 5 min
Classwork: 1. Students will finish Mayflower compact. 15 min
2. Students will start Prezi graphic organizer. Click Here for MIDDLE COLONIES> 15 min
Closure: Put laptops away 4 min
12/8/15
Do Now: Why are agreements important? 4 min
Classwork: 1. Students will take quiz on New England Colonies. 10 min
2. As a class we will work on understanding the Mayflower compact. 15 min
HW: Diversity worksheet
12/7/15
Do Now: Name two differences between the New England and Southern Colonies. USE YOUR NOTES IF YOU NEED TO! 5 min
Classwork: 1. Students worked on finishing projects. 10 min
2. Students presented projects to the class. 10 min
3. Students received constructive feedback on their projects from their peers. 10 min
Closure: Why do you think the colonies traded with Africa and England?
HW: Study for Quiz
12/4/2015
Do Now: What was the New England economy's backbone? 4 min
Classwork: 1. Students continued to work on group projects. Students would write out what they needed on regular paper. Afterwards they would write it on large paper to be displayed in the classroom. 30 min
Closure: What was the center of a New England town? 5 min
HW: Finish project
12/3/2015
Do Now: What does the ship called The Mayflower have to do with the New England Colonies? Think about the clip from Dr. Kang's Class!
Mayflower Clip 7 min
Classwork:1 Students in groups got to pick one of three different activities. 17 min
a. Create a song/rap using 5 to 7 words from the foldable. (At least three each person)
b. Create 8 questions (two from each of the level worksheets) about the New England Colonies foldable.
c. Relate 10 topics (5 each team member) from the New England Colonies to explain how they relate to us today in our modern world.
HW: Work on activity at home.
12/2/2015
Do Now: Do you think the New England Colonies had big plantations, why or why not? Think of the weather! 5 min
Classwork:1. Students work to complete foldable on Prezi notes. 30 min
New England Prezi Notes Click Here
Closure: Why do you think Maine was a part of Massachusetts? 4 min
12/1/2015
Do Now: What colonies made up the New England Region? 4 min
Classwork: 1. Students worked on finishing paragraphs. 10 mins
2. I edited the students paragraphs 10 min
3. Students typed paragraphs on the computer. 10 min
Closure:What two things made up the backbone of the Southern economy? 5 min
HW: Article reading
11/30/2015
Do Now: Use the vocabulary word "vast" in a sentence correctly. 5 min
Classwork: 1. Explanation to students will write a paragraph about if they were traveling to the New World, would they travel as a slave or an indentured servant. 5 min
2. Students start to brainstorm about their paragraph by writing down ideas. 10 min
3. Students start to write paragraphs. 15 min
Closure: Without slavery who would have worked on the plantations? 4 min
HW: Define the words on worksheet for tomorrow's reading.
Do Now: What was the New England economy's backbone? 4 min
Classwork: 1. Students continued to work on group projects. Students would write out what they needed on regular paper. Afterwards they would write it on large paper to be displayed in the classroom. 30 min
Closure: What was the center of a New England town? 5 min
HW: Finish project
12/3/2015
Do Now: What does the ship called The Mayflower have to do with the New England Colonies? Think about the clip from Dr. Kang's Class!
Mayflower Clip 7 min
Classwork:1 Students in groups got to pick one of three different activities. 17 min
a. Create a song/rap using 5 to 7 words from the foldable. (At least three each person)
b. Create 8 questions (two from each of the level worksheets) about the New England Colonies foldable.
c. Relate 10 topics (5 each team member) from the New England Colonies to explain how they relate to us today in our modern world.
HW: Work on activity at home.
12/2/2015
Do Now: Do you think the New England Colonies had big plantations, why or why not? Think of the weather! 5 min
Classwork:1. Students work to complete foldable on Prezi notes. 30 min
New England Prezi Notes Click Here
Closure: Why do you think Maine was a part of Massachusetts? 4 min
12/1/2015
Do Now: What colonies made up the New England Region? 4 min
Classwork: 1. Students worked on finishing paragraphs. 10 mins
2. I edited the students paragraphs 10 min
3. Students typed paragraphs on the computer. 10 min
Closure:What two things made up the backbone of the Southern economy? 5 min
HW: Article reading
11/30/2015
Do Now: Use the vocabulary word "vast" in a sentence correctly. 5 min
Classwork: 1. Explanation to students will write a paragraph about if they were traveling to the New World, would they travel as a slave or an indentured servant. 5 min
2. Students start to brainstorm about their paragraph by writing down ideas. 10 min
3. Students start to write paragraphs. 15 min
Closure: Without slavery who would have worked on the plantations? 4 min
HW: Define the words on worksheet for tomorrow's reading.
