Notebook checks will be unannounced! Please make sure your notebook is always organized.
| notebook_set_up_1st_semester_2013_revised_12-16.doc |
EXTRA CREDIT Reports are due Wednesday, December 18, 2013.
| 2nd_9_weeks_extra_credit_2013.doc |
________________________________
Middle of the Year Assessments will be held on Wednesday, December 18 & Thursday, December 19
MOY tutorials will be held on Thursday, December 12th and Monday, December 16th from 3:30 p.m. to 4:30 p.m.
Please used the following MOY Exam Study Guide to assist you when preparing.
Middle of the Year Assessments will be held on Wednesday, December 18 & Thursday, December 19
MOY tutorials will be held on Thursday, December 12th and Monday, December 16th from 3:30 p.m. to 4:30 p.m.
Please used the following MOY Exam Study Guide to assist you when preparing.
| 2013_moy_study_guide.docx |
________________________________________________
Agenda for 12/16 & 12/17
MYP R4 & P2
*Empresario power point & notes
*Empresario Mix & Mingle - Students took on the role of different empresarios
and moved around the room meeting each other and taking notes
*Colony Advertisement - Students created their Austin colony ads in class.
MYP Homework:
Finish Colony Ad
Study for the MOY
The Old 300: Land in the Austin Colony due Friday
VG R2, R3, P3 & P4
*Students reviewed the Colonization Letters in their groups
*Describing Texas & Letter from Texas - Students reviewed accounts about Texas from different perspectives and also a letter from Stephen F. Austin to his mother.
*The Old 300:Land in the Austin Colony - In groups, student completed the assignment regarding the cost of settling in Austin's colony from 1823-1825.
*Settlement Vocabulary - Students reviewed vocabulary and completed a basic fill in assignment using the accompanying vocabulary.
VG Homework:
Finish Colony Ad
Study for the MOY
Agenda for 12/16 & 12/17
MYP R4 & P2
*Empresario power point & notes
*Empresario Mix & Mingle - Students took on the role of different empresarios
and moved around the room meeting each other and taking notes
*Colony Advertisement - Students created their Austin colony ads in class.
MYP Homework:
Finish Colony Ad
Study for the MOY
The Old 300: Land in the Austin Colony due Friday
VG R2, R3, P3 & P4
*Students reviewed the Colonization Letters in their groups
*Describing Texas & Letter from Texas - Students reviewed accounts about Texas from different perspectives and also a letter from Stephen F. Austin to his mother.
*The Old 300:Land in the Austin Colony - In groups, student completed the assignment regarding the cost of settling in Austin's colony from 1823-1825.
*Settlement Vocabulary - Students reviewed vocabulary and completed a basic fill in assignment using the accompanying vocabulary.
VG Homework:
Finish Colony Ad
Study for the MOY
| anglo_advertisement_myp.docx |
| primarysource_letter_from_texas.pdf |
| unit_5_primarysource_describing_texas.pdf |
| the_old_300_land_costs_in_the_austin_colony.pdf |
| anglo_settlement_vocabulary_hw.pdf |
________________________________________________
Agenda for 12/12 & 12/13
MYP R4 & P2
*Students turned in El Grito de Delores.
*Students in R4 turned in the Territory Twitter, as well.
*Ripe for Revolution: The 5 Causes of the Mexican Revolution - Students were divided into groups of 5. Each group was in charge of drawing a picture to represent one of the causes and include a brief summary.
Homework:
Study for the MOY
VG R2, R3, P3 & P4
*Students submitted the Ripe for Revolution posters
*Empresario power point & notes
*Empresario Mix & Mingle - Students took on the role of different empresarios
and moved around the room meeting each other and taking notes
*Do you qualify? - Students read 15 letters from potential settlers in Colony in Texas. They had to decide is the person was a good candidate or not using the criteria established by the Mexican Government.
Homework:
Colony Ad
Agenda for 12/12 & 12/13
MYP R4 & P2
*Students turned in El Grito de Delores.
*Students in R4 turned in the Territory Twitter, as well.
