11/26/13

Students finished their papers and submitted them today.

When finished, students need to make sure they have shared the Google document with Mr. Pope, and given him permission to comment.

Next, students need to submit the assignment through Edmodo.  Go to Edmodo, click on the assignment, and copy and paste the link of the Google document into the box and click "submit."

This should have been passed in on Wednesday at latest.

11/25/13

Students had the entire class period today to write their rough drafts.  They took the Essay Writing Outlines (blue packet) and typed this into their draft.  Each page of the outline is a different paragraph in the essay.

Students need to type the document in Google Drive.  First, log-on to your Google account.  Next, select Google Drive and click "create."  Create a new document.  Click the blue "share" button, un-click the "notify by email" box, and select "can comment."  At the bottom, share the document with Mr. Pope.

Tomorrow students will peer-edit their papers and submit them through Edmodo. 

For any instructions or forms please refer to the blog posts from last Wednesday-Thursday.

Homework is to finish typing your rough draft of the essay onto a Google document. 

11/22/13

We lost second period today due to the student of the month assembly.  Second period students will have to complete the assignment over the weekend.

I started class by showing students a video clip about the 50th anniversary of the JFK assassination, and I answered student questions about the event.

CNN Student News 
 
Next, we worked on the conclusion paragraphs of our essays.  I went over instructions on their purple instruction sheets.  Students recorded the information onto the essay outlines (blue sheets).  See Wednesday's blog for instruction sheets and organizers. 

Here are two examples of papers that students wrote last year.  Be careful, the first essay's conclusion paragraph has flaws.  

Example Essays

Homework is to finish the entire essay outline packet for Monday.  Monday we will write our rough drafts, edit, and pass in the final drafts on Tuesday.

11/21/13

Students worked on the body paragraphs of their essays today.  Refer to Wednesday's blog (11/20/13) for all information on body paragraphs, instructions, and the graphic organizer.

For homework student need to finish their body paragraphs on the graphic organizer.

11/20/13

To start class I reviewed and collected last night's homework assignment.

Next, I passed out the "Causes of the American Revolution Essay: Theme and Topic" handout.  Students chose their topics and supporting details to support their topics.

I then handed out essay instruction "Introduction-Body-Conclusion" sheet, and the "5 Paragraph Essay Outline" packet.

Students followed the instructions on the "Introduction-Body-Conclusion" sheet to fill-out the introduction paragraph on the "5 Paragraph Essay Outline."

Use the textbook readings for information on the "hook."

Textbook Readings

pg. 135-140
pg. 141-145
pg. 146-151
pg. 159-162
pg. 163-167
pg. 170-173
pg.176-181
pg. 193-199

Homework is to finish the first page, the introduction paragraph, on the "5 Paragraph Essay Outline" packet.

11/19/13

I collected last night's homework at the beginning of class.

Next, I separated students into groups.  In those groups students competed against each other to analyze the Declaration of Independence and make connections to the various acts and events we studied in class.  The group that made the most connection won.

At the end of class, student examined the ideas behind the Declaration of Independence (Magna Carta, Enlightenment, Great Awakening).  They read sections in their textbook and answered questions, wrote notes onto the Colonial Thought Activity.

Colonial Thought Activity

Pages 141-145

Pages 135-140

Homework is to finish page one and two of the Colonial Thought Activity.  Do not start part 2 of the assignment.

11/18/13

At the beginning of class we finished the John Adams video.  The video addressed the Continental Congress, the passage of the Resolution of Richard Lee, and the passage of the Declaration of Independence.

After the video I handed students a copy of the preamble of the Declaration of Independence.  We read this as a class.

Decoding the Preamble of the Declaration of Independence (Two pages, one CP/Honors, one Academic.  Choose a level and complete that one only.)

For homework students need to translate the preamble of the Declaration of Independence into their own words, using the definitions provided to help decode the language. 

11/15/13

We returned to the classroom today after two days outside on the ropes course.

