Social Studies:
Chapter 20: Immigration and Urbanization
Pages 632 - 654
WARNING: Study Chapter 20 Focus Question assessment this Wednesday on questions 1-4.
BRING NOTES DAILY FOR CREDIT...
Always work on answering the focus questions!
Tuesday December 18 we read to the end of section 3. We also got a handout showing the floor-plan of a typical tenement and talked about a variety of diseases easily contracted in these overcrowded buildings such as Cholera, Dysentery, Typhoid and Tuberculosis!
Last week we also worked on the "Evidence For- Evidence Against"in-class activity.
Check out this website about tenements:
NYC Tenement Museum Online Tour
On Wednesday and Thursday (12/5 & 12/6) we discussed the migration patterns of our family members in class and created a map depicting the regions of the world our ancestors had come from before coming to Biddeford, Maine. This unscientific exercise was meant to make a student-connection to the chapter we are studying now. Most students have turned in their research for full credit, though a fair number of students neglected to complete their two-day assignment. I am collecting late homework work today (12/6) for reduced credit and will call the homes of students who continue to neglect this assignment.
Homework continues to be to study vocabulary, perhaps cut out the flash-cards I provided each student with (also found on the right hand margin of this blog under SS Handouts in 3 parts), and to fill in focus question answers as we go over the work in class.
ELLIS ISLAND LINK:
Passenger Lists etc can be found here to have some fun researching family names:
Ellis Island Research Link (basic)
Choose Passenger Search
Use my username and password
MrEzzard
1234567891
Read Upton Sinclair's Novel: The Jungle online for free!
Upton Sinclair's The Jungle
ENGLISH:
Wednesday 12/12, we began working solo or in pairs on writing a dialogue. Special attention will be paid to punctuation, capitalization, paragraphing and sentence variety. This in-class project should be turned in on a pen-drive by Monday 12/17
SURPRISE DIALOGUE QUIZ TODAY 12/10: OPEN NOTES
STUDY NAPVACPI POEM FOR ADDITIONAL QUIZ: We retested everyone on this test the following day. If their grade for Dialogue Test remained less than 10 of 10, then I recommend that they restudy again and schedule a personal retest with me.
At this time we are practicing writing, punctuating, capitalizing and paragraphing DIALOGUE.
Students are getting participation credit for contributing to class practice. We will be creating passages with dialogues as a project, but the actual rubric has not yet been handed out.
Thursday, December 6, 2012
Wednesday, November 14, 2012
Social Studies And English Information November
Social Studies And English Information December 4
STARTING CHAPTER 20 ON 12/4: IMMIGRATION AND URBANIZATION.
HOMEWORK: HOW DID YOUR FAMILY GET TO MAINE HANDOUT: DUE WEDNESDAY!!! 12/5
Heads Up: Grades for the First Trimester Close Nov 30th
Anybody wishing to retest/improve work for Mr. Ezzard must do so BEFORE Tuesday November 27.
Social Studies:
CHAPTER 19 FOCUS QUESTION & VOCABULARY TEST COMBINED TO OCCUR MONDAY DECEMBER 3.
Friday Nov 30, 2012: Read pgs 614 - 627 All of Sections 1-3.
We have finished Chapter 19: Industrialization. The Chapter 19 STUDY GUIDE has been issued. If it is lost, a new copy can be obtained by clicking on the Chapter 19 links to the right in this blog AND clicking the printer icon (not "File Print.") Ongoing Homework is to take detailed notes both in class or at home (or Advisory etc) on the FOCUS QUESTIONS. We already Completed Focus Questions for SECTION 1, 2 &3. Students should have some notes on Bell, Edison, Wright Bros and Ford. Students should know details about each inventor mentioned, but should also take detailed notes on at least one inventor for the 19 Focus Questions Test toward the end of the chapter. Lastly, please study all the 19 VOCABULARY for upcoming tests.
Tuesday NOV 20th: we took a Geography Bee Entry Quiz to see who will represent Sugarloaf in the upcoming Geo-Bee. High scores are still being sorted at this time. Winners have been notified.
ENGLISH:
SPELLING BEE FRIDAY NOV 30TH TO DETERMINE TEAM SUGARLOAF'S STRONGEST SPELLERS! WINNERS WILL MOVE ON TO THE SCHOOL-WIDE SPELLING BEE!
WE WILL BE STUDYING EACH OF THE PARTS OF SPEECH OVER TIME. CURRENTLY, WE ARE LEARNING HOW TO WRITE, PUNCTUATE, CAPITALIZE AND PARAGRAPH DIALOGUE. Students will be getting participation credit as a result of their contributions to an in-class (whole-class) dialogue being written together.
We are studying a basic overview of the 8 parts of speech:
1 Noun
2 Adjective
3 Pronoun
4 Verb
5 Adverb
6 Conjunction
7 Preposition
8 Interjection
There will be several quizzes on the GUIDE TO GOOD ENGLISH POEM found in the English Handouts on the right. Dates will not be announced, so student should familiarize themselves with the poem starting Wednesday November 15. First Quiz was on Tuesday Nov 20th. 8 Points, one point for each correctly spelled part of speech in the correct order. The next quiz will be 4 points for inserting the correct part of speech into a poem in a new order.
See Guide to Good English Poem in the right column of this blog.
STARTING CHAPTER 20 ON 12/4: IMMIGRATION AND URBANIZATION.
