Due Date - Details
1125 - In class
Finish lyrics
Plan/Practice performance
Setup delivery of music or beat
1125 - at home
Memorize your group chorus
Practice your lyrics
1126 - in class
Practice group presentation of your lyrics
Revise lyrics
1126 - at home
Memorize the entire set of lyrics
1127 - in class
Video tape each group performance
Monday, November 25, 2013
Tuesday, November 19, 2013
Colonial Rap HW - due for Block class - p6 (Wed) and p5 (Thur)
At the beginning of class you must have the following:
From Monday and Tuesday:
1. 3 colonial historical figure cards completed
2. 1 event card completed
3. 1 export or colonial product card completed
HW due Block class:
A. Rhyme List:
1. a list of five rhyming words for at least one word or name from each card. 25 words minimum.
2. of the five words you may use words with a similar assonance (vowel rhyme) and words with similar consonance (ending consonant).
3. you may come up with more than five words
B. A song that you can rap to:
1. The song cannot have explicit or inappropriate lyrics.
2. You may bring the song on an iPhone, iPod, or other mp3 player with a set of headphones.
Example:
fish - dish, wish, wash, wig, fig
From Monday and Tuesday:
1. 3 colonial historical figure cards completed
2. 1 event card completed
3. 1 export or colonial product card completed
HW due Block class:
A. Rhyme List:
1. a list of five rhyming words for at least one word or name from each card. 25 words minimum.
2. of the five words you may use words with a similar assonance (vowel rhyme) and words with similar consonance (ending consonant).
3. you may come up with more than five words
B. A song that you can rap to:
1. The song cannot have explicit or inappropriate lyrics.
2. You may bring the song on an iPhone, iPod, or other mp3 player with a set of headphones.
Example:
fish - dish, wish, wash, wig, fig
Two more cards per person in each colony
In each group, using Chromebooks, each person must create two more cards.
Card One: find DIFFERENT colonial major events between 1600 - 1770 per person.
Card Two: find different major exports (trade goods sent TO England, Europe, or Africa) before 1770 per person.
Format -
Front - Colony Name at top, Picture of event or exported product. Name of event or product at bottom
Back - dates for event, three important details in list form for the event or export (data, traded for, or sent to), your name at bottom.
All of the information must cover the card space evenly.
Exceptional artwork can be done in pencil. All other elements of the card must be sharpied. Color does not hurt.
Card One: find DIFFERENT colonial major events between 1600 - 1770 per person.
Card Two: find different major exports (trade goods sent TO England, Europe, or Africa) before 1770 per person.
Format -
Front - Colony Name at top, Picture of event or exported product. Name of event or product at bottom
Back - dates for event, three important details in list form for the event or export (data, traded for, or sent to), your name at bottom.
All of the information must cover the card space evenly.
Exceptional artwork can be done in pencil. All other elements of the card must be sharpied. Color does not hurt.
Monday, November 18, 2013
32. Colony Trading Cards due 11/19
Design three colony trading cards based on important people from your assigned colonial group.
Format -
Front - Colony Name at top, Picture of person or image related to that person's actions, Name of person
Back - Years alive at top, three important contributions in list form, your name at bottom.
All of the information must cover the card space evenly.
Exceptional artwork can be done in pencil. All other elements of the card must be sharpied. Color does not hurt.
Each person must design three colony trading cards:
1. No two cards can be about the same historical person from the entire group.
2. Each person must design two cards for famous male figures, and one female figure.
3. Each person must have acted in an important manner before the American Revolutionary period before 1770. They had to have acted around the formation of the colony, or lived during the colonial period.
4. After each group has resolved that every member has different cards, fill out this survey to report your unique cards. If you cannot find a person for a card, type in NA (not available).
5. Ultimately, finding a female historical figure will be a challenge needing some time at home tonight. Since colonial history was typically focused on the accomplishments of men, leaving out women in most cases, students should look for the powerful women behind the men in power. Often this class of women were afforded the opportunity to pursue important life accomplishments that made them much more significant than the wife or mother of great men that they were often portrayed in their day.
6. We are not looking for necessarily the well off or the powerful either. Any historical figure that left a journal or important letters are as important to the historical record as those that were famous or powerful in their own era. Likewise, records of women that can be held up as examples of an historic sample of how people lived is also extremely important historically.
Some suggested searches - add a colony name to:
Colonial wives
Colonial mothers
colonial families
colonial diaries
colonial households
colonial letters
colonial poetry
Format -
Front - Colony Name at top, Picture of person or image related to that person's actions, Name of person
Back - Years alive at top, three important contributions in list form, your name at bottom.
All of the information must cover the card space evenly.
Exceptional artwork can be done in pencil. All other elements of the card must be sharpied. Color does not hurt.
Each person must design three colony trading cards:
1. No two cards can be about the same historical person from the entire group.
2. Each person must design two cards for famous male figures, and one female figure.
3. Each person must have acted in an important manner before the American Revolutionary period before 1770. They had to have acted around the formation of the colony, or lived during the colonial period.
4. After each group has resolved that every member has different cards, fill out this survey to report your unique cards. If you cannot find a person for a card, type in NA (not available).