11/27/2015
Thanksgiving Break 11/26/2015 Thanksgiving break 11/25/2015 Do Now: Why is voting important? 4 min Classwork: Students watch student council videos and voted. 20 min Hw: Thanksgiving Worksheet 11/24/2015 Do Now: Classwork: 1. Students will finish Venn diagram. 15 min 2. Students will write a paragraph explaining if they had to go to the New World as a servant or slave which would they pick and why. 20 min HW: Vocabulary words 7 to 11 11/23/2015 Do Now: What is a cash crop? 5 min Classwork: 1. Went over vocabulary words with class from homework, and had students use their own words to explain it. 10 min 2. Students continued to work in groups to finish the indentured servants part of Venn diagram. 15 min 3. Students worked independently to start article on slaves. 10 min Closure: Was slavery legal in the colonies? 4 min HW: Vocab words 1-6 from worksheet |
|
|
11/20/15
Field Trip 11/19/15 Do Now: What were consequences for running away as an indentured servant? 5 min Classwork: 1. Students continued to read the article on indentured servants. 16 min Closure: Why would people be unwilling to become indentured servants? 4 min HW: Listen to article and find definitions for vocabulary words. 11/18/15 Do Now: How many years could an indentured servant's contract last? 3 min Classwork: 1. Students will continue reading the article on indentured servants in small groups. (Lynn, Charley, and Oliver) 22 min HW: Indentured Servant Worksheet 11/17/15 Do Now: What causes people to go to war? 5 min Classwork: 1. Students listen to War by Edwin Starr with lyrics. As students listen to they write down all the reasons not to go to war. 7 min 2. Class discussion about what happened during the Paris attacks, how it affects us. 15 min 3. Students start to read an article on indentured servants and slaves to fill in for venn diagram. 8 min Closure: Who wants to go to war? Who makes money from wars going on? 4 min 11/16/15 Do Now: Why were the Southern Colonies founded? 5 min Classwork: 1. Continued with students Prezi notes. Students would read out loud first. We discussed all the points then the students summarized in their own words on their foldable. 7 min 2. Student answer questions on Southern colonies in notebooks. 10 mins 3. Students exchange papers and grade each others. 7 min 4. Class discussion on Veterans day. 6 min Closure: What two crops made the South a lot of money? 4 min HW: Write a short response stating what event happened on Friday in Europe. Please include a city, country, and what happened in a short response. You can can your parents, read the paper, use the internet, watch the news or look on facebook. IT was all over the news this weekend! |
11/13/15
Do Now: What are the three regions of the 13 colonies? 4 min Classwork: 1. Students looked at map on the board and pointed out the colonies they knew the locations for. 5 min 2. Explained to students new procedure for new project. Students drew in lines for graphic organizer. 5 min 3. Students took notes on Southern colonies. 15 min PREZI notes Closure: What is veterans day? 5 min HW: Veterans day article and reading. 11/12/15 Classwork: Students took quiz on google forms. 39 min Lynn - Click here Oliver and Alejandro - Click here 11/11/15 Do Now: Put the following events in order. 5 min •A. Jamestown founded •B. Roanoke founded •C. Jamestown starts growing tobacco •D. John Smith meets Pocahontas •E. People at Roanoke disappear Classwork: 1. Students worked in teams to answer questions from a jeopardy game. 35 min HW: Study for Test! 11/10/15 Do Now:—Who are the two famous people in the pictures? Why are they important? 5 min Classwork: 1.Students completed map of the 13 colonies 10 min 2. Worked with students to model and explain new foldable project. 5 min 3. Showed students presentation and how to fill in important information on their graphic organizers. 15 min Presentation Closure: What made Jamestown successful? 4 min HW: Study for Test. 11/9/15 No School |
|
11/6/15
No School
11/5/15
No School
11/4/15
11/3/15
Do Now: What happened to the people of Roanoke? 5 min
Classwork: 1. Students took notes about the Roanoke people. 10 min
2. Students worked on second website. 10 min
Homework: Notecards
11/2/15
Do Now: Name two facts about Roanoke
Classwork: 1. Students were shown example of the website two and how to locate it on my website. 5 min
2. Explained website two, and completed an example together with the students. 7 min
http://www.historyglobe.com/jamestown/jamestowngame.html
3. Students started going through second website and wrote down their decisions on how to run their colony. 15 min
4. Stopped students so we can discuss if they thought running a colony was easy or not. 7 min
Closure: What was life like for the colonists. Describe in 3 sentences.