HOMEWORK: HOW DID YOUR FAMILY GET TO MAINE HANDOUT: DUE WEDNESDAY!!! 12/5
Heads Up: Grades for the First Trimester Close Nov 30th
Anybody wishing to retest/improve work for Mr. Ezzard must do so BEFORE Tuesday November 27.
Social Studies:
CHAPTER 19 FOCUS QUESTION & VOCABULARY TEST COMBINED TO OCCUR MONDAY DECEMBER 3.
Friday Nov 30, 2012: Read pgs 614 - 627 All of Sections 1-3.
We have finished Chapter 19: Industrialization. The Chapter 19 STUDY GUIDE has been issued. If it is lost, a new copy can be obtained by clicking on the Chapter 19 links to the right in this blog AND clicking the printer icon (not "File Print.") Ongoing Homework is to take detailed notes both in class or at home (or Advisory etc) on the FOCUS QUESTIONS. We already Completed Focus Questions for SECTION 1, 2 &3. Students should have some notes on Bell, Edison, Wright Bros and Ford. Students should know details about each inventor mentioned, but should also take detailed notes on at least one inventor for the 19 Focus Questions Test toward the end of the chapter. Lastly, please study all the 19 VOCABULARY for upcoming tests.
Tuesday NOV 20th: we took a Geography Bee Entry Quiz to see who will represent Sugarloaf in the upcoming Geo-Bee. High scores are still being sorted at this time. Winners have been notified.
ENGLISH:
SPELLING BEE FRIDAY NOV 30TH TO DETERMINE TEAM SUGARLOAF'S STRONGEST SPELLERS! WINNERS WILL MOVE ON TO THE SCHOOL-WIDE SPELLING BEE!
WE WILL BE STUDYING EACH OF THE PARTS OF SPEECH OVER TIME. CURRENTLY, WE ARE LEARNING HOW TO WRITE, PUNCTUATE, CAPITALIZE AND PARAGRAPH DIALOGUE. Students will be getting participation credit as a result of their contributions to an in-class (whole-class) dialogue being written together.
We are studying a basic overview of the 8 parts of speech:
1 Noun
2 Adjective
3 Pronoun
4 Verb
5 Adverb
6 Conjunction
7 Preposition
8 Interjection
There will be several quizzes on the GUIDE TO GOOD ENGLISH POEM found in the English Handouts on the right. Dates will not be announced, so student should familiarize themselves with the poem starting Wednesday November 15. First Quiz was on Tuesday Nov 20th. 8 Points, one point for each correctly spelled part of speech in the correct order. The next quiz will be 4 points for inserting the correct part of speech into a poem in a new order.
See Guide to Good English Poem in the right column of this blog.
Wednesday, October 17, 2012
Social Studies and English
Both social studies and English Information
Friday November 9: We worked in groups of 2 in order to look at three primary sources (diary, memoir, letters from Westward Migration Period) and determine who we thought had it the toughest. Then we cited four examples of hardship to support our claim.
SOCIAL STUDIES CHAPTER 18 FOCUS QUESTIONS
TEST WAS MONDAY NOVEMBER 5
ANY LATE GERONIMO (GREAT/BAD) DUE FRIDAY NOVEMBER 2
(Geronimo Paper worth 10 Points)
Tuesday/Wednesday : Nov 6 & 7: Reading three primary sources about hardships during the migration West.
1: Alvin Coffey: African American slave and diary writer, 1849 Ox train
2: Demas Barnes: Letter writer on an 1865 overland stage
3: Harriet Scott Palmer: 11 year old girl on ox-wagon west in 1852
These documents can be ffound in this blog in right column.
We will be selecting a variety of specific hardships to write about on Thursday November 8 in class.
SOCIAL STUDIES CHAPTER 18 FOCUS QUESTIONS
TEST WAS MONDAY NOVEMBER 5
ANY LATE GERONIMO (GREAT/BAD) DUE FRIDAY NOVEMBER 2
(Geronimo Paper worth 10 Points)
Tuesday/Wednesday : Nov 6 & 7: Reading three primary sources about hardships during the migration West.
1: Alvin Coffey: African American slave and diary writer, 1849 Ox train
2: Demas Barnes: Letter writer on an 1865 overland stage
3: Harriet Scott Palmer: 11 year old girl on ox-wagon west in 1852
These documents can be ffound in this blog in right column.
We will be selecting a variety of specific hardships to write about on Thursday November 8 in class.
Thursday November 1: Finished Chapter 18 Section 1 and 2 and 3 COMPLETE: Up to page 605 in Section 3. Returned the Train Quiz to students worth 2 points. Anyone who missed the answer should be able to sketch out a basic map of the railway system in USA in 1870 to reclaim lost credit. Also 2/3 of Sugarloaf believed that Geronimo was a GREAT MAN based on the movie and 1/3 believed he was a BAD MAN based on the video. Discussed reasons in class on Tuesday.
Friday November 2: Will brainstorm in groups about hardships andd difficulties suffered by immigrants and pioneers heading out west!
CONTINUE TO ANSWER FOCUS QUESTIONS IN YOUR STUDY GUIDE. AS WE READ SECTION 3, ANSWERS TO FOCUS QUESTION 1A WILL BE FOUND!
On Thursday, Oct 25, I briefed students on the Geronimo Activity we did on Friday Oct 26. Basically, students watched a 1 hour 16 minute video on Geronimo and took notes on 4 questions about his life and legacy. Anyone who was absent can use the link below to watch the video on HULU for free.
