Date: December 1, 2009
Teacher: Mr. Cavanaugh
Subject: 6th World History
Ancient Mesopotamia – Lesson 1: Geography of Mesopotamia
Standards:
. Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include:
• significance of river valleys
• early irrigation and its impact on agriculture
• forms of government (e.g., the theocracies in Egypt, dynasties in China)
• effect on world economies and trade
• key historical figures
religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids
What we will learn (objectives):
Students will explain the rise of early civilizations in the river valley
of the Tigris and Euphrates in Mesopotamia
What we will read or study (content):
Lesson 1 – Geography of Mesopotamia
Make Your Own Silt
How we will study it (process):
General education teacher will have students explore this chapter using different methods: such as vocabulary words, ACE+ practice, guided notes, webbing and group work.
As silt is one of the vocabulary words, gifted education teacher brought instructions for “making silt” demonstration. General education teacher provided the potting soil, and had students provide “Gallupian” soil, Gifted education teacher brought the small and medium sized baking dishes.
General education teacher demonstrated using the following directions:
Fill the small baking dish with a few handfuls of dirt. This represents the bottom of the river. Pour a small amount of water over the dirt. This represents the water of the river. Place the baking dish into the larger baking dish. The larger baking dish represents the dry, sandy soil of the desert. Pour water into the small baking dish until it overflows into the larger dish. Set in a sunny window. Allow the sun to evaporate the water in the large baking dish. Examine the larger dish after all the water has evaporated to see the silt that is left over.
How we will know we learned something (product):
Vocabulary cards
Silt demonstration
Who will score/grade what?:
General education teacher will score quiz
How will we differentiate content/process/product (if applicable):
Content: n/a
Process: Silt demonstration and discussion
Product: n/a
Homework:
Study for quiz
What will we do at our next meeting?
Discuss what type of activity for this week and next…possibly moving into the first week back from Christmas break.
Reflection:
General education teacher modified the above instructions by having local dirt in the bottom of the large baking dish, potting soil in the small baking dish, cutting the small baking dish down halfway, and using smaller amounts of water as the day progressed. The demonstration was used in all classes.
The water did not evaporate in time for the quiz, but as the chapter has 3 lessons, teacher and students will continue to check back. Possibly even grow something in the “silt.”
Retrieved and modified November 29, 2009 from: http://www.indianastandardsresources.org/files/soc/ss_7_1_1.pdf
Monday, December 7, 2009
Language Arts: Persuasion
Mr. West has been working on his Persuasive writing unit! To help bring this lesson to an end, both Mr. West and I are working on the following lesson:
Date: December 3, 2009
Teacher: Mr. West
Subject: 6th Language Arts
Persuasive Essay
Standards:
Create written arguments to persuade by:
• Establishing context
• Developing interest
• Developing a controlling idea that makes a clear and knowledgeable judgment
• Arranging details, reasons, and examples effectively
• Anticipating and addressing reader/listener concerns.
• Juxtaposing items for emphasis.
What we will learn (objectives):
Write a persuasive essay
What we will read or study (content):
Persuasive writing unit
How we will study it (process):
Ask the students “Raise your hand if you usually win an argument.” Have brief discussion.
On a piece of paper, students will draw a line with two arrows at either end, label one end “no” and the other end “yes”. Ask the students to make an X representing where they stand on a controversial statement. We will use either school uniforms or the new electronic device policy. If they agree, they draw an x on the "yes" end of the continuum; if they disagree, they draw an x on the "no" end; if they are undecided they draw an X somewhere in the middle.
Next, the teacher asks students to write down three reasons why they marked the x at the yes or no end.
Students then are directed to two corners of the room where they will share ideas and add to their list of supporting points. One corner is for those who marked an X on or near the "yes" on their continuum; the other is for those who marked the "no" end. Those who were somewhere in the middle of the continuum will visit both corners to hear two sides of the issue. Eventually, they must take a stand and record supporting points for their position.
Students will meet in their corners for 3 - 5 minutes to read from their lists of supporting points and strengthen their arguments.
