Dec 2-6 [Week 14]

** WREATH/POINSETTIA PICK UPS THIS SAT. DEC 7
     11am - 12 noon
     West End Parking Lot/ West End Hallway


HOMEWORK FOR THE WEEK:
__ finish LAST OF THE MOHICANS CONTEXT/INTRODUCTION reading sheet

     __  10 Vocab words (see Monday for instructions/format)
    __   answer all questions
   
      DUE MONDAY, DEC. 2nd.

*********************************
FRIDAY, Dec 6

I.  LAST OF THE MOHICANS (day 2)
     - continue
     - some discussion of questions
     * students w/o permission slip or not given permission
        can read the reduced movie  plot summary in library

*********************************
THURSDAY, Dec 5

I.  begin 1992's LAST OF THE MOHICANS
     - start with a few discussion questions (group, then class)
     - students w/o permission slips will continue to read PLOT SUMMARY

still DUE:  LotM Intro Vocab and Question Answers

*********************************
WEDNESDAY, Dec 4

I.  LAST OF THE MOHICANS WORKSHEET REVIEW
     - Intro Worksheet is DUE TODAY
     - use class time efficiently
     - if you aren't done, get at least one or two more things done at start of class!
     -discuss answers; group talk

II.  1992's LotM MOVIE PLOT SSR
     - continue sustained silent reading of movie plot w/ commentary

DUE:  LotM Intro Vocab and Question Answers

*********************************
TUESDAY, Dec 3

I.  LAST OF THE MOHICANS INTRO READING SHEET
     - peruse/preview worksheet (double-sided)
     - take note of where the bold-faced vocab words are
     * couple of minutes to give paper a title
        becomes homework

I.  LAST OF THE MOHICANS MOVIE PLOT
     - SSR reading time:  movie plot with commentary
       * not a packet that will be sent home (this week)

*********************************
MONDAY, Dec 2
>> WELCOME BACK!!!

I.  1757 QUIZ (NOT in spiral)

     - WHAT do we know just by seeing this series of numbers?
     - 1757, US History
     - what do we know already is or is not? 
     - score based on participation and effort:  WRITE SOMETHING
     - (a) silent effort; (b) group effort/discussion; (c) class share
    

II.  LAST OF THE MOHICANS: Introductory Reading Sheet
     - Answers & 10 Vocab Words DUE WEDNESDAY
     - Use class time wisely, efficiently! 

DUE:  WEDNESDAY, DEC. 4
            __  Vocabulary word from text (bold face)
            __  Definition (provided in text)
            __  Sentence FROM text (underline word in sentence) 
     

Nov 18 - 22 [WEEK 13]

** JENTEAL SOAPS fundraising forms available by end of this week
** 40% of sales is credited to Ashland student making that sale

CONFERENCES next week: 
Nov. 25-26, 8:45-8:15 each night
In Big Gym; Arena-style
Show up and talk to teachers you want to; no sign ups

HOMEWORK FOR THE WEEK:
__ finish historical time travel short story
     about a character you create who somehow goes
     back in time to somewhere in the British North American
     colonies (1700's)
     __  10-15 historical details (minimum)
           up to 25-30
    __  beginning, middle and end
    __  typed or neatly handwritten (dark pencil or pen)
    __ any genre (romance, science fiction, fantasy, realistic, adventure, etc.)
    __ any writing style (prose, play/theater script, dialogue, etc.)
         *except a poem story
    __ THREE TO FIVE MINUTES IN LENGTH
         - read it out loud to yourself;
         at least three minutes, no more than five
   
      DUE upon return to school after the break

*********************************
FRIDAY, Nov 22

I.  plan/consider/think about STORY ELEMENTS
     - review notes to see what you already have on colonial life
     - think about any extra research you might do at home
     - think about who your main character is and the situation
     - think about plot events/action and a resolution

    - begin to write a rough draft or start if you have time

*********************************
THURSDAY, Nov 21

I.  TRACKER CHECK
     eview and re explain purpose of writing in tracker
     THIS IS A GRADED ASSIGNMENT
     use the start of class efficiently (get it filled out/copy from overhead)

II.   review COLONIAL POSTERS
     - self-assess necessary elements in your poster
     - KEY CRITERIA: words stand out for easy use, viewing, or cheating for a test
     - write a self-reflection
        w/    (a) explanation of what you think your grade should be
                (b) mention 3-4 things you'd do differently.
                      be specific (explain what you'd do)