Geronimo Video ONLINE
Anyone who did not watch the video and turn in the worksheet has two options:
1: Watch the video using the link above and answer the Geronimo Questions in the Geronimo Handout.
2: Use the internet (Britannica or other quality websites) to find answers to the four questions in the Geronimo handout.
PARENTS SHOULD SIGN UP FOR PARENT TEACHER conferences: See below:
Looking Ahead: We are reading Chapter 18 about Westward Migration. In order to better 'immerse' students in that time period, I will show a few choice clips from the movie Dances with Wolves. My goal there is to show students what transportation was like back in mid 1800's, as well as what the West looked like. We will also read some diary entries from various travelers in order to see some Primary Sources.
I expect to show a PBS special called Geronimo. We will be discussing how Native Americans perceived our American Westward Migration. If you would like to see the trailer or buy it yourself online, see the following link:
PBS Geronimo Video
Friday November 2: Will brainstorm in groups about hardships andd difficulties suffered by immigrants and pioneers heading out west!
CONTINUE TO ANSWER FOCUS QUESTIONS IN YOUR STUDY GUIDE. AS WE READ SECTION 3, ANSWERS TO FOCUS QUESTION 1A WILL BE FOUND!
On Thursday, Oct 25, I briefed students on the Geronimo Activity we did on Friday Oct 26. Basically, students watched a 1 hour 16 minute video on Geronimo and took notes on 4 questions about his life and legacy. Anyone who was absent can use the link below to watch the video on HULU for free.
Geronimo Video ONLINE
Anyone who did not watch the video and turn in the worksheet has two options:
1: Watch the video using the link above and answer the Geronimo Questions in the Geronimo Handout.
2: Use the internet (Britannica or other quality websites) to find answers to the four questions in the Geronimo handout.
Recent Summary: we studied the US map to see how the trains looked in 1870. They were busy and crowded in the North East, and less crowded in the South. Then, around Omaha, one single line stretched out to the San Francisco Bay area. That was known as the Trans Continental railway. Students should be able to draw a general representation of the lines on the blank map. They should understand why the trains were distributed in the manner they were. Basically, North was more industrial and Lincoln was using (and expanding) the train network during the Civil War (1861-1865) to transport troops and supplies. Also, General Sherman (Union) was actively destroying train tracks in the south. They called the damaged tracks Sherman Neck Ties. Anyway, the south was also primarily agricultural and was focused mostly on the growing of cotton, even after the war. So that is why the North had an elaborate stem of trains and the south had fewer in 1870, just five years after the war. Then the transcontinental railroad (inspired by Lincoln) stretched out following (generally) the path of the Pony Express. It was joining the vast mining regions of California and Nevada with the East.
PARENTS SHOULD SIGN UP FOR PARENT TEACHER conferences: See below:
Parent Teacher Confrences are being held on November 6th and November 8th from
4:00 P.M.-7:30 P.M. To sign up for a conference with your child's teachers/team please click on the link below.
http://www.ptcfast.com/schools/Biddeford_Middle_School
Looking Ahead: We are reading Chapter 18 about Westward Migration. In order to better 'immerse' students in that time period, I will show a few choice clips from the movie Dances with Wolves. My goal there is to show students what transportation was like back in mid 1800's, as well as what the West looked like. We will also read some diary entries from various travelers in order to see some Primary Sources.
I expect to show a PBS special called Geronimo. We will be discussing how Native Americans perceived our American Westward Migration. If you would like to see the trailer or buy it yourself online, see the following link:
PBS Geronimo Video
Example of Resources:
Primary Source: Primary sources are the raw materials of history — original documents and objects which were created at the time under study.
Example of Primary Source: Mary Boykin Chesnut's diary or court transcripts from a KKK hearing in 1869.
Secondary Source: Secondary sources, accounts or interpretations of events created by someone without firsthand experience.
Example off a Secondary Source: Our textbook or a PBS article summarizing KKK.
For examples of each, see this link:
The web page is a secondary source considered to be quite accurate, and in that website is a Historical Documents Account on the right. Those court transcripts about the KKK attacks in 1869 as told by African American witnesses are considered primary sources.
English: HW:
Working on the 8 parts of speech:
Nouns
Adjectives
Pronouns
Verbs
Adverbs
Conjunctions
Prepositions
Interjections
I AM FROM POEM AND PORTRAIT DUE MONDAY NOVEMBER 5
We are working on the "Where I Am From" Poem and Portrait activity in class thorugh Friday Nov 2. Students are creating a poem and a portrait of themselves that reveal important life-guiding events from their lives. See handouts.
Working on the 8 parts of speech:
Nouns
Adjectives
Pronouns
Verbs
Adverbs
Conjunctions
Prepositions
Interjections
I AM FROM POEM AND PORTRAIT DUE MONDAY NOVEMBER 5
We are working on the "Where I Am From" Poem and Portrait activity in class thorugh Friday Nov 2. Students are creating a poem and a portrait of themselves that reveal important life-guiding events from their lives. See handouts.
Washington DC Trip Information:
It is best to sign up by November
Should be paid for by February
Fundraisers are available: See Mrs. Potvin!
Thursday, September 13, 2012
Both social studies and English Information
CHAPTER 18 VOCAB TEST Friday 10/19/
Test on the Chapter 17 Focus Questions was on Thursday 10/11.
