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MON 9/9
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TUE - 9/10
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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)
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WED - 9/11
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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
Tuesday, September 10, 2019
Thursday, September 5, 2019
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!!!)
*******************************************
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!!!)
Sunday, September 1, 2019
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
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
(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
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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.
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