When students finish writing their lists, they return to their seats. The teacher explains that a strong persuasive piece of writing will address opposing arguments. This is when students face off to refute each other. Two volunteers for the "yes" side line up facing two volunteers for the "no" side. A student offers a point in support of his position, while the opposing student in line refutes the point and then offers a supporting reason for his side. This goes back and forth for awhile and new volunteers can be invited to raise their hands and "face off" in front of the class.
Students will then return to their seats and write down the best three opposing arguments they heard.
Pass out Persuasive Writing worksheet to students – review/discuss (see below). Focus on the outline. Rubric is a separate page.
As a class, we will write a persuasive essay for/against the argument, using the worksheet as a guide. Also, keep reminding students about the “audience.” Students will work in small groups and complete each task, then we will come back together and use the “best” example as our class example. Ask the students what would be the “hook” including a thesis. Then we will move into the “body” of the essay with three arguments or reasons to support the position. The fourth should include an opposing viewpoint and rebuttal. This will be followed by a concluding paragraph.
Students will use the teacher made pre-write graphic organizer to gather their ideas. Students will write their rough draft. General education teacher will review the pre-AP Persuasive Rubric with the class. Students will self score, have a peer-score and then using the rubric as a guide, write their final draft.
Students are to turn in the pre-write, the rubric, rough draft and final draft.
How we will know we learned something (product):
Class Essay
Individual Essay
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: Add counter-argument to essay
Process: n/a
Product: 6 paragraoh persuasive essay
Extension:
Students can earn extra credit if they write an argument from the three class arguments.
Homework:
Rough draft, self and peer edit and final draft, as needed
What will we do at our next meeting?
Discuss with inclusion teacher how lesson went, and any changes they would recommend.
Retrieved and modified from:
http://www.lessonplanspage.com/LAKinestheticApproachPersuasiveWriting510.htm
http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CEW_LP_S02_BC_L07_I03_01.pdf
http://www.wvpt4learning.org/lessons/pdf_svtc04/convinceme.pdf
http://wiki.elearning.ubc.ca/tela/UnderConstruction
http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm
Persuasive Writing
In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince the reader to believe or do something.
Persuasive writing is often used in advertisements to get the reader to buy a product. It is also used in essays and other types of writing to get the reader to accept a point of view. In order to convince the reader you need more than opinion; you need facts or examples to back your opinion. So, be sure to do the research!
Persuasive writing follows a particular format. It has an introduction, a body where the argument is developed, and a conclusion. After writing an essay, like any other piece of writing, you should read, revise, conference and revise, before publishing the final product. Before starting, check the rubric to see how you will be evaluated, as well as, all the ingredients required to write the essay.
Introduction: back to top
The introduction has a "hook or grabber" to catch the reader's attention. Some "grabbers" include:
1. Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of as a great place to be a reptile. Actually, it has the largest seasonal congregation of garter snakes in the world!)
2. Opening with a strong statement: (Cigarettes are the number one cause of lighter sales in Canada!)
3. Opening with a Quotation: (Elbert Hubbard once said , "Truth is stronger than fiction.")
4. Opening with an Anecdote: An anecdote can provide an amusing and attention-getting opening if it is short and to the point.
5. Opening with a Statistic or Fact: Sometimes a statistic or fact will add emphasis or interest to your topic. It may be wise to include the item's authoritative source.
6. Opening with a Question. (Have you ever considered how many books we'd read if it were not for television?)
7. Opening with an Exaggeration or Outrageous Statement. (The whole world watched as the comet flew overhead.)________________________________________
The introduction should also include a thesis or focus statement.
There are three objectives of a thesis statement:
1. It tells the reader the specific topic of your essay.
2. It imposes manageable limits on that topic.
3. It suggests the organization of your paper.
Through the thesis, you should say to the reader:
"I've thought about this topic, I know what I believe about it, and I know how to organize it."
back to top
Example Introduction:
[GRABBER-OPENING WITH A STRONG STATEMENT] Of all the problems facing the environment today, the one that bothers me the most is global warming. Some scientists say that the earth is getting warmer because of the greenhouse effect. [THESIS STATEMENT] In this paper I will describe the greenhouse effect and whether the earth's atmosphere is actually getting warmer.