Returned that test to students Monday 10/15.
Monday October 15: We watched the intro-movie from the Chapter 18 Opening section of the online textbook. Discussed hardships experienced by cowboys in the Great Plains. Read start of page 586.
PARENTS SHOULD SIGN UP FOR PARENT TEACHER conferences: See below:
Looking Ahead: After the Chapter 17 Focus Questions Test on Thursday we will be introducing Chapter 18 about Westward Migration. In order to better 'immerse' students in that time period, I will show a few choice clips from the movie Dances with Wolves. My goal there is to show students what transportation was like back in mid 1800's, as well as what the West looked like. We will also read some diary entries from various travelers in order to see some Primary Sources.
I expect to show a PBS special called Geronimo. We will be discussing how Native Americans perceived our American Westward Migration. If you would like to see the trailer or buy it yourself online, see the following link:
PBS Geronimo Video
Test on the Chapter 17 Focus Questions was on Thursday 10/11.
Returned that test to students Monday 10/15.
Monday October 15: We watched the intro-movie from the Chapter 18 Opening section of the online textbook. Discussed hardships experienced by cowboys in the Great Plains. Read start of page 586.
PARENTS SHOULD SIGN UP FOR PARENT TEACHER conferences: See below:
Parent Teacher Confrences are being held on November 6th and November 8th from
4:00 P.M.-7:30 P.M. To sign up for a conference with your child's teachers/team please click on the link below.
http://www.ptcfast.com/schools/Biddeford_Middle_School
I expect to show a PBS special called Geronimo. We will be discussing how Native Americans perceived our American Westward Migration. If you would like to see the trailer or buy it yourself online, see the following link:
PBS Geronimo Video
Social Studies MAKE-UP: Chapter 17 Vocab Test 9/20:
WARNING: Running out of time for this retest!
Gave Vocabulary Test was 9/20. Students scoring less than 10 correct of 14 were asked to restudy for a retest. Students who are not happy with their scores on the Mary Boykin Chesnut mini-project may correct their weak areas (as shown in the returned rubric) and get the original project and the newer version back to me with my marked up rubric within a week (OCT 9)
LAPTOP TAKE HOME MEETING!
DATE: TUESDAY OCTOBER 23RD
TIMES: 7:30 A.M. OR 5:30 P.M.
PLACE: PAC
CONTACT: MR JACKSON AT:
rjackson@biddschools.org
Example of Resources:
Primary Source: Primary sources are the raw materials of history — original documents and objects which were created at the time under study.
Example of Primary Source: Mary Boykin Chesnut's diary or court transcripts from a KKK hearing in 1869.
Secondary Source: Secondary sources, accounts or interpretations of events created by someone without firsthand experience.
Example off a Secondary Source: Our textbook or a PBS article summarizing KKK.
For examples of each, see this link:
The web page is a secondary source considered to be quite accurate, and in that website is a Historical Documents Account on the right. Those court transcripts about the KKK attacks in 1869 as told by African American witnesses are considered primary sources.
English: HW:
Monday: October 15: working on increasing details in a passage: specifically, our "Action near a Statue passage. Students writing a passage that has details from the five senses woven seamlessly into some action happening beside a statue.
CONSIDER WHAT TO INCLUDE IN YOUR ESSAY: TELL ME ABOUT YOURSELF."
This essay has been returned on October 9th. Students may make improvements and show me their new version along side their graded version for an increased score!
Monday: October 15: working on increasing details in a passage: specifically, our "Action near a Statue passage. Students writing a passage that has details from the five senses woven seamlessly into some action happening beside a statue.
CONSIDER WHAT TO INCLUDE IN YOUR ESSAY: TELL ME ABOUT YOURSELF."
This essay has been returned on October 9th. Students may make improvements and show me their new version along side their graded version for an increased score!
For the week of Sept 24 to 28 we've been using strategies like outlining and paragraphing to craft a well constructed five paragraph essay called "All About Me." Special attention has been focused on the purpose of each paragraph as well as how to "transition" effectively between paragraphs. Several students have willingly volunteered to project their rough draft on the LCD projector for all to see and analyze. Special thanks to students who modeled excellent style as well as students who specifically asked for constructive feedback. On MOnday OCT 1st, we will actually wrap up another group review of an essay and then try our hand at "Self-Grading" based on the rubric that will be used to assess each paragraph in the essay!
Washington DC Trip Information:
It is best to sign up by November
Should be paid for by February
Fundraisers are available: See Mrs. Potvin!
Special Note: The mini project with Mary Boykin Chesnut's diary as seen in link below was collected on Monday 9/24! The actual assignment is now posted on the right hand side of this blog. Students with incomplete work were given an extra day! I will grade them starting Tuesday 9/25.
SEE CHESNUT DIARY LINK:
Mary Boykin Chesnut Link: USE HTML File: Full Text
Check out if your ancestors fought in the Civil War!
National Parks Service Database: Search for your family in Civil War
While it is true that not everybody with your last name is related to you, perhaps if they came from Maine, you might be able to research further on your own.
Review classwork daily for HW. As we answer focus questions from their study guides in class, students should be writing out the answers either in class or for homework.
