September 28, Friday

Literacy

Reading Prompt

Social Studies--> Was the American Revolution inevitable? 

The students continued to examine and interpret multiple perspectives (primary sources) to help determine what occurred on the night of March 5,  in Boston, 1770.

How did colonists’ perspectives of colonial laws and taxes issued during the pre-Revolutionary Period differ from the perspective of the British?

We also completed a summary (body) review from our Cornell Notes. I extended the due date for the summary--> October 1

Writers' Workshop
Mode: Narrative-structure and Development Rubric
mini-lesson: Second Draft Revision: self-assessment
Writing time: 40 Minutes (second draft work)

Homework/Due Dates

Jan 22- 12 Bookmarks

October 5-Stems List 31 assessment
October 3- Townshend Story Map
October 1- Chapter 7&8 April Morning during reading notes
October 1- Townshend Summary
October 8- Ms. Sander's revision- Narrative

September 27, Thursday

Literacy

Reading Prompt

Social Studies--> Was the American Revolution inevitable? 

The students examined and interpreted multiple perspectives (primary sources) to help determine what occurred on the night of March 5,  in Boston, 1770.

How did colonists’ perspectives of colonial laws and taxes issued during the pre-Revolutionary Period differ from the perspective of the British?

Writers' Workshop
Mode: Narrative-structure and Development Rubric
mini-lesson: Second Draft Revision: self-assessment
Writing time: 40 Minutes (second draft work)

Homework/Due Dates

Jan 22- 12 Bookmarks
October 5-Stems List 31 assessment
October 3- Townshend Story MapOctober 1- Chapter 7&8 April Morning during reading notes
September 28- Townshend Summary

September 26, Wednesday

Short Day Wednesday

Literacy

Reading Prompt

Social Studies--> Was the American Revolution inevitable? 

The students continued to read, took Cornell notes, wrote a summary and completed a story map from two informational articles about the Townshend Acts. The post-work will help support the students understanding of how the colonists reacted to the new policies/acts.

How did colonists’ perspectives of colonial laws and taxes issued during the pre-Revolutionary Period differ from the perspective of the British?

The students also were able to compare their scored PM Grenville Reading Response to a proficient anchor paper. 

Homework/Due Dates
Jan 22- 12 Bookmarks
October 5-Stems List 31 assessment
October 3- Townshend Story MapOctober 1- Chapter 7&8 April Morning during reading notes
September 28- Townshend Summary

September 25, Tuesday

Literacy

Reading Prompt

Social Studies--> Was the American Revolution inevitable? 

The students read, took Cornell notes, wrote a summary and completed a story map from two informational articles about the Townshend Acts. The post-work will help support the students understanding of how the colonists reacted to the new policies/acts.

How did colonists’ perspectives of colonial laws and taxes issued during the pre-Revolutionary Period differ from the perspective of the British?

Writers' Workshop
Mode: Narrative-structure and Development Rubric
mini-lesson: Second Draft Revision: self-assessment
Writing time: 40 Minutes (second draft work)

Homework/Due Dates
Jan 22- 12 Bookmarks
October 5-Stems List 31 assessment
October 1- Chapter 7&8 April Morning during reading notes
September 28- Townshend Summary

September 24, Monday

Literacy

Reading Prompt

Social Studies--> Was the American Revolution inevitable? 

The students used their "during reading notes" to help support their understanding of how H. Fast used author's techniques to support the literature elements and devices in Chapters 4-6, plot line--> Group Work

The students also completed a stems, 7th Grade, post-assessment to review and note how well they could recall Stems Lists 15-20. The 8th Grade Stems List 31 was passed out, as well--> See assessment date

Homework/Due Dates
Jan 22- 12 Bookmarks
October 5- Stems List 31 Assessment
October 1- Chapter 7&8 April Morning during reading notes

September 21, Friday

Literacy

Reading Prompt

Social Studies--> Was the American Revolution inevitable? 

The students were able to show their higher level and synthesized understanding of how the pre-revolutionary causes (King George III taxes & policies--> 1-5) contributed to the American colonists' decision to revolt by completing an on-demand reading response assessment.

How did colonists’ perspectives of colonial laws and taxes issued during the pre-Revolutionary Period differ from the perspective of the British?

The students also compared their scored King George III opposing viewpoints thesis statements to proficient anchor paper examples. 