________________________________________
The Body: back to top
The writer then provides evidence to support the opinion offered in the thesis statement in the introduction. The body should consist of at least three paragraphs. Each paragraph is based on a solid reason to back your thesis statement. Since almost all issues have sound arguments on both sides of the question, a good persuasive writer tries to anticipate opposing viewpoints and provide counter-arguments along with the main points in the essay. One of the three paragraphs should be used to discuss opposing viewpoints and your counter-argument.
Elaboration: Use statistics or research, real-life experiences, or examples. back to top
• Generating hypothetical instance: Used particularly when creating an argument and you want the reader to see a different point of view. Use cues for the reader. (eg.: suppose that, what if...)
• Clarifying a position: Think about what needs to be explained and what can be assumed.
• Thinking through a process: Think through the procedure from start to finish. Most often the sentence will begin with a verb. Provide background information a reader may need. Illustrate whenever appropriate. Define special terms used. Use cues for the reader. (e.g..: first, second, next, then etc.)
• Drawing comparisons: Choose something similar to what is being explained. Use one of two patterns: Opposing or Alternating. End with a conclusion. Use cues for the reader.
• Making an analysis: You can analyze a problem by looking at the parts and therefore help the reader to understand.
• Drawing an analogy: Use an analogy to explain or elaborate and idea by identifying significant likenesses between two objects or ideas when otherwise they are quite different. This is helpful when the comparison is made to something that is familiar to the reader.
• Generating hypothetical instance: Used particularly when creating an argument and you want the reader to see a different point of view. Use cues for the reader. (e.g..: suppose that, what if...)
The Conclusion: back to top
A piece of persuasive writing usually ends by summarizing the most important details of the argument and stating once again what the reader is to believe or do.
1. Restate your thesis or focus statement.
2. Summarize the main points: The conclusion enables your reader to recall the main points of your position. In order to do this you can paraphrase the main points of your argument.
3. Write a personal comment or call for action. You can do this:
o With a Prediction: This can be used with a narrative or a cause and effect discussion. The conclusion may suggest or predict what the results may or may not be in the situation discussed or in similar situations.
o With a Question: Closing with a question lets your readers make their own predictions, draw their own conclusions.
o With Recommendations: A recommendations closing is one that stresses the actions or remedies that should be taken.
o With a Quotation: Since a quotation may summarize, predict, question, or call for action, you may use a quotation within a conclusion for nearly any kind of paper.
As a general guideline, when writing a persuasive essay:
• Have a firm opinion that you want your reader to accept.
• Begin with a grabber or hook to get the reader's attention.
• Offer evidence to support your opinion.
• Conclude with a restatement of what you want the reader to do or believe.
back to top
________________________________________
Persuasive Essay Outline
I. Introduction:
A. Get the readers attention by using a "hook."
B. Give some background information if necessary.
C. Thesis or focus statement.
II. First argument or reason to support your position:
A. Topic sentence explaining your point.
B. Elaboration to back your point.
III. Second argument or reason to support your position:
A. Topic sentence explaining your point.
B. Elaboration to back your point.
IV. Third argument or reason to support your position:
A. Topic sentence explaining your point.
B. Elaboration to back your point.
V. Opposing Viewpoint: (This is optional, however highly recommended, so that the reader will know you have considered another point of view and have a rebuttal to it.)
A. Opposing point to your argument.
B. Your rebuttal to the opposing point.
C. Elaboration to back your rebuttal.
VI. Conclusion:
A. Summary of main points or reasons
B. Restate thesis statement.
C. Personal comment or a call to action.
back to top
________________________________________
Transition Signals: back to top
Transitions are words and phrases that connect ideas and show how they are related.