III.  talk briefly about COLONIAL FLASH FICTION ideas
       - what could you write about
      - examples of time-travel genre writing
        (Dr. Who, Bill & Ted's Excellent Adventure)

*********************************
WEDNESDAY, Nov 20
EIGHTH GRADE VISIT 
TO MADISON HIGH SCHOOL

I.  TAKE ROLL and GO

*********************************
TUESDAY, Nov 19
still DUE:  13 Colonies/3 Regions GROUP POSTERS
I.   introduction to idea of COLONIAL LIFE FLASH FICTION
     -students will write time-travel stories
    - must use/include at least 10-15 historical details

II.   continue some COLONIAL LIFE research
    - especially Food, Toys, Games, Entertainment
      all details that might end up in your story

    *  TIME TRAVEL FLASH FICTION STORY  DUE ON RETURN FROM BREAK
     
*********************************
MONDAY, Nov 18
DUE:  13 Colonies/3 Regions GROUP POSTERS
I.  continued research notes: LIFE IN THE COLONIES
     - once colonies become established (you just did posters on them)
        THEN a culture begins to develop; an identity develops
    - SSR reading and note-taking (sharing later)
    - after SSR, then some sharing of information

Nov 4 - 8 [WEEK 11]

Oct. 28- Nov. 1 [WEEK 10]

END OF THE QUARTER

DUE:  OTIS (Salem Witch Trial Play) REACTIONS due Monday
            Vocabulary also due

TU-WED FIRST QUARTER FINAL using notes, textbook

Oct. 21-25 [WEEK 9]

Continue reading "On Trial In Salem" Play (homework)
Salem Witch Trials Reading Reaction Instructions (13 reactions)
13 Colonies Notes (Mr. Betts video)
Review 13 Colonies Notes
Work time for OTIS reactions
Notes on Introduction to OTIS (spiral notes)
* continue Vocab from previous week and finish play (homework)

Oct 14-18 [WEEK 8]

Review/Catch up on Spiral Table of Contents
Pilgrims Notes "Bad Liar" parody

Internet Information Search: Puritans

History of Colonial Puritans
Salem Witch Trial Play work day

Oct 7 - 13 [WEEK 7]

SHORT WEEK

Plymouth Plantation Notes
Draw a Map of the 13 Colonies

Sept 30 - Oct 4 [WEEK 6]

Impact of European Contact with North Americans
Haiku Rough Drafts on above topic
Two more Haiku, but from Native American perspective or experience

Sept 23-27 [WEEK 5]

Jamestown Haiku

Sept 16-20

Sept. 9-13

************
MON 9/9
************


************
TUE - 9/10
************
I.  NINE-ELEVEN (events on a day that significantly impacted history)

    - a day that will live in "infamy" (forever famous for being terrible)
    - what do we know?  (class discussion - table groups first, then as class)

II.  READ PACKET ON NINE-ELEVEN
      source:  Creating America: Beginning through WWI; McDougal Littell; 2002; Illinoise
                    pages US2-15
     - Just SSR today
     - read at your pace and level;
     - it's okay to not know all words or understand all sentences
     - pay attention to what you do know and understand
     - note difficult words or topics and ask questions
     - 

III.  start BASIC NOTES FROM PACKET
      - self-choice notes (back of LA Spiral)
      - all notes give details on Who, What, Why, Where, When, How, Impact, etc.
      * teacher-led/modeled today; will continue tomorrow

      HW:  FIND SOMEONE YOU CAN INTERVIEW ABOUT 9-11
                JOURNAL IN YOUR SPIRAL ABOUT CONVERSATION (1-2 pages)
                - brainstorm or investigate possible people who remember
                - set up a time to talk with them
                - What do they remember?  Where were they?  Reactions?  Feelings?  Thoughts?
                   What did they do?  What do they remember others doing?
                - take notes IF you need to (you'll be journaling about your conversation)






**************
WED - 9/11
**************

I.  REVIEW WHAT WE KNOW ABOUT 9/11
    - table share, then class share
 
II.  continue NOTES FROM NON FICTION TEXT
     - teacher model format
    - at end, go back and label what TYPE of fact each is
      (i.e. Who, What, Where, When, Why, How, etc.)