5. Ultimately, finding a female historical figure will be a challenge needing some time at home tonight. Since colonial history was typically focused on the accomplishments of men, leaving out women in most cases, students should look for the powerful women behind the men in power. Often this class of women were afforded the opportunity to pursue important life accomplishments that made them much more significant than the wife or mother of great men that they were often portrayed in their day.
6. We are not looking for necessarily the well off or the powerful either. Any historical figure that left a journal or important letters are as important to the historical record as those that were famous or powerful in their own era. Likewise, records of women that can be held up as examples of an historic sample of how people lived is also extremely important historically.
Some suggested searches - add a colony name to:
Colonial wives
Colonial mothers
colonial families
colonial diaries
colonial households
colonial letters
colonial poetry
Friday, November 15, 2013
Thursday, November 14, 2013
30. historical people from assigned colony note/web address (due Friday) and 31 - in class activity
Due 11/15 -
30. Find three colonial figures, 1607 - 1770, who acted in significant ways during this time period. One person must be female. Write a good summary sentence of this person's accomplishments. Give a web address for each. G-doc, share, print.
Bring your EQ to class on Friday. We will process the EQs on Friday.
In class 11/14 (period 5) and 11/15 (period 6)
31. Colonial group web search
As a table in your Colony Group, do research on your colonies as follows:
a. make a shared google doc - share with each table member and Mr. R - edit for all
b. look for web pages that have information about your assigned colonies
For each link -
a. copy it into the shared document.
b. put your name next to it.
c. summarize the type of information and key ideas on the site in a sentence or so.
Different search methods are based on different word combinations:
Start with:
a. colonial (colony name) - search for each colony one at a time
b. british colonies america
c. colonial (topic) - topics include slavery, trade, farming, native americans, indians, cities, famous people, timeline, atlas, women, children, family, entertainment, other topics
d. use the topics in list c, but put the name of a colony in the search
30. Find three colonial figures, 1607 - 1770, who acted in significant ways during this time period. One person must be female. Write a good summary sentence of this person's accomplishments. Give a web address for each. G-doc, share, print.
Bring your EQ to class on Friday. We will process the EQs on Friday.
In class 11/14 (period 5) and 11/15 (period 6)
31. Colonial group web search
As a table in your Colony Group, do research on your colonies as follows:
a. make a shared google doc - share with each table member and Mr. R - edit for all
b. look for web pages that have information about your assigned colonies
For each link -
a. copy it into the shared document.
b. put your name next to it.
c. summarize the type of information and key ideas on the site in a sentence or so.
Different search methods are based on different word combinations:
Start with:
a. colonial (colony name) - search for each colony one at a time
b. british colonies america
c. colonial (topic) - topics include slavery, trade, farming, native americans, indians, cities, famous people, timeline, atlas, women, children, family, entertainment, other topics
d. use the topics in list c, but put the name of a colony in the search
Tuesday, November 12, 2013
(29, 30) HW due W or Th Block day - Ch3 EQ notes and lost settlement article presentation.
Due 11/13 or 11/14 in Block:
1. (29) Read SS8 text pages 41 - 45. Write one EQ (three total) for each group of pages: 41, 42-43, 44-45. After each question, provide three bullet points of information that can be used to answer the question clearly.
2. (30) Be prepared to present your primary source document two paragraphs from the three group articles - Roanoke, Ft. Caroline, Spanish Virginia Mission. These articles and the associated assignment are found here.
2a. (30) part of this assignment is to turn in:
2a. Your presentation should explain difficult words and phrases, by paraphrasing each sentence when these terms make it difficult to understand.
2b. Also, be sure to explain how these two paragraphs relate to the rest of the article by summarizing key points of the rest of the article.
2c. Please send an email to Mr. Rodgers explaining the pages that you will use from each article if you are in Period 5.
1. (29) Read SS8 text pages 41 - 45. Write one EQ (three total) for each group of pages: 41, 42-43, 44-45. After each question, provide three bullet points of information that can be used to answer the question clearly.
2. (30) Be prepared to present your primary source document two paragraphs from the three group articles - Roanoke, Ft. Caroline, Spanish Virginia Mission. These articles and the associated assignment are found here.
2a. (30) part of this assignment is to turn in:
- Your presentation notes - if you presented or if you took notes.
- Your highlighted article showing the key terms, phrases, etc. that needed further explanation.
2a. Your presentation should explain difficult words and phrases, by paraphrasing each sentence when these terms make it difficult to understand.
2b. Also, be sure to explain how these two paragraphs relate to the rest of the article by summarizing key points of the rest of the article.
2c. Please send an email to Mr. Rodgers explaining the pages that you will use from each article if you are in Period 5.
11/12/13 - Zeroes for missing work
Starting November 12, all missing assignments not turned in on the date due will be entered as a zero if the student is present.
I usually start this about two months into the school year, to make sure students see the effects of missing assignments. By two months, the routine of school is fairly regular, and students are well aware of the different strategies that teachers use in class to succeed. One of those litmus tests on success is turning in assignments on time. Since we are have a real time grade book program, it is time to start posting grades in real time.