________________________________________
Conferencing with a Peer
Ask someone to read your rough draft to see if they understand and can follow your argument. You may want to put your draft up on the Internet for other students to respond also. Ask them to consider the following questions. (copy them and paste them at the end of your essay.) Their answers should show you that your argument makes sense. back to top
What is the thesis statement?
How is the thesis explained?
What are the main points of the argument? (3)
1. 1.
2. 2.
3. 3.
How did the author back up each point?
1. 1.
2. 2.
3. 3.
What are the opposing point(s)?
What is the writer's solution?
back to top
________________________________________
Final Copy
Make the final content revisions as suggested by your peers and teacher. Check the mechanics and make those changes. Now you are ready to publish! Will it be published on the Internet, in a school magazine or newsletter, in a class newspaper or are you printing it out for the teacher to read? If you are publishing on the Internet be sure to include your email address so that you can get some responses.
back to top________________________________________
Date: December 3, 2009
Teacher: Mr. West
Subject: 6th Language Arts
Persuasive Essay
Standards:
Create written arguments to persuade by:
• Establishing context
• Developing interest
• Developing a controlling idea that makes a clear and knowledgeable judgment
• Arranging details, reasons, and examples effectively
• Anticipating and addressing reader/listener concerns.
• Juxtaposing items for emphasis.
What we will learn (objectives):
Write a persuasive essay
What we will read or study (content):
Persuasive writing unit
How we will study it (process):
Ask the students “Raise your hand if you usually win an argument.” Have brief discussion.
On a piece of paper, students will draw a line with two arrows at either end, label one end “no” and the other end “yes”. Ask the students to make an X representing where they stand on a controversial statement. We will use either school uniforms or the new electronic device policy. If they agree, they draw an x on the "yes" end of the continuum; if they disagree, they draw an x on the "no" end; if they are undecided they draw an X somewhere in the middle.
Next, the teacher asks students to write down three reasons why they marked the x at the yes or no end.
Students then are directed to two corners of the room where they will share ideas and add to their list of supporting points. One corner is for those who marked an X on or near the "yes" on their continuum; the other is for those who marked the "no" end. Those who were somewhere in the middle of the continuum will visit both corners to hear two sides of the issue. Eventually, they must take a stand and record supporting points for their position.
Students will meet in their corners for 3 - 5 minutes to read from their lists of supporting points and strengthen their arguments.
When students finish writing their lists, they return to their seats. The teacher explains that a strong persuasive piece of writing will address opposing arguments. This is when students face off to refute each other. Two volunteers for the "yes" side line up facing two volunteers for the "no" side. A student offers a point in support of his position, while the opposing student in line refutes the point and then offers a supporting reason for his side. This goes back and forth for awhile and new volunteers can be invited to raise their hands and "face off" in front of the class.
Students will then return to their seats and write down the best three opposing arguments they heard.
Pass out Persuasive Writing worksheet to students – review/discuss (see below). Focus on the outline. Rubric is a separate page.
As a class, we will write a persuasive essay for/against the argument, using the worksheet as a guide. Also, keep reminding students about the “audience.” Students will work in small groups and complete each task, then we will come back together and use the “best” example as our class example. Ask the students what would be the “hook” including a thesis. Then we will move into the “body” of the essay with three arguments or reasons to support the position. The fourth should include an opposing viewpoint and rebuttal. This will be followed by a concluding paragraph.
Students will use the teacher made pre-write graphic organizer to gather their ideas. Students will write their rough draft. General education teacher will review the pre-AP Persuasive Rubric with the class. Students will self score, have a peer-score and then using the rubric as a guide, write their final draft.
Students are to turn in the pre-write, the rubric, rough draft and final draft.
How we will know we learned something (product):
Class Essay
Individual Essay
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: Add counter-argument to essay
Process: n/a
Product: 6 paragraoh persuasive essay
Extension:
Students can earn extra credit if they write an argument from the three class arguments.
Homework:
Rough draft, self and peer edit and final draft, as needed
What will we do at our next meeting?