*Ripe for Revolution: The 5 Causes of the Mexican Revolution - Students were divided into groups of 5. Each group was in charge of drawing a picture to represent one of the causes and include a brief summary.
Homework:
Study for the MOY
VG R2, R3, P3 & P4
*Students submitted the Ripe for Revolution posters
*Empresario power point & notes
*Empresario Mix & Mingle - Students took on the role of different empresarios
and moved around the room meeting each other and taking notes
*Do you qualify? - Students read 15 letters from potential settlers in Colony in Texas. They had to decide is the person was a good candidate or not using the criteria established by the Mexican Government.
Homework:
Colony Ad
| anglos_settle_texas_original.ppt |
| empresario_mix_and_mingle.docx |
| stephen_austin_letters.pdf |
| stephen_austin_letters_information_and_chart.pdf |
| anglo_advertisement_vg.docx |
________________________________________________
Agenda for 12/10 & 12/11
MYP R4 & P2
*As a class, we reviewed the Louisiana Purchase & Adams-Onis Map and Questions
*R4 only -The Territory Twitter assignment from Friday was explained and the deadline was extended b/c of the substitute
*P2 turned in The Twitter assignment
*Mexican Gains Independence- Students took notes on page 84 in their notebooks from the powerpoint
*Mexico Declares Independence - As a class, we read the reading packet and answered the accompanying question on page 85 in the notebook
MYP Homework:
El Grito de Delores
VG R2, R3, P3 & P4 Classes
*Students turned in The Territory Twitter assignment
*As a class, we reviewed the Louisiana Purchase & Adams-Onis Map and Questions
*Mexican Gains Independence- Students took notes on page 84 in their notebooks from the powerpoint
*Mexico Declares Independence - Students read the packet and answered the accompanying question on page 85 in the notebook
*El Grito de Delores - Students read the speech and answered the questions
VG Homework:
Ripe for Revolution poster due 12/12 & 12/13
Agenda for 12/10 & 12/11
MYP R4 & P2
*As a class, we reviewed the Louisiana Purchase & Adams-Onis Map and Questions
*R4 only -The Territory Twitter assignment from Friday was explained and the deadline was extended b/c of the substitute
*P2 turned in The Twitter assignment
*Mexican Gains Independence- Students took notes on page 84 in their notebooks from the powerpoint
*Mexico Declares Independence - As a class, we read the reading packet and answered the accompanying question on page 85 in the notebook
MYP Homework:
El Grito de Delores
VG R2, R3, P3 & P4 Classes
*Students turned in The Territory Twitter assignment
*As a class, we reviewed the Louisiana Purchase & Adams-Onis Map and Questions
*Mexican Gains Independence- Students took notes on page 84 in their notebooks from the powerpoint
*Mexico Declares Independence - Students read the packet and answered the accompanying question on page 85 in the notebook
*El Grito de Delores - Students read the speech and answered the questions
VG Homework:
Ripe for Revolution poster due 12/12 & 12/13
| mexico_gains_independence.pptx |
| mexico_declares_independence_reading.docx |
| grito_de_delores_2013.docx |
| ripe_for_revolution_2013.doc |
________________________________________________
Agenda for 12/6 & 12/9
MYP & VG Classes
*Students viewed the power point entitled "Louisiana Purchase Adams-Onis" and took notes on pages 80-81 in their notebooks.
*Students then completed the Louisiana Purchase Adams-Onis Treaty Map and questions using map pencils and their textbooks.
*Students started the Territory Twitter assignment using the Twitter readings and should finish them for homework.
Homework:
Finish the Territory Twitter assignment
Agenda for 12/6 & 12/9
MYP & VG Classes
*Students viewed the power point entitled "Louisiana Purchase Adams-Onis" and took notes on pages 80-81 in their notebooks.
*Students then completed the Louisiana Purchase Adams-Onis Treaty Map and questions using map pencils and their textbooks.
*Students started the Territory Twitter assignment using the Twitter readings and should finish them for homework.