STUDY CHAPTER 17 VOCABULARY from study-guide
FOR TEST WEEK OF 17th to 21st. Actual Date Below:
Test will be on Thursday 9/20.Mary Boykin Chesnut Civil War Diary as an HTML doc
On Thursday September 13th I assigned usernames and passwords for the students' online textbook. The address is: http://my.hrw.com Students practiced opening
the book and navigating the pages. They saved their username and password in 3 places: SS notes, on a digital 'sticky note' and in their agendas so they won't forget them. I asked students to bookmark both this blog address as well as their online textbook address. The first graded assignment was to show me their dedicated social studies folder or binder complete with the study-guide for chapter 17.
the book and navigating the pages. They saved their username and password in 3 places: SS notes, on a digital 'sticky note' and in their agendas so they won't forget them. I asked students to bookmark both this blog address as well as their online textbook address. The first graded assignment was to show me their dedicated social studies folder or binder complete with the study-guide for chapter 17.
Tuesday, August 28, 2012
SEE HOMEWORK BELOW IN RED!
STUDY CHAPTER 17 VOCABULARY FOR TEST WEEK OF 17th to 21st
From September 5 to September 10 we did a quick recap of the American Civil War. There is no test on this section, but it is helpful to understand how the need for reconstruction came after the devastating years of 1861 to 1865. 600,000 Americans died amounting to nearly 2% of the entire population. Here's what we covered:
HOMEWORK: Review our classwork daily. We began CHAPTER 17 by previewing the study guide. Please read over the CHAPTER SUMMARY and get an idea of where we are going!
Welcome to Mr. Ezzard's American History Class!
This year we will be starting out with the Reconstruction Period.
That means the time just after the Civil War when America had to re-construct itself.
It's tough to 'make-up' after a big fight, but that's what the North and South states had to do!
So, let's learn how our "One INDIVISIBLE Nation," fixed itself up after the Civil War and moved forward.
Also, Welcome to Mr. Ezzard's English Class!
We will start the year out by demonstrating how well we can already express ourselves in written form.
When you get your first assignment, please write it to the best of your ability.
Things you'll need for my classes:
1: A dedicated, sturdy folder for each class to hold notes, handouts and assignments
You may use a dedicated section of a binder in place of a sturdy folder if you like.
2: Blue or Black Pens (No Gel Pens Please)
3: Your Laptops should come to class daily once they are distributed.
4: Any assignments due.
5: Your Agenda Book must be used for assignments as well as for your personal hallway pass
6: Suggested Pen Drive (to back up your work and keep personal copies)
STUDY CHAPTER 17 VOCABULARY FOR TEST WEEK OF 17th to 21st
From September 5 to September 10 we did a quick recap of the American Civil War. There is no test on this section, but it is helpful to understand how the need for reconstruction came after the devastating years of 1861 to 1865. 600,000 Americans died amounting to nearly 2% of the entire population. Here's what we covered:
Civil War Recap
1861 – 1865
1861: South separated from the North over slavery issues
New Bullets: Modern
Warfare: the shape of bullets changed from round to "football shaped"
Trains move soldiers
and supplies faster and more efficiently than the old way: walking!
Telegraphs deliver
messages faster than people on horseback can carry letters.
New medicine to help
amputations to heal better resulted in 75% survival rate for amputees.
Triage to sort
patients according to need: Worst "save-able" cases go to surgery first. New nursing!
General Sherman’s March to the Sea burned a 60 mile wide path across Georgia.
Lincoln’s Emancipation Proclamation freed the slaves
Lincoln’s Gettysburg Address commemorated a national cemetery saying 4 score & 7 years ago...
1865: General Lee’s surrender ended the war
We watched a video to summarize the Civil War:
America: The Story of Us
HOMEWORK: Review our classwork daily. We began CHAPTER 17 by previewing the study guide. Please read over the CHAPTER SUMMARY and get an idea of where we are going!
Welcome to Mr. Ezzard's American History Class!
This year we will be starting out with the Reconstruction Period.
That means the time just after the Civil War when America had to re-construct itself.
It's tough to 'make-up' after a big fight, but that's what the North and South states had to do!
So, let's learn how our "One INDIVISIBLE Nation," fixed itself up after the Civil War and moved forward.
Also, Welcome to Mr. Ezzard's English Class!
We will start the year out by demonstrating how well we can already express ourselves in written form.
When you get your first assignment, please write it to the best of your ability.
Things you'll need for my classes:
1: A dedicated, sturdy folder for each class to hold notes, handouts and assignments
You may use a dedicated section of a binder in place of a sturdy folder if you like.
2: Blue or Black Pens (No Gel Pens Please)
3: Your Laptops should come to class daily once they are distributed.
4: Any assignments due.
5: Your Agenda Book must be used for assignments as well as for your personal hallway pass
6: Suggested Pen Drive (to back up your work and keep personal copies)
Tuesday, April 24, 2012
6/4 through 6/8
Social Studies: 6/4 through 6/8
Social Studies FINAL EXAM
is on Thursday June 7
It will cover all material from this last trimester (From WORLD WAR II to Vietnam) All subjects will be giving final exams.
VIETNAM VOCAB TEST FRIDAY JUNE 8
Any Retests should be done before June 5.
I will not be doing any form of retest/extra credit AFTER June 5 unless it is built-in to an exam.
All students were issued special SS PROGRESS REPORTS on Tuesday 5/22. Any student with a D or an F was requested to have it signed and returned to me by Wednesday 5/23.
Monday June 4, 2012: Continuing Chapter 29 as possible. Due to scheduling abnormalities like Step-up Day on Monday and an afternoon concert on Tuesday, some classes will move ahead.