Homework: Write down 5 things the colonists needed to survive.
No School
11/5/15
No School
11/4/15
11/3/15
Do Now: What happened to the people of Roanoke? 5 min
Classwork: 1. Students took notes about the Roanoke people. 10 min
2. Students worked on second website. 10 min
Homework: Notecards
11/2/15
Do Now: Name two facts about Roanoke
Classwork: 1. Students were shown example of the website two and how to locate it on my website. 5 min
2. Explained website two, and completed an example together with the students. 7 min
http://www.historyglobe.com/jamestown/jamestowngame.html
3. Students started going through second website and wrote down their decisions on how to run their colony. 15 min
4. Stopped students so we can discuss if they thought running a colony was easy or not. 7 min
Closure: What was life like for the colonists. Describe in 3 sentences.
Homework: Write down 5 things the colonists needed to survive.
10/30/15
Do Now: Review Test with class, and ask questions. 5 min
Classwork: 1. Finish reading article one from website one. 10 min
2. Explain to students the Jamestown activity on website two. 5 min
3. Students will make decisions and see how they affected their colony. 10 min
4. Students will write a paragraph about how good or bad their colony did. 10 min
Homework:Answer question #5 on the worksheet
10/29/15
Do Now: What years were Jamestown and Roanoke founded? 5 min
Classwork:1. We will continue reading the first article as a class. 115 min
2. Students will finish answering the questions. 15 min
Closure: Stem Question making
Homework: Underline key parts of Jamestown article
10/28/15
Do Now: Which country had the most land? How can you tell? 5 min
Classwork:1. Mini-lesson Roanoke 7 min
2. Class starts reading first website together and answers questions independently. 20 min
Homework: Underline key parts of Jamestown article
10/27/15
Do Now: Look at the picture, and explain what is happening? 5 min
Classwork: 1. Students worked on Projects today. 34 min
Homework: Finish projects
10/26/15
Do Now: What do you need to finish the project? 4 min
Classwork: 1. Students worked on project. 35 min
Homework: Work on project at home.
Do Now: Review Test with class, and ask questions. 5 min
Classwork: 1. Finish reading article one from website one. 10 min
2. Explain to students the Jamestown activity on website two. 5 min
3. Students will make decisions and see how they affected their colony. 10 min
4. Students will write a paragraph about how good or bad their colony did. 10 min
Homework:Answer question #5 on the worksheet
10/29/15
Do Now: What years were Jamestown and Roanoke founded? 5 min
Classwork:1. We will continue reading the first article as a class. 115 min
2. Students will finish answering the questions. 15 min
Closure: Stem Question making
Homework: Underline key parts of Jamestown article
10/28/15
Do Now: Which country had the most land? How can you tell? 5 min
Classwork:1. Mini-lesson Roanoke 7 min
2. Class starts reading first website together and answers questions independently. 20 min
Homework: Underline key parts of Jamestown article
10/27/15
Do Now: Look at the picture, and explain what is happening? 5 min
Classwork: 1. Students worked on Projects today. 34 min
Homework: Finish projects
10/26/15
Do Now: What do you need to finish the project? 4 min
Classwork: 1. Students worked on project. 35 min
Homework: Work on project at home.
10/23/15
Do Now: Had a field trip, students had a sub.
Classwork: Students worked a map worksheet on the 13 colonies, and a reading on Jamestown.39 min
Homework: Jamestown Directions Worksheet
10/22/15
Do Now: Any questions before test?
Classwork: 1. Students took test. 39 min. https://docs.google.com/forms/d/1najj_XKDmVFimjd2Ywgd4y-TzcipxklL8P_9lsb9hd4/viewform
Homework: Comic Project
10/21/15
Do Now: Students looked at starboard and wrote down correct answers to five questions. 4 min
Classwork: Class completed a jeopardy review game. 35 min
Closure: STUDY!.
Homework: STUDY for Test Tomorrow!!