Homework:
Finish the Territory Twitter assignment
| louisianaadamsonis.pptx |
| louisiana_purchase_map__adams_onis_treaty.pdf |
| twitter_reading.docx |
| territory_twitter.docx |
________________________________________________
Agenda 12/4 & 12/5
MYP & VG Classes
Unit 4 Major Quiz - All classes took the Unit 4 Major Quiz
Unit 4 Reflection - Students answered the Unit 4 Debatable Question(see the document below)
MYP & VG Homework:
Organize your notebooks. Notebook checks will be conducted at anytime within the next 2 weeks!!!!!!
Agenda 12/4 & 12/5
MYP & VG Classes
Unit 4 Major Quiz - All classes took the Unit 4 Major Quiz
Unit 4 Reflection - Students answered the Unit 4 Debatable Question(see the document below)
MYP & VG Homework:
Organize your notebooks. Notebook checks will be conducted at anytime within the next 2 weeks!!!!!!
| unit_4_reflection_question.doc |
________________________________________________
Agenda 12/2 & 12/3
MYP R4 & P2
Unit 4 Review - As a class, we completed the Unit 4 Review Study Guide.
MYP Homework:
Unit 4 Major Quiz on 12/4 & 12/5
VG R2, R3, P3 & P4
*Students graded the Missions Map, Missions Questions, Life in Missions & Unit 4 Review
*Unit 4 Q & A - Students participated in a Unit 4 Class review and competed for extra points on the quiz.
VG Homework:
Unit 4 Major Quiz on 12/4 & 12/5
Agenda 12/2 & 12/3
MYP R4 & P2
Unit 4 Review - As a class, we completed the Unit 4 Review Study Guide.
MYP Homework:
Unit 4 Major Quiz on 12/4 & 12/5
VG R2, R3, P3 & P4
*Students graded the Missions Map, Missions Questions, Life in Missions & Unit 4 Review
*Unit 4 Q & A - Students participated in a Unit 4 Class review and competed for extra points on the quiz.
VG Homework:
Unit 4 Major Quiz on 12/4 & 12/5
________________________________________________
Agenda 11/25 & 11/26
MYP R4 & P2
*Students turned in their Cortez vs. LaSalle Venn diagrams and essays.
*Missions in Texas - Students took notes on page 74 in their notebooks from the Spanish Missions power point.
*Spanish Missions and Presidios - As a class, students filled in the document with the appropriate responses.
*Life in Spanish Texas - Using Chapter 5 in the textbooks, students completed the chart about life on missions, presidios and settlements in Spanish Texas.
MYP Homework:
*Complete the Unit 4 Review due Monday, Dec 2 & Tues, Dec 3
*Unit 4 Quiz on Wednesday, Dec 4 & Thursday, Dec 5
VG R2, R3, P3 & P4
*As a class, we graded the Columbian Exchange questions and the Changes the Spanish Conquest Brought
*Missions Map & Missions Questions
VG Homework:
*Complete the Unit 4 Review due Monday, Dec 2 & Tues, Dec 3
*Unit 4 Quiz on Wednesday, Dec 4 & Thursday, Dec 5
Agenda 11/25 & 11/26
MYP R4 & P2
*Students turned in their Cortez vs. LaSalle Venn diagrams and essays.
*Missions in Texas - Students took notes on page 74 in their notebooks from the Spanish Missions power point.
*Spanish Missions and Presidios - As a class, students filled in the document with the appropriate responses.
*Life in Spanish Texas - Using Chapter 5 in the textbooks, students completed the chart about life on missions, presidios and settlements in Spanish Texas.
MYP Homework:
*Complete the Unit 4 Review due Monday, Dec 2 & Tues, Dec 3
*Unit 4 Quiz on Wednesday, Dec 4 & Thursday, Dec 5
VG R2, R3, P3 & P4
*As a class, we graded the Columbian Exchange questions and the Changes the Spanish Conquest Brought
*Missions Map & Missions Questions
VG Homework:
*Complete the Unit 4 Review due Monday, Dec 2 & Tues, Dec 3
*Unit 4 Quiz on Wednesday, Dec 4 & Thursday, Dec 5
| unit_4_quiz_review_guide.doc |
| spanish_activity_in_texas_map.pdf |
| missions_map_instructions.docx |
| spanish_mission_questions.doc |
________________________________________________
Agenda 11/21 & 11/22
MYP R4 & P2
*Rene Robert Cavalier, Sieur de la Salle - As a class, students read excerpts from the books Lone Star and It Happened in Texas about the French explorer LaSalle. Students took notes on page 71 in their notebooks.