I will not be doing any form of retest/extra credit AFTER June 5 unless it is built-in to an exam.
All students were issued special SS PROGRESS REPORTS on Tuesday 5/22. Any student with a D or an F was requested to have it signed and returned to me by Wednesday 5/23.
Monday June 4, 2012: Continuing Chapter 29 as possible. Due to scheduling abnormalities like Step-up Day on Monday and an afternoon concert on Tuesday, some classes will move ahead.
English:
English ELA Finals next week June 6th. Review proper Essay writing format.
Working in class on 'deliberate writing' which includes using specific details to reveal information to the reader about setting, action and character traits!
Collected this on Monday. If you were absent, please work on it on your own and get it to me the next time we meet.
1: Go on the internet and find a sample of GREAT WRITING:
SAMPLES: a novel, story, poem, speech, newspaper/magazine article, news report, song
2: Select a well-written paragraph or section and copy it into a document
3: Cite your source: Feel free to use Son of Citation Machine found in right margin under useful links
4: Explain, in your own words, WHY YOU consider it to be an example of Great Writing!
Because students were a little uncertain about how to proceed, we all got started in class and I told the students it would be due 15 minutes into English class on Monday, April 30, so they should complete it for HW, even if they need to handwrite it.
Saturday, April 14, 2012
April Vacation Week
Hope all of you are enjoying a well deserved vacation. Our trip to see Paige in Full went well and our journey to the High School to see the Center of Technology was the BEST it has ever been.
Social Studies:
Well, many students came to me for the required retest on the World War II material, but there are still a good many who have not done so. My advice to those students who have not retested yet is to look over your World War II SS test and research the material in the questions you did not get correct. You can read about the subjects you missed in the online textbook, but you may also go on line to google it any way you like. For example, if you missed the question on 'blitzkrieg' then look it up in a dictionary, find out the origins of the word (German) and what it means (Lightning War.) Then find out who was famous for using Blitzkrieg in WWII and perhaps be ready to tell me how it was different from 'regular' fighting. Then when you see me for the verbal retest, I'll just ask, "So tell me about Blitzkrieg," and you'll do most of the talking!
ESSAY OUTLINE UPDATE:
At this time I am grading the "Should We Drop the Bombs on Japan (in WWII)" Essay Outline. That project was very difficult for many who have little experience seeking out quality website for facts. Some of the problems I've seen so far are:
1: Students had a difficult time coming up with a defendable thesis.
2: Students who created a defendable thesis still had difficulty finding quality websites (authoritative) in which to find supporting facts. Many students went with "Yahoo Answers" or "Opinions of modern students in online Blogs." Neither are very convincing.
3: Many students who found facts (or paraphrased them in their own words) failed to cite the sources.
4: Most students struggled with the concept of the third body paragraph where they were supposed to address the opposing viewpoint. I did not mean that they should take the opposing viewpoint, but rather that they were supposed to acknowledge it, and refute it.
In light of all these difficulties, I have determined that the students can use more practice and that I need to do more to prepare the students for this sort of project, so it was both a learning experience for me and for the students. Every student who turned in a project that demonstrates an effort on any level will receive credit. Seeing their difficulties helps me to adjust the lesson, so I was grateful that 99% of the students did turn in whatever they had.
When we return from vacation we will begin The Cold War.
ENGLISH:
When we left English Class, we were trying to write a quick essay (following a class-designed outline) on "Why We Hate To Go To The Movies." I purposefully chose an absurd topic to demonstrate how we can write essays for subjects we don't necessarily agree with. I did this because students often say, "But I don't know what to write." We agreed in class that most of us LIKE going to movies (there were one or two that didn't like it) and then we brainstormed reasons normal people might not like going to the movies. We then sorted the reasons into groups (Disturbances, Unsanitary Conditions and the like) and crafted an outline. Then, students contributed sentences to the essay itself based on the brainstormed facts and the outline. We will wrap this up when we return and try our hand at one more individual 5 paragraph essay on a topic yet to be developed.
Social Studies:
Well, many students came to me for the required retest on the World War II material, but there are still a good many who have not done so. My advice to those students who have not retested yet is to look over your World War II SS test and research the material in the questions you did not get correct. You can read about the subjects you missed in the online textbook, but you may also go on line to google it any way you like. For example, if you missed the question on 'blitzkrieg' then look it up in a dictionary, find out the origins of the word (German) and what it means (Lightning War.) Then find out who was famous for using Blitzkrieg in WWII and perhaps be ready to tell me how it was different from 'regular' fighting. Then when you see me for the verbal retest, I'll just ask, "So tell me about Blitzkrieg," and you'll do most of the talking!
ESSAY OUTLINE UPDATE:
At this time I am grading the "Should We Drop the Bombs on Japan (in WWII)" Essay Outline. That project was very difficult for many who have little experience seeking out quality website for facts. Some of the problems I've seen so far are:
1: Students had a difficult time coming up with a defendable thesis.
2: Students who created a defendable thesis still had difficulty finding quality websites (authoritative) in which to find supporting facts. Many students went with "Yahoo Answers" or "Opinions of modern students in online Blogs." Neither are very convincing.
3: Many students who found facts (or paraphrased them in their own words) failed to cite the sources.
4: Most students struggled with the concept of the third body paragraph where they were supposed to address the opposing viewpoint. I did not mean that they should take the opposing viewpoint, but rather that they were supposed to acknowledge it, and refute it.