Discuss with inclusion teacher how lesson went, and any changes they would recommend.
Retrieved and modified from:
http://www.lessonplanspage.com/LAKinestheticApproachPersuasiveWriting510.htm
http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CEW_LP_S02_BC_L07_I03_01.pdf
http://www.wvpt4learning.org/lessons/pdf_svtc04/convinceme.pdf
http://wiki.elearning.ubc.ca/tela/UnderConstruction
http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm
Persuasive Writing
In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince the reader to believe or do something.
Persuasive writing is often used in advertisements to get the reader to buy a product. It is also used in essays and other types of writing to get the reader to accept a point of view. In order to convince the reader you need more than opinion; you need facts or examples to back your opinion. So, be sure to do the research!
Persuasive writing follows a particular format. It has an introduction, a body where the argument is developed, and a conclusion. After writing an essay, like any other piece of writing, you should read, revise, conference and revise, before publishing the final product. Before starting, check the rubric to see how you will be evaluated, as well as, all the ingredients required to write the essay.
Introduction: back to top
The introduction has a "hook or grabber" to catch the reader's attention. Some "grabbers" include:
1. Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of as a great place to be a reptile. Actually, it has the largest seasonal congregation of garter snakes in the world!)
2. Opening with a strong statement: (Cigarettes are the number one cause of lighter sales in Canada!)
3. Opening with a Quotation: (Elbert Hubbard once said , "Truth is stronger than fiction.")
4. Opening with an Anecdote: An anecdote can provide an amusing and attention-getting opening if it is short and to the point.
5. Opening with a Statistic or Fact: Sometimes a statistic or fact will add emphasis or interest to your topic. It may be wise to include the item's authoritative source.
6. Opening with a Question. (Have you ever considered how many books we'd read if it were not for television?)
7. Opening with an Exaggeration or Outrageous Statement. (The whole world watched as the comet flew overhead.)________________________________________
The introduction should also include a thesis or focus statement.
There are three objectives of a thesis statement:
1. It tells the reader the specific topic of your essay.
2. It imposes manageable limits on that topic.
3. It suggests the organization of your paper.
Through the thesis, you should say to the reader:
"I've thought about this topic, I know what I believe about it, and I know how to organize it."
back to top
Example Introduction:
[GRABBER-OPENING WITH A STRONG STATEMENT] Of all the problems facing the environment today, the one that bothers me the most is global warming. Some scientists say that the earth is getting warmer because of the greenhouse effect. [THESIS STATEMENT] In this paper I will describe the greenhouse effect and whether the earth's atmosphere is actually getting warmer.
________________________________________
The Body: back to top
The writer then provides evidence to support the opinion offered in the thesis statement in the introduction. The body should consist of at least three paragraphs. Each paragraph is based on a solid reason to back your thesis statement. Since almost all issues have sound arguments on both sides of the question, a good persuasive writer tries to anticipate opposing viewpoints and provide counter-arguments along with the main points in the essay. One of the three paragraphs should be used to discuss opposing viewpoints and your counter-argument.
Elaboration: Use statistics or research, real-life experiences, or examples. back to top
• Generating hypothetical instance: Used particularly when creating an argument and you want the reader to see a different point of view. Use cues for the reader. (eg.: suppose that, what if...)
• Clarifying a position: Think about what needs to be explained and what can be assumed.
• Thinking through a process: Think through the procedure from start to finish. Most often the sentence will begin with a verb. Provide background information a reader may need. Illustrate whenever appropriate. Define special terms used. Use cues for the reader. (e.g..: first, second, next, then etc.)
• Drawing comparisons: Choose something similar to what is being explained. Use one of two patterns: Opposing or Alternating. End with a conclusion. Use cues for the reader.
• Making an analysis: You can analyze a problem by looking at the parts and therefore help the reader to understand.
• Drawing an analogy: Use an analogy to explain or elaborate and idea by identifying significant likenesses between two objects or ideas when otherwise they are quite different. This is helpful when the comparison is made to something that is familiar to the reader.