10/20/15
Do Now: Professional Development Day
Classwork:
Closure:
Homework:
10/19/15
Do Now: Students answered two questions from a chart to show the change in Native American population due to diseases. 4 min
Classwork: 1. Students looked at questions on the board and had discussion with partner that talked about each of the panels. 15 mins
2. The student start to draw the panels. while the other types the paragraphs on the computer. 15 min
Closure: Questions
Homework:Study for Test Thursday and finish drawing or typing paragraphs
Do Now: Had a field trip, students had a sub.
Classwork: Students worked a map worksheet on the 13 colonies, and a reading on Jamestown.39 min
Homework: Jamestown Directions Worksheet
10/22/15
Do Now: Any questions before test?
Classwork: 1. Students took test. 39 min. https://docs.google.com/forms/d/1najj_XKDmVFimjd2Ywgd4y-TzcipxklL8P_9lsb9hd4/viewform
Homework: Comic Project
10/21/15
Do Now: Students looked at starboard and wrote down correct answers to five questions. 4 min
Classwork: Class completed a jeopardy review game. 35 min
Closure: STUDY!.
Homework: STUDY for Test Tomorrow!!
10/20/15
Do Now: Professional Development Day
Classwork:
Closure:
Homework:
10/19/15
Do Now: Students answered two questions from a chart to show the change in Native American population due to diseases. 4 min
Classwork: 1. Students looked at questions on the board and had discussion with partner that talked about each of the panels. 15 mins
2. The student start to draw the panels. while the other types the paragraphs on the computer. 15 min
Closure: Questions
Homework:Study for Test Thursday and finish drawing or typing paragraphs
10/16/15
Do Now: Students worked on four questions about a Native American population chart. 5 min Classwork: 1. Reviewed what I expected on panel 4 and 5 by having the students explain it to me. 5 min 2. Students worked to finish the outline of the comic. 25 min Closure: Questions, students looked at question stems around the room and tried to come up with different level questions based on a topic we have discussed in Social Studies. 4 min Homework: Finish graphic organizer on Comic Project. 10/15/15 Do Now: List two positives and negatives about the Columbian Exchange. 4 min Classwork: Students worked on their project. 35 min Homework: Start brainstorming for panels 4-5 10/14/15 Do Now: What is a comic strip? 5 min Classwork:1. Students look up examples of comic strips on the computer. 7 min 2. Explain project to students. 10 min 3. Students start working on project. 17 min Homework: Finish brainstorming for panels 1-3 for project 10/13/15 Do Now: Why do you think we celebrate Columbus Day? 5 min Classwork: 1. Students look up on computer other primary sources columbus could have left behind. 10 min 2. As a class we read the 2nd primary source and discuss if respect or not being displayed. 10 min 3. Students in groups complete a chart explaining the two different sides of Native Americans and Americans on how they feel about Columbus day. 10 min Closure: Exit Ticket Homework: Finish article and questions from Friday's classwork. 10/12/15 Do Now: Columbus Day Classwork: Closure: Exit Ticket Homework:Read the primary source about Columbus's diary and his first interaction with Native Americans. Underline the main idea, and write a paragraph stating if he was talking about showing them respect or not. Please provide textual evidence. |
|
|
10/9/15
Classwork: Students read article out loud as a class with a sub. 10 mins Class discusses what the importance of Columbus Day is to Americans vs Native Americans. 10 min Students answer questions independently. 10 min Students compare answers in groups. 9 min. Homework: Read the 2nd primary source about Columbus's diary and his first interaction with Native Americans. Underline the main idea, and write a paragraph stating if he was talking about showing them respect or not. Please provide textual evidence. 10/8/15 Do Now: PBSIS kickoff did not see class. Classwork: NA Closure: NA Homework:Read the 2nd primary source about Columbus's diary and his first interaction with Native Americans. Underline the main idea, and write a paragraph stating if he was talking about showing them respect or not. Please provide textual evidence. 10/7/15 Do Now: What are five things a person can do to show respect? 5 min Classwork: 1. Students discuss what they think the underlined parts of the first primary source mean. 7 min 2. Students break down the primary source and translate it into today language. 10 min 3. Students write a paragraph stating if they think the first primary source shows respect or not and why. 17 min Homework:Read the 2nd primary source about Columbus's diary and his first interaction with Native Americans. Underline the main idea, and write a paragraph stating if he was talking about showing them respect or not. Please provide textual evidence. 