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Trimester 1 Lessons |
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Date |
Objective |
Belltask |
ISN pgs |
What happened in class: |
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11/17 |
· Identify and explain the Amendments in the Bill of Rights |
No Belltasks |
64-65 |
1. Class was held in the computer lab. Students participated in a web quest activity learning about the main principles of the Constitution (dual sovereignty, checks and balances, federalism, separation of powers) and the Bill of Rights. |
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11/16 |
· Explain how the Constitution guides the law making process |
No Belltasks |
66 |
1. Students completed the law making process flow chart in class. 2. The “Schoolhouse Rock” I’m just a bill” animation was screened in class and analyzed via class discussion. 3. Students completed a fill - in - the - blank paragraph which explained the law making process. |
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11/15 |
· Identify and explain the ways in which the Constitution guides the law making process and the parts of Government |
No Belltasks |
62-63 |
1. Class was held in the computer lab. Students participated in a web quest activity learning about the law making process. |
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11/14 |
· Identify the parts of Government and list the functions of each branch |
No Belltasks |
138 |
1. Students updated their November calendars with important school and class information such as when the trimester grading period is over and which days the class was held in the computer lab. 2. Students were explicitly told what assignments were left for the trimester . Based on this information, students calculated their own grade |
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11/9-11/10 |
· Read, discuss, summarize and illustrate 12 events about the history of the Constitution |
Chapter 8 Assessment · Terms and Names ISN Page 55 |
52-53 |
Placard activity will resume as described from 11/3 |
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11/8 |
· Craft a definition for the word “Constitution” |
Chapter 8 Section 1 · #3abc ISN Page 54 |
61 |
1. Students had time to revise or make up missing work from the placard activity. The activity will resume tomorrow 2. Guided Reading for Constitution Handbook was handed out. Students had time to begin working on this in class 3. Students crafted a definition for the word Constitution. |
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11/3-11/10 |
· Read, discuss, summarize and illustrate 12 events about the history of the Constitution |
11/4 Chapter 8 Section 1 · #1
11/7 Chapter 8 Section 1 · #2
ISN Pg 54 |
36-37 |
1. Students receive one of 12 placards. A placard is a laminated 8 1/2 x 11 card with a paragraph about an event on one side and a related picture on the other side. Each placard has a different event on it. Students are placed in pairs and assigned a role: Reader reads the placard out loud, the listener reads along and stops the reader when there are notes that need to be written down. Three minutes are given for each pair to read and take notes on each event. 2. Next, students have a 1 minute discussion session. The discussion begins with students saying, “so the summary should sound like this…” Then adding the rest of the discussion points that they wrote down over the previous session. 3. Students have 3 minutes to write a summary in their ISN of the event, followed by a 1 minute session to create a quickdraw of their summary. This finalizes the time with each event. Students have 8 total minutes for each event then the event placard is passed and the process repeats. 4. On 10/28 Students finished the Placards. They were given a crossword to close out the placard activity. It serves as a study guide. Additionally, students were explicitly told what to review in their ISN. The test covers material from ISN pages 20-41. Students should finish page 41 and complete the crossword. See the ISN table of contents for missing items. The crossword goes on page 36 at the bottom.