At the beginning of class I had students respond to warm-up questions about the video we watched on Tuesday as I passed back papers.  We then discussed the warm-up questions.

Next, I gave a short lecture on the Resolution of Richard Lee and the Declaration of Independence.  Student took notes on their organizers (slides 9-14).  See the previous blogs for notes and organizer.

At the end of class we watched more of the John Adams HBO video.  We will finish this episode on Monday.

There is no homework.

11/12/13

We began class with a warm-up about the numbers of colonists who sided with the Patriots or the British.

Patriot/Loyalist Warm-up

Next, I gave students notes on more events leading up to the American Revolution, from the Battle of Bunker Hill through Thomas Paine's Common Sense, slides 1-10.  Students recorded notes onto their graphic organizers.

Road to the Revolution Notes (continued)

At the end of class we watched a selection from the HBO series John Adams.

Homework is: we will be outside during social studies class for the next two days on the ropes course.  Students need to wear warm clothing to school both days.

11/7/13

To begin class, we watched the video The Story of Us about the battle of Lexington and Concord.

The Story of Us (approx min. 34mins-45:30)

Next, students peer edited their paragraphs about the Boston Massacre.

I then gave students three review questions, and we had a discussion on these questions.

Discussion Questions

Homework is: use the comments students made on your rough draft to create a final draft of the Boston Massacre paragraph due Tuesday.  Either typed or written in pen.

11/6/13

We started class working with the reading groups formed yesterday.  Students worked together to fill-out the Venn diagram, sorting events as either the fault of the Colonists or British.

Venn Diagram and Writing Assignment

After groups completed the Venn, students weighed the different points of view and made a decision whether the Colonists or British were at fault.

Next, students wrote a one paragraph response responding to the writing prompt (see above).  Students had about 10 minutes to respond to this prompt.

I then gave a short lesson on the Tea Act, colonial responses, all the way through the battle of Lexington and Concord.  (see yesterday's blog for PowerPoint and note organizer)

At the end of class we watched a short video clip.

Homework is to finish the paragraph response about the Boston Massacre.

11/5/13

At the beginning of class I gave students a warm-up assignment as I collected their homework.  I forgot to collect the homework in period 1 and will do so tomorrow.

In the warm-up, students examined Paul Revere's engraving of the Boston Massacre and recorded information about it.  We then discussed the questions.

Boston Massacre warm-up

Next, we watched a short video which reviewed a few of the Acts we have examined already.

Video- road to revolution

I then gave a lecture on a few more taxes instituted by the British, and the Boston Massacre.  Students recorded information onto their graphic organizers.

Notes PowerPoint Slides 11-16

Cause-Effect Graphic Orgnaizer

We then watched the video "The Story of Us" on the taxes and Boston Massacre

Video- Story of Us (watch approximately 20:00-30:00)

At the end of class I split students into groups of three and gave them a reading on the Boston Massacre.  As they read the story they wrote any key terms/names into the margin on the left, and recorded any information about who caused the incident in the margin on the right.

Boston Massacre Reading

Homework is to finish reading the article on the Boston Massacre and record information into the margins.

11/4/13

We began class with a warm-up.  We discussed the reason that Britain instituted taxes on the colonies (to help pay for the French and Indian War), and we defined the Stamp Act.

Next, I introduced a DBQ about the Stamp Act.  I read through the first pages with the class, then had students analyze the documents and work on questions by themselves for the rest of class.

Stamp Act DBQ

Homework is to finish the Stamp Act DBQ (not including the Rebus as a challenge).

11/1/13

We began class with a warm-up related to the taxes imposed by Britain onto the colonies.  Students responded to the prompts, and we had a discussion on the questions.  As they worked on the questions I collected their homework from last night.

Warm-up

Next, I handed students the "Cause and Effect of the American Revolution" graphic organizer.   I gave students notes on slides 1-10 of the PowerPoint, and students took notes into the organizer.

Road to Revolution PowerPoint

There is no homework this weekend.