MYP Homework:
Cortes vs LaSalle compare and contrast venn diagram and essay (see the agenda for 11/18 & 11/19 for the document)
VG R2, R3, P3 & P4
*Students turned in their Cortez vs. LaSalle venn diagrams and essays.
*Missions in Texas - Students took notes on page 74 in their notebooks from the Spanish Missions powerpoint.
*Spanish Missions and Presidios - As a class, students filled in the document with the appropriate responses.
*Life in Spanish Texas - Using Chapter 5 in the textbooks, students completed the chart about life on missions, presidios and settlements in Spanish Texas.
VG Homework:
Study Notes
Agenda 11/21 & 11/22
MYP R4 & P2
*Rene Robert Cavalier, Sieur de la Salle - As a class, students read excerpts from the books Lone Star and It Happened in Texas about the French explorer LaSalle. Students took notes on page 71 in their notebooks.
MYP Homework:
Cortes vs LaSalle compare and contrast venn diagram and essay (see the agenda for 11/18 & 11/19 for the document)
VG R2, R3, P3 & P4
*Students turned in their Cortez vs. LaSalle venn diagrams and essays.
*Missions in Texas - Students took notes on page 74 in their notebooks from the Spanish Missions powerpoint.
*Spanish Missions and Presidios - As a class, students filled in the document with the appropriate responses.
*Life in Spanish Texas - Using Chapter 5 in the textbooks, students completed the chart about life on missions, presidios and settlements in Spanish Texas.
VG Homework:
Study Notes
| spanish_missions.pptx |
| spanish_missions_and_presidios_fill_in.doc |
| life_in_spanish_texas_chart.doc |
________________________________________________
11/20/13
All 7S students attended the Houston Food Bank Community Service Field Trip.
________________________________________________
Agenda 11/18 & 11/19
MYP P2 & R4
*Students turned in the What Changes did the Spanish Conquest of South America Bring?
*As a class, students read the packet A Mind Boggling Victory about the fall of the Aztec Empire. Also, students filled out the corresponding chart and provided information to support historians claims or contradicts historians claims about the reasons for the fall of the Aztecs.
VG P3, P4, R2 & R4
* Students watched the documentary from www.Unitedstreaming.com titled Hernan Cortes: Conqueror of Mexico while answering questions.
*Rene Robert Cavalier, Sieur de la Salle - Students read excerpts from the books Lone Star and It Happened in Texas about the French explorer LaSalle. Students took notes on page 71 in their notebooks.
Homework:
Cortes vs LaSalle compare and contrast venn diagram and essay
11/20/13
All 7S students attended the Houston Food Bank Community Service Field Trip.
________________________________________________
Agenda 11/18 & 11/19
MYP P2 & R4
*Students turned in the What Changes did the Spanish Conquest of South America Bring?
*As a class, students read the packet A Mind Boggling Victory about the fall of the Aztec Empire. Also, students filled out the corresponding chart and provided information to support historians claims or contradicts historians claims about the reasons for the fall of the Aztecs.
VG P3, P4, R2 & R4
* Students watched the documentary from www.Unitedstreaming.com titled Hernan Cortes: Conqueror of Mexico while answering questions.
*Rene Robert Cavalier, Sieur de la Salle - Students read excerpts from the books Lone Star and It Happened in Texas about the French explorer LaSalle. Students took notes on page 71 in their notebooks.