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11/2 |
· |
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138 |
1. Students received their November calendars with important school and class information such as when the trimester grading period is over and which days were test days, etc. |
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11/1 |
· Identify the causes and the weaknesses of the Articles of Confederation. |
Chapter 8 Section 1 · #3abc
Finish your definition for “Tyrant” on ISN Pg 26 |
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1. Worksheet: Guided Reading Chapter 8 Section 1 2. Students finished setting up their ISNs |
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10/31 |
· Craft a definition for Tyranny and Constitution
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· Make a circle map for Þ Tyranny On a Separate sheet of paper |
26 |
1. Students craft a definition for “Tyranny” · Create a list of words for tyranny using context clues from the book. · Share and steal 2 from your neighbor · Share out w/ sticks of doom · Choose 5 of the best related words and record them on the BVM. · Using 3 of the 5 related words, craft a sentence showing how the words relate to tyranny 2. Set up ISNs for History of the Constitution Activity |
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10/28 |
TEST |
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10/27 |
· Identify and explain how Colonists officially declared independence from Great Britain |
Chapter Assessment 6 · Terms and Names |
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1. Worksheet: Guided Reading Chapter 6 Section 4 2. Update ISN Table of Contents 3. Discuss Benchmark |
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10/26 |
· |
Finish your Definition on the BVM for “Civic Republic”
ISN Pg 26 |
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1. Students craft a definition for “Civic Republic” · Create a list of words for Civic Republic using context clues from the book. · Share and steal 2 from your neighbor · Share out w/ sticks of doom · Choose 5 of the best related words and record them on the BVM. · Using 3 of the 5 related words, craft a sentence showing how the words relate to Civic Republic 2. Bridge Maps Due 3. Pop Quiz 4. Discuss Benchmark |
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10/25 |
· Craft a definition for “Civic Republic” |
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1. Students craft a definition for “Civic Republic” · Create a list of words for “Civic Republic” using context clues from the book. · Share and steal 2 from your neighbor · Share out w/ sticks of doom · Choose 5 of the best related words and record them on the BVM. · Using 3 of the 5 related words, craft a sentence showing how the words relate to “Civic Republic” |
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10/24 |
· Compose a break-up letter to the “tune” of the DOI. · Show the connection to DOI excerpts using bridge maps. |
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23-25 |
1. Students begin writing a rough draft for this project. 2. Explicit directions were given in class and an example was given. Students participated in an exercise using a prepared letter matching it to the excerpts as will be required in the activity.
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10/19-10/21 |
· Minimum Days: Parent Conferences |
10/19 Ch 6 Section 2 · #2 ISN Pg 33 10/20 Ch 6 Section 2 · #3abc ISN Pg 33 10/21 Ch 6 Section 3 · #1-4 ISN Pg 33 |
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1. Work was passed back from the previous 10 days 2. Students pasted these assignments into their notebooks 3. Students calculated their own grades to discern where they stand academically in this class, and know how to rectify their grade if necessary. |
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10/18 |
· Match excerpts from the Declaration of Independence with break up versions of the same excerpt. |
Ch 6 Section 2 · #1 ISN Pg 33 |
46 |
1. Students graded and turned in their crossword puzzles 2. Pop Quiz |
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10/13-10/17 |
· Match excerpts from the Declaration of Independence with modern English versions of the same excerpt. |
Ch 5 Section 3 · #2 · #3abc
ISN Pg 30 |
44-45 |
1. Students completed the DOI matching activity. Today most students should finish the matching and will receive full credit. 2. Students were allowed to work collaboratively in pairs to discuss the best matching. |
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10/11-10/12 |
· Develop a rough draft for the colonial unrest-o-meter project.
See Project List for details |
10/11 Ch 5 Section 3 · #1 ISN Pg 30
10/12 Begin rough draft |
42-43 |
1. Students entered class and began the rough draft for the unrest-o-meter project. Once it was approved they began their final draft.
Anything not finished in class is homework. |
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10/7-10/10 |
· Collect background information on the key historical figures of the Revolutionary War: (Thomas Jefferson, Thomas Paine, John Adams, John Locke, Paul Revere, Benjamin Franklin, George Washington) · Collect information (who, what, how, why) and summarize 12 events leading to the Revolutionary War. |
Chapter 5 Section 2 · #3abc
ISN Pg 29 |
41 |
Using the textbook, students gather background information for the worksheets on page 41. Homework will be to complete the Cheat-sheet and Road to the Revolution worksheets. |
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10/4-10/6 |
· Collect background information on the key events leading to the Revolutionary War: (Tea Act, Boston Tea Party, Common Sense, Declaration of Independence, Stamp Act, Sugar Act, etc) · Collect information (who, what, how, why) and summarize 12 events leading to the Revolutionary War. |
Chapter 5 Section 2 · #2
ISN Pg 29 |
40 |
Using the textbook, students gather background information for the worksheet on page 40. (These will probably take a couple of days to complete.)