III.  QUICK NOTES: MOTIVATIONS / BACKGROUND on ATTACKS
       - teacher notes (students copy)

IV.  QUICK VIDEO for visual effect
       - after all the notes, sometimes it helps to now just watch a video overview
       * unlike my normal style, no notes; just watch!

HOW THE 9/11 TERROR ATTACKS UNFOLDED 
https://www.youtube.com/watch?v=MNyjZJOEXpE

SEPTEMBER 11th: WHY WE REMEMBER
https://www.youtube.com/watch?v=k2xy0ac-PGc

Sept 2- 6 [WEEK 2]

 >>  BACK TO SCHOOL NIGHT WILL BE WED, SEPT. 18 from 6-8


*******************************************
9/2   LABOR DAY [no school]

*******************************************
9/3   TUESDAY
         DUE TODAY:  SS SYLLABUS SCAVENGER HUNT

I.  TRACKER  CHECK
      - we'll number each page to be more organized
      - number on the outside bottom edge of each page (easier to see)

 II.  SPIRALS FOR THIS CLASS (get and format)
       - get red, 70-page, college-lined spirals from teacher
       - name, term, subject, period number on upper left of back cover
       - same on upper right of front cover
       - first pages Roman numerals 1 (i) through 4 (iv)
       - table of contents first page (i)
       - typical format of most pages on pg 4 (iv)
      -  number page 1, but we'll start today on page 2 (back side/left side page)

III.  HISTORY ALIVE TABLE OF CONTENTS notes
        NOTE:  ONLY ENOUGH TIME TO BARELY START THIS PROCESS
         Will continue tomorrow 

         A.  BACKGROUND REASONING:
      * there's a lot of information we can usually learn
          by looking at the table of contents of a textbok book
      * previewing the ToC also helps us see what we'll be studying
      * can also help us focus on what to study for a test

          B.  WALK THROUGH/MODEL THINKING WITH TEACHER
         -  what facts and details can we learn about a topic from the ToC description or titles?
         -  teacher walks through process, looking at title and description
         - take notes, creating statements from the title and/or descriptions
         - write notes/statements on pages 2-3 of Spiral

*****************************************
9/4     WEDNESDAY
******************************************
I.  TRACKER CHECK 
     reminding students each day of entry expectations and tracker expecatations
     change / add  correct Back to School Night date

II.  HISTORY ALIVE TABLE OF CONTENTS NOTE-TAKING (continued)
     - continue (teacher review/model first few chapters)
     - continue independently (review with teacher at end of class)

******************************************
9/5    THURSDAY
******************************************

I.  REVIEW (rvw) TABLE OF CONTENT (ToC) NOTES 
    - underline key words you'd have to use in an essay
    - or box or boldface (to make stand out)
    = firming up your knowledge of topic and pre-organizing your essay (strategy)

II.  QUICK WRITE (QW): 
      "A BRIEF AND GENERAL  OVERVIEW 
        OF EARLY AMERICAN HISTORY FROM
        EUROPEAN COLONIZATION
        THROUGH (wherever you finish)"
       * notice how the title, while long, tells readers
          exactly what they will be reading about

     A.  Use notes
     B.   String notes together into full, flowing, complete sentences
     C.   Do the best you can
     D.   Just writing as much as you can = full points
     E.   Spelling and Grammar don't count (this is a QUICK write, a ROUGH draft)

******************************************
9/6   FRIDAY
******************************************

I.  HISTORICAL MAP STUDY (reading)
    CROSSWORD PUZZLE comparing three historical maps of North America
    FINISHED CW DUE BY NEXT FRIDAY (try to finish earlier, though)

    A.  Put name, date, period number  on both sides
    B.  Write "Type of map" next to HISTORICAL MAPS (categorizing)
    C.  Teacher walk through BOXING AND UNDERLINING (highlighting information)

          BOX category words, key terms or key words and phrases
          especially if text provides a definition
          UNDERLINE key details (be selective) that help define key word or term
          UNDERLINE key details that provide information

      D.  May work in groups (collaborate, discuss, share)

 * * * * * * * * * * * * * 
HOMEWORK
* * * * * * * * * * * * * 
 __ finish HISTORICAL MAPS CROSSWORD
       * must box category words and underline key detail clue words for full points
      DUE: by next FRIDAY, but try to finish earlier!!!)