• Generating hypothetical instance: Used particularly when creating an argument and you want the reader to see a different point of view. Use cues for the reader. (e.g..: suppose that, what if...)
The Conclusion: back to top
A piece of persuasive writing usually ends by summarizing the most important details of the argument and stating once again what the reader is to believe or do.
1. Restate your thesis or focus statement.
2. Summarize the main points: The conclusion enables your reader to recall the main points of your position. In order to do this you can paraphrase the main points of your argument.
3. Write a personal comment or call for action. You can do this:
o With a Prediction: This can be used with a narrative or a cause and effect discussion. The conclusion may suggest or predict what the results may or may not be in the situation discussed or in similar situations.
o With a Question: Closing with a question lets your readers make their own predictions, draw their own conclusions.
o With Recommendations: A recommendations closing is one that stresses the actions or remedies that should be taken.
o With a Quotation: Since a quotation may summarize, predict, question, or call for action, you may use a quotation within a conclusion for nearly any kind of paper.
As a general guideline, when writing a persuasive essay:
• Have a firm opinion that you want your reader to accept.
• Begin with a grabber or hook to get the reader's attention.
• Offer evidence to support your opinion.
• Conclude with a restatement of what you want the reader to do or believe.
back to top
________________________________________
Persuasive Essay Outline
I. Introduction:
A. Get the readers attention by using a "hook."
B. Give some background information if necessary.
C. Thesis or focus statement.
II. First argument or reason to support your position:
A. Topic sentence explaining your point.
B. Elaboration to back your point.
III. Second argument or reason to support your position:
A. Topic sentence explaining your point.
B. Elaboration to back your point.
IV. Third argument or reason to support your position:
A. Topic sentence explaining your point.
B. Elaboration to back your point.
V. Opposing Viewpoint: (This is optional, however highly recommended, so that the reader will know you have considered another point of view and have a rebuttal to it.)
A. Opposing point to your argument.
B. Your rebuttal to the opposing point.
C. Elaboration to back your rebuttal.
VI. Conclusion:
A. Summary of main points or reasons
B. Restate thesis statement.
C. Personal comment or a call to action.
back to top
________________________________________
Transition Signals: back to top
Transitions are words and phrases that connect ideas and show how they are related.
________________________________________
Conferencing with a Peer
Ask someone to read your rough draft to see if they understand and can follow your argument. You may want to put your draft up on the Internet for other students to respond also. Ask them to consider the following questions. (copy them and paste them at the end of your essay.) Their answers should show you that your argument makes sense. back to top
What is the thesis statement?
How is the thesis explained?
What are the main points of the argument? (3)
1. 1.
2. 2.
3. 3.
How did the author back up each point?
1. 1.
2. 2.
3. 3.
What are the opposing point(s)?
What is the writer's solution?
back to top
________________________________________
Final Copy
Make the final content revisions as suggested by your peers and teacher. Check the mechanics and make those changes. Now you are ready to publish! Will it be published on the Internet, in a school magazine or newsletter, in a class newspaper or are you printing it out for the teacher to read? If you are publishing on the Internet be sure to include your email address so that you can get some responses.
back to top________________________________________
Monday, November 16, 2009
Donors Choose
I thought you might be interested in my classroom project "Dictionaries And Thesauruses And Word Origins! Oh My!":
http://www.donorschoose.org/donors/proposal.html?id=333853&utm_source=internal&utm_medium=email&utm_content=project&utm_campaign=TellAFriend
This project will help all GATE grade levels at Chief Manuelito Middle School by providing appropriate level dictionaries and thesauruses. Any donation, no matter the size, is greatly appreciated and will help fund this project. Please feel free to share with others!
This and all other projects at DonorsChoose.org have been submitted by public school teachers who seek resources that will help their students learn.
Contributions are tax-deductible and donors hear back from the classroom they choose to support.