10/6/15 Do Now: From your article last night, what is the Columbian Exchange? 5 min Classwork: 1. As a class we discussed how the Columbian Exchange affect the three cultures. Mini lesson - Columbian Exchange. 10 min 2. In a large group the class looked at the pictures and determined if example of Columbus showing respect or not. 7 min 3. Students read the diary entry from Columbus out loud. 5 min 4. Students underlined what they thought the keep parts were. 7 min Closure: Why are Columbus's diary entries important? 4 min Homework: Write down three descriptive sentences about the three pictures describing Columbus's landing. 10/5/15 Do Now: Why did Columbus travel to the New World? 5 min Classwork: 1.Students looked at picture of Columbus landing at the New World. They were to write down three examples of Columbus showing them Respect of not on the graphic organizer. 15 min 2. Students discussed with study buddy and discussed if they thought if Columbus was or was not respecting the Native Americans. 15 min 3. As a class we had a group discussion and pointed out examples of respect and disrespect to come to a consensus. 10 min Closure: How did the Native Americans react? 4 min Homework: Read the article about the positive and negatives on the Columbian exchange and answer the questions. |
10/2/15
Do Now: Who discovered America? 4 min Classwork: 1. As a class we looked at the video questions and read them out loud. 5 min 2. Students watched a short clip on Columbus. 10 min https://www.flocabulary.com/who-discovered-america/ 3. Students watched video again to look for specific answers they missed the first time. 7 min 4. Groups discuss and come up with reasons as to why people say Columbus discovered America. 8 min Closure: What was Columbus looking for? 5 min Homework: Add a second paragraph to last night's homework. 10/1/15 Do Now: How would you describe Europeans today? 4 min Classwork: 1. Mini-lesson - Columbus 10 min 2. Students in groups worked on outlining the European article. 10 min 3. Students paraphrased the main ideas from European article. 10 min Closure: Explain in your own words what Europeans are going to do to Native Americans. 5 min Homework:Write a paragraph about which culture you believed was the most advanced and why? 9/30/15 Do Now: Name one aspect that African and Native American culture had that was different. 5 min Classwork: 1. Students worked in their groups to paraphrase the African article main ideas. 15 min 2. Once completed groups received European worksheet and began to underline the four paragraphs themselves. 15 min Closure: Which group Homework: Complete Ghana worksheet 9/29/15 Do Now: Where did Native Americans come from? 5 min Classwork: 1. Completed underlining first two paragraphs as a class on African Article. 15 min 2. Students put into groups and completed the underlining for the last two paragraphs. 15 min Closure: What was similar between the African and Native American culture? 4 min Homework: Read and answer questions on daily life of Africans 9/28/15 Do Now: Why do you think Native Americans have a legend about corn? 5 min Classwork: 1. Students finished paraphrasing and write down three facts. 15 mins 2. Looked at clip of Native Americans. 10 mins 3. Students worked in groups to see how interactions today are different then with Native Americans. 5 min Closure: What happened to Native Americans today? 4 min Homework: Reading on Native American weapons. |
|
|
9/25/15
Do Now: Do you agree with Native Americans not believing in owning land? 5 min Classwork: 1. Students finish the main ideas in their own words, and drawing a picture from the reading. 15 min 2. Students talk in their groups about what items Native Americans could have used. 5 min 3. As a class we vote on which is the most realistic and try to google it to see if we can find the item in old images. 9 min Closure: What conclusions can we draw about Native Americans from the totem poles and spirits they believed in? 5 min Homework: Underline article about Native American legend about corn. 9/24/15 Do Now: Read the paragraph and state the main idea using evidence. 5 min Classwork: 1. Students will complete the three important paraphrasing sentences on the computer sharing it with their partners. 30 min (Students unable to log onto computers so they completed this on a worksheet.) Closure: Looking at the picture why does the fire not burn down the Native American longhouse? 4 min Homework: Write a paragraph about an object in your home that could have Native American origins. Describe how Native Americans would have used the item in the past. 9/23/15 Do Now: Name three facts about Native Americans from last night's reading. 5 min Classwork: 1. As a class we look critically at paragraph number 2. The students pick out the main ideas, and they underline the key words. 8 min 2. Students broken up into groups and had to do the same for the last two paragraphs of the article. 