Homework:
Cortes vs LaSalle compare and contrast venn diagram and essay
| lonestar_fleur-de-lis.doc |
| cc_cortes_and_lasalle_ws.doc |
| la_salle_timeline.doc |
P3 Enrichment - Aztec Newspaper-Students are to create a newspaper detailing the Fall of the Aztec Empire using A Mind Boggling Victory
| aztec_newspaper_example.doc |
| aztec_news_rubric.doc |
| aztec_newspaper_requirements.doc |
| aztec_readings.pdf |
________________________________________________
Agenda 11/14 & 11/15 (Vision, Hearing and Acanthosis Screenings in the clinic for All classes)
MYP P2 & R4
* Students read the Columbian Exchange and Cultural Diffusion summaries and answered the questions from The Columbian Exchange and the Effects of European Exploration sheet. Answers were written on the packet.
*What Changes did the Spanish Conquest of South America Bring? Students began working on the assignment to provide the required information for Documents 1-4. (see documents from 11/12 & 11/13 for copies)
MYP Homework:
Finish Documents 1-4 from the above assignment
VG P3, P4, R2 & R3
*Students read the packet A Mind Boggling Victory about the fall of the Aztec Empire. Also, students filled out the corresponding chart and provided information to support historians claims or contradicts historians claims about the reasons for the fall of the Aztecs.
Homework:
None
Agenda 11/14 & 11/15 (Vision, Hearing and Acanthosis Screenings in the clinic for All classes)
MYP P2 & R4
* Students read the Columbian Exchange and Cultural Diffusion summaries and answered the questions from The Columbian Exchange and the Effects of European Exploration sheet. Answers were written on the packet.
*What Changes did the Spanish Conquest of South America Bring? Students began working on the assignment to provide the required information for Documents 1-4. (see documents from 11/12 & 11/13 for copies)
MYP Homework:
Finish Documents 1-4 from the above assignment
VG P3, P4, R2 & R3
*Students read the packet A Mind Boggling Victory about the fall of the Aztec Empire. Also, students filled out the corresponding chart and provided information to support historians claims or contradicts historians claims about the reasons for the fall of the Aztecs.
Homework:
None
| aztec_readings.pdf |
| why_were_the_spanish_conquistadors_able_to_defeat_the_aztec_empire_2013.doc |
________________________________________________
Agenda 11/12 & 11/13
MYP P2 & R4
*Columbus Quickie Quiz - Students took a 10 question quiz over information related to Christopher Columbus and exploration
*Conquistador Times - Students read information about 1 of 4 Texas explorers. Students were then instructed to draw a color picture for their explorer depicting their exploration in/around Texas. Also, a title, date and summary are required for each picture.
MYP Homework
Finish the Conquistador Times
VG P3, P4, R2 & R3
*P day students turned in the Acrostic Poems
*Students turned in the Conquistador Times
*Columbian Exchange:
1) Students watched the Columbian Exchange Brain Pop
2) Students read the Columbian Exchange and Cultural Diffusion summaries and answered the questions from The Columbian Exchange and the Effects of European Exploration sheet. Answers were written on loose paper. Students had the choice of writing out the questions and providing just the answer or students could write complete answers to the questions.
3) What Changes did the Spanish Conquest of South America Bring? Students began working on the assignment to provide the required information for Documents 1-4.
Agenda 11/12 & 11/13
MYP P2 & R4
*Columbus Quickie Quiz - Students took a 10 question quiz over information related to Christopher Columbus and exploration
*Conquistador Times - Students read information about 1 of 4 Texas explorers. Students were then instructed to draw a color picture for their explorer depicting their exploration in/around Texas. Also, a title, date and summary are required for each picture.
MYP Homework
Finish the Conquistador Times
VG P3, P4, R2 & R3
*P day students turned in the Acrostic Poems
*Students turned in the Conquistador Times
*Columbian Exchange:
1) Students watched the Columbian Exchange Brain Pop
2) Students read the Columbian Exchange and Cultural Diffusion summaries and answered the questions from The Columbian Exchange and the Effects of European Exploration sheet. Answers were written on loose paper. Students had the choice of writing out the questions and providing just the answer or students could write complete answers to the questions.
3) What Changes did the Spanish Conquest of South America Bring? Students began working on the assignment to provide the required information for Documents 1-4.
| columbian_exchange_readings.pdf |
| columbian_exchange_and_effects_of_european_exploration_assignment.pdf |
| what_changes_did_the_spanish_conquest_of_south_america_bring.pdf |
_______________________________________________
Agenda 11/8 & 11/11
MYP P2 & R4
*Warmup: Exploration Map - There are only hard copies of the map so please ask Ms. Blossom for another if your original is lost or misplaced.