Homework will be to complete the Cheat-sheet and Road to the Revolution worksheets. |
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10/3 |
· Review Great Awakening test results · Categorize each distracter from the missed questions on the exam. |
Chapter 5 Section 1 Assessment · # 1 ISN page 29 |
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1. Students participated in whole group discussion analyzing question number 16 which was the most commonly missed question on the test. 2. All students participated in the “Multiple Choice Analyzer” activity to develop an analysis writing about why the question was so commonly missed. · Students gained the perspective of how and why multiple choice questions can be very tricky. 3. Using the example, students proceeded to complete the MC analyzer on their own by choosing questions that they missed on the exam to develop an analysis on. · This counts as extra credit toward their test grade. In effect, students not passing the test can end up with a 70% on the exam by adding the analysis activity to the test grade. |
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9/30 |
· Progress Report Day! · Calculate your grade · Organize your ISN |
Chapter 5 Section 1 Assessment · # 2 · #3a,b,c ISN page 28 |
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1. Students received explicit instructions on exactly what they were being evaluated on. 2. I demonstrated how a letter grade is calculated 3. Students entered their own grades from the trimester on the “What’s my grade?” sheet 4. Student predicted what their grade was going to be on the progress report that was handed out and pasted on page 6 of the ISN. 5. Students received assignments passed back to them and pasted them into the ISN on the appropriate pages. |
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9/29 |
· Gather information (who, what, how, why) · summarize 12 events leading to the Revolutionary War. · Sequence the events in order |
Chapter 5 Section 1 Assessment · # 1 ISN page 28 |
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1. Using the textbook, students gather background information for the worksheets on page 14-15. (These will probably take a couple of days to complete.)
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9/28 |
Organize passed back assignments into the ISN.
Score the test taken on Friday. Calculate the percentage and grade.
Discuss the new calendar given for the month of October. |
1. Finish your BVM definition for revolution
2. Work on your title page ISN pg 7
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7, 8, 139 |
1. Students received explicit instructions on exactly what they were being evaluated on. 2. Students scored their tests 3. Students glued returned assignments into their ISN 4. Students wrote down dates and events from the calendar on the screen at the front of the classroom. The calendar was pasted on page 139. |
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9/27 |
Craft a definition for the word “revolution” |
Make a circle map using context clues from the book for the word revolution
Use a separate sheet of paper |
8 |
1. Students craft a definition for “Revolution” (political context) · Create a list of words for Revolution using context clues from the book. · Share and steal 2 from your neighbor · Share out w/ sticks of doom · Choose 5 of the best related words and record them on the BVM. · Using 3 of the 5 related words, craft a sentence showing how the words relate to Revolution |
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9/26 |
Design a tile page showing what was taught about standard 8.1.0 & 8.1.1 |
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7 |
1. Students entered and copied the essential standards shown on the screen. On page 7 of their ISN · Make a list of the concepts that we learned about for each standard by going through each page in the ISN · Choose a thinking map and show how each event is related to the standard. |
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9/23 |
TEST (Students have been regularly informed about the test since 9/5) |
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9/21-9/22 |
Design a multi-flow map incorporating illustrations and paragraphs which explain the causes and effects (results) of the Great Awakening |
9/21 Chapter 3 Assessment # 7-10 ISN 18-19 9/22 Mr. Downer approved rough drafts of projects |
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Students create a rough draft on 9/21. It must be approved by Mr. Downer to proceed to the final draft. Once the rough draft is approved, students obtain 8 1/2 x 14 size paper and proceed with their final drafts. The project is worked on in class on Friday, 9/15 and will be due on Thursday 9/17 (AT THE END OF CLASS!)
Students were told explicitly how to prepare for the test.