15 min 3. Mini-lesson - paraphrasing 10 min Closure: Students look at new paragraph and underline the key words. 4 min Homework: Read article on Native American laws and customs 9/22/15 Do Now: What is the main idea? 5 min Classwork: 1. As a class we looked at the Native American article. Modeled to the students how to find the main idea, underline the important parts, and paraphrase in your own words. 15 min 2. Took turns going around the room to read the article out loud. 7 min 3. Went over paragraph one and worked as a class to pick the main ideas and the words that supported those ideas. 8 min Closure:How did Native Americans use totem poles as part of their religion? 4 min Homework: Finish graphic organizer 9/21/15 Do Now: List five things about American culture. 5 min Classwork: 1. Students work in study buddy pairs to complete a culture chart on America. 7 min 2. Students finish the gallery walk. 10 min 3.Mini lesson - main ideas and underlining 10 min 4. Students are given an article about Native Americans that talks about their culture. As a class we start reading the first paragraph together and picking out the main idea. 7 min Homework: Complete drawing for Native American Culture Chart |
9/18/15
Do Now: Describe Mr. Marcario's appearance in 5 sentences. Classwork: 1. Explanation of gallery walk. 9 min 2. Students are put into groups and work together to describe three different pictures about European, African, and Native Americans in 4 sentences. 20 min Closure: Do you see any similarities between the three cultures? 5 min Homework: Read the article on Ancient Native American tribes and answer the questions. 9/17/15 Do Now: What is culture? Have one student look it up for the official meaning in the dictionary. 5 min Classwork: 1. Discuss as a class student's own unique culture. 7 min 2. Students take preassessment of 3 cultures meet. 10 min 3. Students start to fill out a culture graphic organizer on their own culture. 10 min 4. Students are put into groups and compare their culture with another student's. 7 min Homework: Finish culture chart if not completed. 9/16/15 Classwork: 1. Map Quiz 20 min 2. Type paragraphs on computer. 7 min 3. Reedit paragraphs with students. 12 min Homework: Finish typing paragraphs at home if not completed in class 9/15/15 Do Now: Why is it important to review your work? 5 min Classwork: 1.Students finish writing two paragraphs 15 min 2. Once completed I edit the students work and speak to them about it. 7 min 3. Review Game 12 min Homework: Study for Map Quiz 9/14/15 Do Now: Define the word terrorist. 5 min Classwork: 1. Students work on brainstorm ideas for their two paragraph diary entry. 16 min 2. Once completed students start to write their two paragraph diary entries. 15 min Closure: What makes a good paragraph? 4 min Homework: Finish brainstorming worksheet |
|
9/11/15 Do Now: What does the word Freedom mean to you? 5 min Classwork:1. Students will read out loud video questions. 3 min 2. Students will watch brainpop video on 9/11 5 min https://www.brainpop.com/socialstudies/ushistory/september11th/ 3. Students answer questions on 9/11 5 min 4. Mini lesson - 9/11 10 mins 5. Explain diary entry on 9/11 project 7 min Closure: Decide what occupation you are doing to pick for your diary entry and why? 5 min Homework:Work on brainstorm graphic organizer for 9/11 diary entry. 9/10/15 Do Now: What are the four main directions? 4 min Classwork:1. Students will use computers to look up continents and directions to add them to the map. 7 min 2. Mini lesson - oceans and directions 7 min 3. Simon says with directions for practice. 7 min 4. Students complete online map quiz. 10 min http://www.sheppardsoftware.com/world_G0_Click.html Closure: Name objects located in the Northern and Western part of the room. 5 min Homework:Complete map worksheet on the oceans and directions. 9/9/15 Do Now: Name the state, country, and continent we are located on. 4 min Classwork:1. Students complete map worksheet using the book. 7 min 2. Mini lesson - continents 10 min 3. Students write the continents in notebooks 5x. 5 min 4. Students will locate the continents and match them with names spread around the room. 10 min Closing: Which continents have you traveled to? 3 min Homework: Complete map worksheet on the continents 9/8/15 Do Now: What does history mean to you? 4 min Classwork: 1. Look up the word history in different dictionaries to help the class come up with one definition. 10 min 2. Mini lesson - What type of learner are you? 7 min 3. Students fill out worksheet on multiple intelligence's and the learning style in which the learn best. 15 min Closing: Four corners with the question, why is history important? 3 min Homework: Write a paragraph in homework notebook explaining why history is important due to it being ever changing or because we learn from our mistakes? |
|