Next week we will be working on the British Colonies playing card factory project.
We will learn some games and in the course understand key elements of colonial history.
We will also start to write our Colonial Raps and practice our group performances.
Wednesday, November 26, 2014
Monday, November 24, 2014
Week of 112414
Due Date - Detail
112514
There is no homework this week:
1. In class on Monday, read articles in groups. Summarize and present in class.
2. In class on Tuesday - Start working on playing cards for content - people, events, trends - about your colony groups. We will use these cards to:
112514
There is no homework this week:
1. In class on Monday, read articles in groups. Summarize and present in class.
2. In class on Tuesday - Start working on playing cards for content - people, events, trends - about your colony groups. We will use these cards to:
- learn event sequence of important colonial events
- understand the relationships between key events, people, and trends
- write poetry and lyrics about our colonial groups
Thursday, November 20, 2014
Due Friday - Notes for three days of in class work and homework...
Show evidence of trying and completion of the following from the post below:
HW this week (LINK) - Colony Project research activies
We will finish off this activity in class.
Every person in each group must have unique topics and people for each category.
Granted, finding important women from this time period is difficult and will be discussed further in class on Friday.
HW this week (LINK) - Colony Project research activies
We will finish off this activity in class.
Every person in each group must have unique topics and people for each category.
Granted, finding important women from this time period is difficult and will be discussed further in class on Friday.
Wednesday, November 19, 2014
As the trimester is coming to a close... grades are being posted...
Problem:
I recently updated all old missing assignments in Power School from Missing to a grade a zero. This undoubtedly lowered some students grades who did not turn in work. Currently all late work and no-name work has been identified and processed.
Solution:
If you have work that is marked as zero, or missing, or the combination of zero-missing, then you need to
1. print out any assignments that are in gdoc format
2. print out a grade sheet for SS8 - you must do this at this point.
3. Attach all assignments in question to the grade sheet
4. highlight the assignments on the grade sheet
5. write the numbers 1, 2, 3, etc next to each assignment in question on the grade sheet
6. lastly, number each piece of paper that is attached with the same number from the grade sheet.
7. turn it in ASAP.
8. I will update any turned in missing or late assignments this weekend.
I recently updated all old missing assignments in Power School from Missing to a grade a zero. This undoubtedly lowered some students grades who did not turn in work. Currently all late work and no-name work has been identified and processed.
Solution:
If you have work that is marked as zero, or missing, or the combination of zero-missing, then you need to
1. print out any assignments that are in gdoc format
2. print out a grade sheet for SS8 - you must do this at this point.
3. Attach all assignments in question to the grade sheet
4. highlight the assignments on the grade sheet
5. write the numbers 1, 2, 3, etc next to each assignment in question on the grade sheet
6. lastly, number each piece of paper that is attached with the same number from the grade sheet.
7. turn it in ASAP.
8. I will update any turned in missing or late assignments this weekend.
Monday, November 17, 2014
Week of 111714 - Colony Project
What is the assignment and groups
Assignment due dates and colony group members
Research and Note Requirements explained
Save into a gdoc - shared with Mr. Rodgers, editable, in a new folder - Colony Project
DUE - DETAIL:
111714 -
Notes on:
Assignment due dates and colony group members
Research and Note Requirements explained
Save into a gdoc - shared with Mr. Rodgers, editable, in a new folder - Colony Project
DUE - DETAIL:
111714 -
Notes on:
- Male and Female Person that did historically important things in your colony.
- Died before 1750.
- For each person - Link, Name, Years, two important details per person
111814 -
Notes on:
- One Event during the 1600s that had a major impact on your colonial region
- One Event during the 1700s, before 1750, that had a major impact on your colonial region
- For each event - Links, Name of event, years (and dates if available), three details about the event, outcome of event, groups involved
112114 -
Notes on:
- One important technology, tool, or scientific process used in the colony
- One important trade good from the colony
- For each technology or take good - Links, Name of event, years (and dates if available), three details about the event, outcome of event, groups involved
Friday, November 14, 2014
How well are students reading their homework - an activity to answer this question.
Today, Friday, students were given a time reading comprehension activity (quiz) that tested their comprehension of piece of reading that we had to summarize in writing and was discussed in class on Thursday. Combined with the summary activity and the actual reading of the article, the only homework in class all week, most students spent between 45 to 60 minutes this week that they READ and summarized the article. There was no other homework from this class that could have interfered with this assignment - divided over three days, this activity took students an average of 15 to 20 minutes a night.
Students were given the actual text as well as their notes that they took from the reading (due Thursday). The Friday timed activity required students to write short answers to 10 questions that followed the body of the text. Two questions required some inferences to be made from the text, and the other 8 questions asked students to find information in the body of the reading. 3 - 4 questions offered key terms or details that originated in one sentence in the reading that offered clear clues where the answer was to be found.
This activity was given to verify which students actually read articles thoroughly all the way through before they do homework assignments, such as summarizing a passage. From the discussion on Thursday, it was clear that several students, despite having summary notes could not discuss basic details found in the article.
Several students were very upset on Friday when I announced that I would actually verify that they read for comprehension for reading assignments.
This assignment follows from a review of the reading scores from our first trimester reading assessment given school wide. It is clear that several students have difficulty reading grade level texts and demonstrating understanding through various types of comprehension and writing activities that are vital to the study of history.
The average score out of 10 points possible was a 6.5 correct. Out of 24 students that took the test, 9 students earned an 8 or higher; 4 earned a 7; 3 earned a 6; 8 students earned scores below a 6. This quiz was not a intended to measure whether the text was thoroughly supported in a number of multi modal methods of delivery - it was a check to see if students are reading for thorough understanding when they have reading assignments. The piece corresponded very well to a three day class simulation about early colonial settlement and warfare between various alliance of Europeans and Native American.
The grade will be posted in Powerschool. If parents have any questions about reading performance scores or this or any other assignment in SS8, please email me.
Students were given the actual text as well as their notes that they took from the reading (due Thursday). The Friday timed activity required students to write short answers to 10 questions that followed the body of the text. Two questions required some inferences to be made from the text, and the other 8 questions asked students to find information in the body of the reading. 3 - 4 questions offered key terms or details that originated in one sentence in the reading that offered clear clues where the answer was to be found.
This activity was given to verify which students actually read articles thoroughly all the way through before they do homework assignments, such as summarizing a passage. From the discussion on Thursday, it was clear that several students, despite having summary notes could not discuss basic details found in the article.
Several students were very upset on Friday when I announced that I would actually verify that they read for comprehension for reading assignments.
This assignment follows from a review of the reading scores from our first trimester reading assessment given school wide. It is clear that several students have difficulty reading grade level texts and demonstrating understanding through various types of comprehension and writing activities that are vital to the study of history.
The average score out of 10 points possible was a 6.5 correct. Out of 24 students that took the test, 9 students earned an 8 or higher; 4 earned a 7; 3 earned a 6; 8 students earned scores below a 6. This quiz was not a intended to measure whether the text was thoroughly supported in a number of multi modal methods of delivery - it was a check to see if students are reading for thorough understanding when they have reading assignments. The piece corresponded very well to a three day class simulation about early colonial settlement and warfare between various alliance of Europeans and Native American.
The grade will be posted in Powerschool. If parents have any questions about reading performance scores or this or any other assignment in SS8, please email me.
Subscribe to:
Posts (Atom)