Hoping you'll join us to help bring a classroom project to life,
The DonorsChoose.org Team
**************************
DonorsChoose.org, 347 West 36th Street, Suite 503, New York, NY 10018.
http://www.donorschoose.org/donors/proposal.html?id=333853&utm_source=internal&utm_medium=email&utm_content=project&utm_campaign=TellAFriend
This project will help all GATE grade levels at Chief Manuelito Middle School by providing appropriate level dictionaries and thesauruses. Any donation, no matter the size, is greatly appreciated and will help fund this project. Please feel free to share with others!
This and all other projects at DonorsChoose.org have been submitted by public school teachers who seek resources that will help their students learn.
Contributions are tax-deductible and donors hear back from the classroom they choose to support.
Hoping you'll join us to help bring a classroom project to life,
The DonorsChoose.org Team
**************************
DonorsChoose.org, 347 West 36th Street, Suite 503, New York, NY 10018.
Friday, November 13, 2009
Scholastic Book Order
Our first book order came in! We have 9 new books in our classroom library.
The next order is due December 11th, and I anticipate the order coming in after Christmas break. Book orders are in Room 219 if you are interested.
The next order is due December 11th, and I anticipate the order coming in after Christmas break. Book orders are in Room 219 if you are interested.
End of October and most of November
The GATE department has been very busy at Chief Maneulito. Out of 40+ referrals, we evaluated almost 30 students. We are now very busy scoring the assessments for the district and hope to be back to a mostly regular schedule soon.
I will update you as we have completed the scoring.
Thanks!
I will update you as we have completed the scoring.
Thanks!
Friday, October 23, 2009
Social Studies: Chapter 2: The Earlist Human Societies
Name: Date: Class:
Chapter 2: The Earliest Human Societies
The year is 3011. You have been on an archeological dig on the Planet Earth, and have discovered different technologies (i.e. tools) that the hunter-gatherers used to create the agricultural revolution. You have also found different technologies used in what you think is the beginning of the 21st century, in what could possibly be called the digital revolution. You need to report these finds back to your home base.
In order to quickly send this information, your boss wants you to create a flip-book to compare the technologies from these two different societies and how they used these tools to explore the world and solve different problems.
You will need to have three “technologies” or tools from each.
Your flip-book must:
o Be at least 8.5” x 11” folded in half
o All information or opinions supported by facts
o Created with correct number of flaps cut into top
o Color is optional
Chapter 2: The Earliest Human Societies
The year is 3011. You have been on an archeological dig on the Planet Earth, and have discovered different technologies (i.e. tools) that the hunter-gatherers used to create the agricultural revolution. You have also found different technologies used in what you think is the beginning of the 21st century, in what could possibly be called the digital revolution. You need to report these finds back to your home base.
In order to quickly send this information, your boss wants you to create a flip-book to compare the technologies from these two different societies and how they used these tools to explore the world and solve different problems.
You will need to have three “technologies” or tools from each.
Your flip-book must:
o Be at least 8.5” x 11” folded in half
o All information or opinions supported by facts
o Created with correct number of flaps cut into top
o Color is optional
Language Arts: Chapters 3 - 12 question packet
Chapters 3 - 12 questions packet
Chapter III
1. What does Equality discover in this chapter?
How important is this discovery?
List 4–5 ways in which it would help society, and describe how each would make life easier or more enjoyable.
2.Outline some of the Council of Scholars’ beliefs, and Equality’s refutation of those beliefs.
Chapter IV
1. Discuss the appropriateness of Equality’s new name, “Unconquered.”
Chapter V
1. Equality understands that his invention will benefit mankind greatly; however, this was not his main motivation in conducting his experiments, and it is not the primary source of the great joy he experiences. Be prepared to discuss.
2. In your opinion, why is Equality so interested in seeing his own image at this point in the novel? What emotion is he feeling?
Chapter VI
1. The old locks and lack of guards in the Palace of Corrective Detention indicate that prisoners never tried to escape. Why not?
Chapter VII
1.List four of the Council’s reasons for rejecting Equality’s invention.
2.What are the real reasons behind the Council’s rejection and fear of the gift?