In light of all these difficulties, I have determined that the students can use more practice and that I need to do more to prepare the students for this sort of project, so it was both a learning experience for me and for the students. Every student who turned in a project that demonstrates an effort on any level will receive credit. Seeing their difficulties helps me to adjust the lesson, so I was grateful that 99% of the students did turn in whatever they had.
When we return from vacation we will begin The Cold War.
ENGLISH:
When we left English Class, we were trying to write a quick essay (following a class-designed outline) on "Why We Hate To Go To The Movies." I purposefully chose an absurd topic to demonstrate how we can write essays for subjects we don't necessarily agree with. I did this because students often say, "But I don't know what to write." We agreed in class that most of us LIKE going to movies (there were one or two that didn't like it) and then we brainstormed reasons normal people might not like going to the movies. We then sorted the reasons into groups (Disturbances, Unsanitary Conditions and the like) and crafted an outline. Then, students contributed sentences to the essay itself based on the brainstormed facts and the outline. We will wrap this up when we return and try our hand at one more individual 5 paragraph essay on a topic yet to be developed.
Wednesday, February 29, 2012
Week of April 2 to April 6
Handed out a permission slip for a trip to USM to see 'Paige in Full.' Need it signed and a $7 fee paid by Friday 4/6 so we can finalize our plans.
See permission slip for additional details.
SS OUTLINE (PRO CON ATOMIC BOMB) WILL BE DUE MONDAY 4/9!
VERY IMPORTANT: On Thursday 4/5 I explained how to prepare their outlines and I provided students with a template to put in their laptops. IF you want a second copy of the template, see the 26 Japan Atomic Bombs Outline Pages in the right hand margin. More Help Below.
SEE SAMPLE CLIP FROM THE HIROSHIMA VIDEO WE ARE WATCHING. ALL FIVE CLIPS CAN BE FOUND ONLINE: BBC HIROSHIMA: Many links below worth investigating:
Also, use your Encyclopedia in your toolbar to find facts:
.gov .net .edu .org usually more reliable than random .com sites
search using keywords: Atomic bomb Hiroshima Nagasaki
CLICK ON WEBSITES BELOW!
BBC Documentary: Hiroshima
Hiroshima Museum Website
Full Text of John Hersey's "Hiroshima" book
Survived Hiroshima and Nagasaki
Video of Survivor or both Atomic Attacks!
Hiroshima Survivor Speaks
Voices of Survivors
Time Magazine editorial: Why Did US Drop The Bomb?
Educational Website With Atomic Bomb Links
President Truman's "Website" with useful links See hint below
Suggest you search DOCUMENTS and DECISION TO DROP THE ATOMIC BOMB
Sample of what you can find in Truman's website
Letter From Truman AFTER first bomb dropped
Personal Opinions of People
National Security Archive Primary Sources
SS TEST was on TUESDAY 3/27 ON
WORLD WAR II
This test has been graded and entered in infinite campus as of March 29. Many students had a difficult time with this multiple choice exam. I also entered two other grades as well, one of which was an extra credit question worth up to 4 free points. IF a student feels he or she did poorly when the tests are returned on Friday March 30th, that student should RETAIN THE TEST and study-up on the questions that were not answered correctly. He/she should research the topics they missed in the online textbook and in the Internet so that he/she may come to me and tell me a lot about the subject they were not clear on during the test. Verbal retests often require MORE expertise on the subject than the original test, but that is because the student already KNOWS what I will be asking about.
In this new third trimester, some test questions will come from 'beyond' the focus questions, so students can take notes on anything they consider to be relevant or noteworthy.
WE SPENT Three Days TAKING NOTES ON THE DOCUMENTARY CALLED 'HIROSHIMA' IN ORDER TO HELP STUDENTS SOLIDIFY THIER OPINION REGARDING THE USE OF ATOMIC WEAPONS IN WWII. I HAVE GIVEN EACH STUDENT SOME FEEDBACK ON THEIR GENERAL IDEAS AS OF FRIDAY MARCH 30.
MAKE SURE YOU ARE THINKING ABOUT YOUR OPINION REGARDING THE DROPPING OF THE ATOMIC BOMBS ON HIROSHIMA AN NAGASAKI. COLLECT FACTS IN YOUR FREE TIME TO SUPPORT YOUR OPINION. PRETEND YOU ARE GOING TO TRAVEL BACK IN TIME TO ADVISE PRESIDENT TRUMAN ABOUT WHETHER OR NOT HE SHOULD USE THE ATOMIC BOMBS ON JAPANESE CITIES. YOU WILL NEED TO CITE ANY SOURCES YOU USE, SO AT THIS POINT, START SAVING WEB PAGE NAMES AND ADDRESSES YOU FIND YOUR KEY FACTS IN!
There is an ongoing project with this chapter. Students will prepare an outline for a PRO CON essay dealing with the use of atomic bomb use in WWII. The material for this project is in the SS packet I handed out Wednesday Feb 29.
English:
Thursday April 4 we took an in class "QUIZ" checking to see if students could read an essay I wrote and find the main ideas as well as the ongoing theme! If absent, must take it in Advisory on Friday.
CURRENTLY PRACTICING OUTLINE USE FOR ESSAY WRITING.
WROTE an essay entitled:
What Family Means To Me.
GRADES ON ALL THREE PARTS OF THE ESSAY ARE BEING COMPUTED THIS WEEKEND.