Writers' Workshop
Mode: Narrative-structure and Development Rubric
mini-lesson: Second Draft Revision: Rubric work
Writing time: 25 Minutes (second draft work)


Homework/Due Dates
Jan 22- 12 Bookmarks
Sept 24: Proclamation 1763-Story Map
Sept 24: Chapters 4-6: During reading notes

September 20, Thursday

Literacy

Reading Prompt

Social Studies--> Was the American Revolution inevitable? 

The students continued to read articles and examine secondary sources/documents to support their understanding of how the (patriot) colonists and King George III had conflicting views on PM Grenville's taxing decisions, pre-revolutionary war. 

How did colonists’ perspectives of colonial laws and taxes issued during the pre-Revolutionary Period differ from the perspective of the British?

Writers' Workshop
Mode: Narrative-structure and Development Rubric
mini-lesson: "Locker Issues" Give One Get One-->initials
Writing time: 25 Minutes (second draft work)


Homework/Due Dates
Jan 22- 12 Bookmarks
Sept 24: Proclamation 1763-Story Map
Sept 24: Chapters 4-6: During reading notes

September 19, Wednesday

Sort Day Wednesday

Literacy

Reading Prompt

Social Studies--> Was the American Revolution inevitable? 

The students continued to read articles and examine secondary sources/documents to support their understanding of how the (Patriot) colonists and King George III had conflicting views on PM Grenville's taxing decisions, pre-revolutionary war. 


How did colonists’ perspectives of colonial laws and taxes issued during the pre-Revolutionary Period differ from the perspective of the British?

Homework/Due Dates
Jan 22- 12 Bookmarks
Sept 24: Proclamation 1763-Story Map
Sept 24: Chapters 4-6: During reading notes

September 18, Tuesday

Literacy

Reading Prompt

Social Studies--> Was the American Revolution inevitable? 

The students read articles and examined secondary sources/documents to support their understanding of how the (patriot) colonists and King George III had conflicting views on PM Grenville's taxing decisions, pre-revolutionary war. 

How did colonists’ perspectives of colonial laws and taxes issued during the pre-Revolutionary Period differ from the perspective of the British?

Writers' Workshop
Mode: Narrative-structure and Development Rubric
mini-lesson: First Draft Revision/anchor paper " Locker Issues" & rubric check
Writing time: 40 Minutes


Homework/Due Dates
Jan 22- 12 Bookmarks
Sept 19: King George III Opposing viewpoints 
Sept 24: Proclamation 1763-Story Map
Sept 24: Chapters 4-6: During reading notes

September 17, Monday

Literacy

Reading Prompt

Social Studies--> Was the American Revolution inevitable? 

The students completed a plot line examination of Chs1-3 for April Morning and group work on Chapters 1-2. They were able to connect the author's plot line development to how it provides a historical context for the pre-revolutionary war causes while supporting the Level 2 guiding question--> How did colonists’ perspectives of colonial laws and taxes issued during the pre-Revolutionary Period differ from the perspective of the British? Group work--> Comprehension Rubric/1765 Rubric

The students were also given 35 minutes to revisit the King George III opposing viewpoints or the Proclamation Story Map.

Homework/Due Dates
Jan 22- 12 Bookmarks
Sept 19: King George III Opposing viewpoints 
Sept 24: Proclamation 1763-Story Map

September 14, Friday

Literacy

Reading Prompt

Social Studies--> Was the American Revolution inevitable? 

The students continued working on a Proclamation Line story map that supports an additional point of 
view--> Native American tribes' views on the colonists' movement west after the French & Indian War. 

How did colonists’ perspectives of colonial laws and taxes issued during the pre-Revolutionary Period differ from the perspective of the British?

Writers' Workshop

Mode: Narrative-Development & Structure
Mini Lesson- First Draft introductions
Writing time-40 minutes

Homework/Due Dates
Jan 22- 12 Bookmarks
Sept 17: April Morning Chs 1-3
Sept 19: King George III Opposing viewpoints 
Sept 24: Proclamation 1763-Story Map

September 13, Thursday

Literacy

Reading Prompt

Social Studies--> Was the American Revolution inevitable? 

The students read an article that re-examined how history is traditionally taught in American classrooms. 

The students watched a short video on the French & Indian War that examined two point of views.

The students also began working on a Proclamation Line story map that supports an additional point of view--> Native American tribes' views on the colonists' movement west after the French & Indian War. 

How did colonists’ perspectives of colonial laws and taxes issued during the pre-Revolutionary Period differ from the perspective of the British?

Homework/Due Dates
Jan 22- 12 Bookmarks
Sept 17: April Morning Chs 1-3
Sept 19: King George III Opposing viewpoints