3.What does Equality mean, at the beginning of the chapter, when he says, “We are old now, but we were young this morning” (p. 68)?
Chapter VIII
1.What is Equality experiencing for the first time in this chapter, and what does he feel as a result?
2.Explain why Equality laughs when he remembers that he is “the Damned.”
3.What does the Uncharted Forest symbolize in Anthem?
Chapter IX
1.On pages 93–94, Liberty contrasts Equality to his fellow men. Paraphrase this passage.
2.In this chapter, Equality questions the morality of his former society. Contrast what he was previously taught about solitude, good, evil, and joy to what he now believes.
Chapter X
1.Describe the house and its contents in your own words, and explain why Liberty and Equality find it so strange and unique.
Chapter XI
1.What great discovery does Equality make in this chapter?
2.Explain the following quotes in your own words, and discuss how they can be applied to your life:
1. “Whatever road I take, the guiding star is within me.”
2. “For the word “We” must never be spoken, save by one’s choice and as a second thought.”
3.What does Equality now realize is the proper goal and purpose of his life?
4.In what ways is “I” like a God?
5.Re-read the incident with the Saint of the pyre (pg. 50). What was he trying to communicate to Equality?
Chapter XII
1.Why do the main characters take the names Prometheus and Gaea? Why weren’t they allowed to choose their names in their old society?
2.What does Prometheus plan to do in the future?
3.Prometheus reaches the important realization that, “To be free, a man must be free of his brothers” (118). Cite several examples from Anthem that illustrate the truth of this statement.
Chapter III
1. What does Equality discover in this chapter?
How important is this discovery?
List 4–5 ways in which it would help society, and describe how each would make life easier or more enjoyable.
2.Outline some of the Council of Scholars’ beliefs, and Equality’s refutation of those beliefs.
Chapter IV
1. Discuss the appropriateness of Equality’s new name, “Unconquered.”
Chapter V
1. Equality understands that his invention will benefit mankind greatly; however, this was not his main motivation in conducting his experiments, and it is not the primary source of the great joy he experiences. Be prepared to discuss.
2. In your opinion, why is Equality so interested in seeing his own image at this point in the novel? What emotion is he feeling?
Chapter VI
1. The old locks and lack of guards in the Palace of Corrective Detention indicate that prisoners never tried to escape. Why not?
Chapter VII
1.List four of the Council’s reasons for rejecting Equality’s invention.
2.What are the real reasons behind the Council’s rejection and fear of the gift?
3.What does Equality mean, at the beginning of the chapter, when he says, “We are old now, but we were young this morning” (p. 68)?
Chapter VIII
1.What is Equality experiencing for the first time in this chapter, and what does he feel as a result?
2.Explain why Equality laughs when he remembers that he is “the Damned.”
3.What does the Uncharted Forest symbolize in Anthem?
Chapter IX
1.On pages 93–94, Liberty contrasts Equality to his fellow men. Paraphrase this passage.
2.In this chapter, Equality questions the morality of his former society. Contrast what he was previously taught about solitude, good, evil, and joy to what he now believes.
Chapter X
1.Describe the house and its contents in your own words, and explain why Liberty and Equality find it so strange and unique.
Chapter XI
1.What great discovery does Equality make in this chapter?
2.Explain the following quotes in your own words, and discuss how they can be applied to your life:
1. “Whatever road I take, the guiding star is within me.”
2. “For the word “We” must never be spoken, save by one’s choice and as a second thought.”
3.What does Equality now realize is the proper goal and purpose of his life?
4.In what ways is “I” like a God?
5.Re-read the incident with the Saint of the pyre (pg. 50). What was he trying to communicate to Equality?
Chapter XII
1.Why do the main characters take the names Prometheus and Gaea? Why weren’t they allowed to choose their names in their old society?
2.What does Prometheus plan to do in the future?
3.Prometheus reaches the important realization that, “To be free, a man must be free of his brothers” (118). Cite several examples from Anthem that illustrate the truth of this statement.
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