SEE HANDOUT ON RIGHT HAND SIDE OF THIS BLOG FOR THE PROMPT & HELP.
Also Studying from the PRONOUN PACKET.
Grades for the first Pronoun Test have been posted. Students will receive a 'progress report' FYI just so they do not have to suffer any anxiety about their upcoming report card.
Quiz for 12 points on Friday March 9 already returned. Pronouns!!!
Last chance to retest is Friday March 9. Trimester closes Friday March 16.
I just tried to put some Adjective/Pronoun study-guide sheets in this blog. The format of the 'pdf' files was a bit off for the blog, but the gist of the material makes sense. There are some nonsense parts of the document that the website could not convert correctly. Just use the parts that are clear.
Monday, January 30, 2012
Week of February Vacation
Hoping everyone had a safe and relaxing vacation.
I graded the Great Depression Test and entered the scores in infinite campus for you to check out.
If you're an honors Social Studies student (or honors English), you might want to try the following creative writing activity:
(anyone can try it, really)
Pretend that you were a teenager living with a farming family in the Dustbowl in the 1930's. Write a series of short diary/journal entries that would show what it was like to be getting ready to leave your home to head out west. Include realistic details wherever possible. Things you could mention are the following:
A) Losing the farm like the Joad family in Grapes of Wrath
B) What you eat for meals on a regular basis. Think poor.
C) What you hear on the radio (research FDR Fireside Chats)
D) What you pack up in an old Ford as you prepare to leave & what you leave behind.
E) Who is coming along with you.
F) What your hopes are for the future.
G) What route you take from your state to California. Describe it.
H) What you see as you depart. How family reacts.
I) Hazards you meet along the way.
J) Describe the duststorm experiences!
OR just write what you think will best show what the experience of migrating away from the Dustbowl was like.
When we return from vacation we'll spend one more day in the great depression and then begin World War II (in a manner of speaking).
Social Studies:
WARNING: SS TEST ON GREAT DEPRESSION ON THURSDAY FEB 16. If you missed it, be prepared for it when we return after vacation.
ENGLISH:
Adjective test soon after we return from vacation. Review your notes to stay sharp.
Already tested out of Nouns and began Adjectives.
Adjective packet will be handed out on Tuesday, February 14.
Study Parts of Speech Notes.
TEST ON NOUNS BY WEDNESDAY 2/8
Last NAPVACPI test based on poem this week.
Both tests have been graded and entered in the online grade-book families have access to.
We are studying the eight basic parts of speech:
Nouns
Adjectives
Pronouns
Verbs
Adverbs
Conjunctions
Prepositions
Interjections
Students who performed poorly on the NAPVACPI tests are encouraged to memorize this poem to earn back the lost credit.
See poem below:
I graded the Great Depression Test and entered the scores in infinite campus for you to check out.
If you're an honors Social Studies student (or honors English), you might want to try the following creative writing activity:
(anyone can try it, really)
Pretend that you were a teenager living with a farming family in the Dustbowl in the 1930's. Write a series of short diary/journal entries that would show what it was like to be getting ready to leave your home to head out west. Include realistic details wherever possible. Things you could mention are the following:
A) Losing the farm like the Joad family in Grapes of Wrath
B) What you eat for meals on a regular basis. Think poor.
C) What you hear on the radio (research FDR Fireside Chats)
D) What you pack up in an old Ford as you prepare to leave & what you leave behind.
E) Who is coming along with you.
F) What your hopes are for the future.
G) What route you take from your state to California. Describe it.
H) What you see as you depart. How family reacts.
I) Hazards you meet along the way.
J) Describe the duststorm experiences!
OR just write what you think will best show what the experience of migrating away from the Dustbowl was like.
When we return from vacation we'll spend one more day in the great depression and then begin World War II (in a manner of speaking).
GREAT (DEPRESSION) VIDEOS LINK:
http://www.investing-for-beginner.org/1929-Crash.html
See/Hear many of Roosevelt's Fireside Chats
Social Studies:
WARNING: SS TEST ON GREAT DEPRESSION ON THURSDAY FEB 16. If you missed it, be prepared for it when we return after vacation.
ENGLISH:
Adjective test soon after we return from vacation. Review your notes to stay sharp.
Already tested out of Nouns and began Adjectives.
Adjective packet will be handed out on Tuesday, February 14.
Study Parts of Speech Notes.
TEST ON NOUNS BY WEDNESDAY 2/8
Last NAPVACPI test based on poem this week.
Both tests have been graded and entered in the online grade-book families have access to.
We are studying the eight basic parts of speech:
Nouns
Adjectives
Pronouns
Verbs
Adverbs
Conjunctions
Prepositions
Interjections
Students who performed poorly on the NAPVACPI tests are encouraged to memorize this poem to earn back the lost credit.
See poem below:
Guide to Good English
NAPVACPI
Nouns are names of everything,
Like width or wisdom, child or swing.
Adjectives tell about a noun,
Like great, small, lovely, rich or brown.
Instead of nouns the pronouns stand,
He for John, she for Anne, it for hand.
Verbs express action such as run,
Will read, is building or has done.
How things are done the adverbs tell,
Like slowly, quickly, badly, well.
Conjunctions join the words together,
Like boys and girls, wool or leather.
The preposition stands before
The noun as at or through the door.
The interjection you exclaim,
Like Ugh! It smells, or Oh! He’s vain.
Subscribe to:
Posts (Atom)