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9/15-9/20 |
Write a summary of the causes of the Great Awakening |
9/15 Chapter 3 Section 3 # 3a,b,c ISN 16 9/16 Chapter 3 Assessment Terms and Names ISN 18 9/19 Chapter 3 Assessment #1-3 ISN 18 9/20 Chapter 3 Assessment #4-6 ISN 18 |
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1. Listen to a paragraph about the “decline in morals and values” and the “Results of the Great Awakening”. Students list information, share it to each other, then to the class when called on by the teacher. 2. Determine the critical elements to include in a summary. Summarizing format was introduced by Mr. Downer. 3. Students completed their summaries: One on Monday, a second was started in class on Tuesday. This may have been homework if it was not finished in class. 4. After summaries were complete, students engaged in a peer editing activity for their summaries. |
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9/15 |
Visiting Teacher: Mr. Downer attended a RCMS school planning meeting |
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21, 22 |
1. Students were assigned 2 worksheets: A. Building Vocabulary Chapter 3 B. Setting the Stage Chapter 4
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9/14 |
· Students will meet in the computer lab to participate in an online tutorial on how to calculate their own grade from the returned, graded assignments. |
Chapter 3 Section 3 #2 ISN 16 |
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1. Students met in the compute lab and completed the online tutorial found on www.mrdowner.com.
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9/13 |
· Identify the location of the individual English Colonies using a map.
· Identify the different types of Colonies and who founded them |
Chapter 3 Section 3 #1 ISN 16 |
11, 20 |
1. An outline map of the 13 Colonies was distributed in class. Students were given explicit instruction on how to fill it out and where to look in the textbook for this information. Students had 20 minutes of class time to complete their maps (ISN 11) 2. Chapter 3 Tracing Themes worksheet was distributed in class. Explicit instructions were given regarding the material to be learned by completing the worksheet. Students had 15 minutes to work on this in class (ISN 20) 3. Mr. Downer handed back the “Etching Analysis” assignment. Students compared their grades to the rubric posted on the wall. 4. Mr. Downer graded the Artifact Think Sheet from page 9 of the ISN |
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9/9-9/12 |
Craft a definition for the word “colony”
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9/9 Create a circle map for the word “colony” On a separate sheet of paper
9/12 Chapter 3 Section 2 #3abc ISN 15
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8 |
1. Create a list of words for colony using context clues from the book. 2. Share and steal 2 from your neighbor 3. Share out w/ sticks of doom 4. Choose 5 of the best related words and record them on the BVM. 5. Using 3 of the 5 related words, craft a sentence showing how the words relate to colony.
Students created a definition using this method then shared it out loud. Next they used the word in a sentence, and drew a visual representing their definition.
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9/6 - 9/8 |
Identify the effects of the Great Awakening. |
9/6 Chapter 3 Section 1 #3abc ISN 14 9/7 Chapter 3 Section 2 #1 ISN 15 9/8 Chapter 3 Section 2 #2 ISN 15
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10 |
Artifact Think Sheet:
Students viewed artifacts from a “mystery culture” then shared the significance of each. A 3 minute film clip was viewed revealing the mystery culture.
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8/30 - 9/5 |
Analyze the significance of the symbolism in the etching.
Additionally students took part of each day to set up a different aspect of the ISN or learn classroom procedures.
FYI On 9/1, period 4 participated in a fire drill & Period 3 attended the discipline assembly for 8th graders |
8/31 Number the ISN from 1-140
9/1 Chapter 3 Section 1 #1 ISN 14 9/2 Chapter 3 Section 1 #2 ISN 14 9/5 No School (Labor Day)
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10 |
Students viewed an etching and participated in a class discussion. Next, they produced a summary of how the artist used symbolism and shading to depict the Puritans leaving England.
Students were given a blank calendar for class events during the month of September. Calendars will be handed out and updated frequently in class. Students were given a PowerPoint presentation of the specific dates of class related events. Test dates, meeting locations (i.e. computer lab) back to school night and major assignments were labeled on the calendar. |
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8/29 |
Distribute syllabus and cover daily class routines |
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