8/26-30 (FIRST WEEK)

WELCOME BACK!!!
We are absolutely excited and ready for year two of our return to a full middle school.

Mon,  8/26:  NO SCHOOL (teacher planning)
Tue,   8/27:  NO SCHOOL (teacher planning)
Wed,  8/28:  SIXTH GRADERS ONLY (orientation)

* * * * * * * * * 
8/29:  THURSDAY


I.  WELCOME (orientation day/modified schedule)
* each period all teachers will focus on the same school-wide information
* new information will be presented each period on aspects of school this year
    Expectations and policies regarding:  lunches, schedule, hallways, breaks, backpacks
* DAY WILL END WITH A SCHOOLWIDE 6-7-8 Assembly
   NOTE:  Lockers and Trackers (Planners) handed out early today.

II.    REVIEW SOCIAL STUDIES CLASSROOM ENTRY EXPECTATIONS
      
III.  SOCIAL STUDIES SYLLABUS & TREASURE HUNT WORKSHEET
       DUE:  this coming Tuesday, 9/3
- students sit where they like (for today)
- grab a syllabus and SS Syllabus Treasure Hunt worksheet
     by the window/on top of shelf near pencil sharpener
 - Some work time IF we get through school-wide information slide show each period

- IN THE UPPER RIGHT CORNER OF SSSTH worksheet WRITE:
    (a) FULL NAME         
    (b) DATE
    (c) PERIOD NUMBER (circle number)


- IN THE UPPER LEFT CORNER of the SSSTH worksheet WRITE:
   __  "DUE TUESDAY" and box it

* * * * * * * * * 
8/30:  FRIDAY - regular schedule


I.  REVIEW AND MODEL SS ENTRY EXPECTATIONS & TRACKER FILLING IN:
(a) come in, 
(b) take seat,         
(c) get out materials always needed for this class,
(d) look at overhead for agenda  (d) make sure pencils are sharpened b4 class
(e) alert teacher B4 class if pencil is forgotten or borrow from other students

ENTRY EXPECTATIONS

MR. GENTILE'S SOCIAL STUDIES CLASS 

ENTRY EXPECTATIONS

I.   PLAN AHEAD & BE PREPARED 
     (use the restroom & get your drink on way to class)

a) come to class prepared with your materials 
    (back pack is in locker, phone is off and away)
b) take your seat and start to get ready
    (get materials for SS out)
c) look at overhead or on whiteboard to see if there are specific instructions
d) always have tracker, any homework or expected materials OUT OF BINDER
e) binders get placed inside desk or at your feet
    (they take up too much space)
f) know in advance if you've forgotten something and prepare for a solution options

     * My room is hot and muggy!  :(((
        HAVE A WATER BOTTLE w/ a secure top 
 

II.  ALWAYS WRITE IN TRACKER AT START OF CLASS 
      (graded SS assignment)
      * almost always written by teacher on the overhead or whiteboard

- Write overhead agenda (when presented)
- Write HW for the night in the bottom box of column 
   = how much you think you need to do in the time you have
- Also start indicating in tracker which classes that you do not have HW
    (bottom of the box for that class)

Welcome to 8th Grade Social Studies

WELCOME TO 8th GRADE SOCIAL STUDIES

 Welcome to Mr. Gentile's 8th Grade Social Studies Blog ! 
 (an experiment in record keeping)

There was a time when I could run a marathon in under four hours and there was a time when I could still fit into my letterman's jacket from Waldport High School.

There was a time when I didn't care how much I ate and a time when diet was a dirty word.

There was a time when I could read every comic book that Marvel and DC published in a month.

And there was a time when I was pretty tech savvy.

Some things you never get back. However, we're going to see if I can continue putting the tech saavy back into my life...and maintain this 8th Grade Social Studies blog.

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WHAT THIS BLOG IS FOR
******************

This blog will be a record of Gentile's 8th Grade Social Studies work and assignments for students and parents ... Wait.  Not work for parents.  I meant a record of work and assignments in Gentile's 8th Grade Social Studies, which students can use and parents can peruse. There. That's what I meant to say.

Students who are absent should be able to see what they missed and what make up work they should complete. Parents should be able to check in to see what work their students are facing at the moment, as well as use information from this blog to support their students at home.