I usually start this about two months into the school year, to make sure students see the effects of missing assignments. By two months, the routine of school is fairly regular, and students are well aware of the different strategies that teachers use in class to succeed. One of those litmus tests on success is turning in assignments on time. Since we are have a real time grade book program, it is time to start posting grades in real time.
Thursday, November 7, 2013
Missing form homework about your assigned article due in Block this week
Since student answers will be shared in class Friday about the primary source articles, IF students do not complete the form mentioned in the link below before Friday in class, regardless of attendance, the HW form will receive a grade of zero, and cannot be made up (because answers will be shared tomorrow).
Also, students that did not bring the printed article to class, listed as the first direction in the link below, received a zero for not printing the HW. This meant that about 10 of 62 students were not prepared to participate in an in class activity with their article that was marked as required.
Primary Source Reading Homework - posted Tuesday, 11/5. Worth 5 points total - 1 for the article.
Also, students that did not bring the printed article to class, listed as the first direction in the link below, received a zero for not printing the HW. This meant that about 10 of 62 students were not prepared to participate in an in class activity with their article that was marked as required.
Primary Source Reading Homework - posted Tuesday, 11/5. Worth 5 points total - 1 for the article.
Tuesday, November 5, 2013
Reading during Block Day 11/6 and 11/7
The Starving Time of Jamestown by John Smith
Mr. Rodgers modeled the strategies needed to comprehend the key terms, phrases, and timely cultural references that are used in two paragraphs of a primary source document. Students will be presenting two paragraphs from different articles to the class later in the week (assignment 30).
Mr. Rodgers modeled the strategies needed to comprehend the key terms, phrases, and timely cultural references that are used in two paragraphs of a primary source document. Students will be presenting two paragraphs from different articles to the class later in the week (assignment 30).
Monday, November 4, 2013
(27) Primary source articles - HW due Period 6 on Wednesday or Period 5 on Thursday
Primary Source Doc Reading - Assigned based on the first letter of your last name:
Last Initial: Your Article to read
A - F: John White's Attempted Rescue of Roanoke, 1590 or here
G - N: The Spanish Jesuit Mission in Virginia, 1570 - request for food and supplies
O - Z: Two Views: The Spanish attack on the French Settlement at Fort Caroline, 1565 or here
1. Print out your article (based on last name's first letter) before you read it.
2. Highlight or underline key terms or words you do not understand.
3. Use < > brackets to point out the topic sentence of each paragraph.
4. Use (( )) double brackets to feature four important lines that seem quotable.
5. Survey HW: (posted Monday at 9 pm): Summarize your article with THIS FORM with the highlights from questions 1 - 4 after you read this article. Answer other questions asked about from the form.
In class on Block Day (W/Th class) be prepared to work in a group in class to share what you know about the article.
As well, you must show your highlighted and printed article based on steps 2 - 4.
Last Initial: Your Article to read
A - F: John White's Attempted Rescue of Roanoke, 1590 or here
G - N: The Spanish Jesuit Mission in Virginia, 1570 - request for food and supplies
O - Z: Two Views: The Spanish attack on the French Settlement at Fort Caroline, 1565 or here
1. Print out your article (based on last name's first letter) before you read it.
2. Highlight or underline key terms or words you do not understand.
3. Use < > brackets to point out the topic sentence of each paragraph.
4. Use (( )) double brackets to feature four important lines that seem quotable.
5. Survey HW: (posted Monday at 9 pm): Summarize your article with THIS FORM with the highlights from questions 1 - 4 after you read this article. Answer other questions asked about from the form.
In class on Block Day (W/Th class) be prepared to work in a group in class to share what you know about the article.
As well, you must show your highlighted and printed article based on steps 2 - 4.
Saturday, November 2, 2013
New Albion - Last Turn - Tuesday in class
Use the correct map to make your turns
Period 5 Materials:
Period 5 Materials:
MOVEMENT SURVEY HERE starting period 5 Tuesday in class
Period 6 Materials:
(28) TL 6 Event Text notes due next Tuesday, Final TL due Friday - Resources here
1. Finish Reading SS8 Chapter 3
2. Find and list six events that relate to your assigned "Early Settlements Timeline" topic
Due Dates:
Nov 5 - 6 events in note form
Nov 8 - Final timeline
Timeline Assignment requirements The final timeline is due next week
Two sample layout that avoid using straight timelines here: ONE TWO
(You may use straight timelines, but it is encouraged to try different layouts for times, using more modern chart formats)
TIMELINE TOPICS.
Each class has received their assigned topic in class. If you were absent, see me in class on Friday, or email me.
2. Find and list six events that relate to your assigned "Early Settlements Timeline" topic
Due Dates:
Nov 5 - 6 events in note form
Nov 8 - Final timeline
Timeline Assignment requirements The final timeline is due next week
Two sample layout that avoid using straight timelines here: ONE TWO
(You may use straight timelines, but it is encouraged to try different layouts for times, using more modern chart formats)
TIMELINE TOPICS.
Each class has received their assigned topic in class. If you were absent, see me in class on Friday, or email me.
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