*European Exploration - Students took notes from the power point on page 63 in their notebooks
*Spanish Explorers Mix & Mingle - Students took on the role of different explorers and moved around the room meeting each other and taking notes.
MYP Homework:
Columbus/Exploration Quickie Quiz
VG P3, P4, R2 & R3
*Checked previous assignments
*Columbus Janus Figures submitted- Students turned in their notebooks to be graded
*Columbus Quickie Quiz - Students took a 10 question quiz over information related to Christopher Columbus and exploration
*Conquistador Times - Students read information about 4 Texas explorers. Students were then instructed to draw a color picture for each explorer depicting their exploration in/around Texas. Also, a title, date and summary are required for each picture.
VG Homework
Finish the Conquistador Times
Agenda 11/8 & 11/11
MYP P2 & R4
*Warmup: Exploration Map - There are only hard copies of the map so please ask Ms. Blossom for another if your original is lost or misplaced.
*European Exploration - Students took notes from the power point on page 63 in their notebooks
*Spanish Explorers Mix & Mingle - Students took on the role of different explorers and moved around the room meeting each other and taking notes.
MYP Homework:
Columbus/Exploration Quickie Quiz
VG P3, P4, R2 & R3
*Checked previous assignments
*Columbus Janus Figures submitted- Students turned in their notebooks to be graded
*Columbus Quickie Quiz - Students took a 10 question quiz over information related to Christopher Columbus and exploration
*Conquistador Times - Students read information about 4 Texas explorers. Students were then instructed to draw a color picture for each explorer depicting their exploration in/around Texas. Also, a title, date and summary are required for each picture.
VG Homework
Finish the Conquistador Times
| texas_explorers_readings.pdf |
| conquistador_times.docx |
________________________________________________
Agenda 11/6 & 11/7
MYP P2 & R4
*Columbus Janus Figure - Students began working on creating the 2 sides of Columbus. Use the document titled So Why Columbus Day? The document includes specific instructions and the rubric.
MYP Homework:
Finish the Columbus Janus Figure
VG P3, P4, R2 & R3
(P3, P4 only-Ms. Blossom reviewed the requirements for the Janus figure since she was absent on the day the assignment was given. The due date was extended to Friday.)
*Warmup: Exploration Map - There are only hard copies of the map so please ask Ms. Blossom for another if your original is lost or misplaced.
*European Exploration - Students took notes from the power point on page 63 in their notebooks
*Spanish Explorers Mix & Mingle - Students took on the role of different explorers and moved around the room meeting each other and taking notes.
Homework:
Acrostic Poem
Columbus/Exploration Quickie Quiz
Agenda 11/6 & 11/7
MYP P2 & R4
*Columbus Janus Figure - Students began working on creating the 2 sides of Columbus. Use the document titled So Why Columbus Day? The document includes specific instructions and the rubric.
MYP Homework:
Finish the Columbus Janus Figure
VG P3, P4, R2 & R3
(P3, P4 only-Ms. Blossom reviewed the requirements for the Janus figure since she was absent on the day the assignment was given. The due date was extended to Friday.)
*Warmup: Exploration Map - There are only hard copies of the map so please ask Ms. Blossom for another if your original is lost or misplaced.
*European Exploration - Students took notes from the power point on page 63 in their notebooks
*Spanish Explorers Mix & Mingle - Students took on the role of different explorers and moved around the room meeting each other and taking notes.
Homework:
Acrostic Poem
Columbus/Exploration Quickie Quiz
| european_exploration_of_america.ppt |
| spanish_explorers_handout.doc |
| exploxer_acrostic_poem.doc |
________________________________________________
Agenda 11/4 & 11/5
Ms. Blossom was out on 11/4. Mr. Winston was the substitute teacher.
MYP P2 & R4
*The Importance of Columbus: A Textbook's Tale - As a class, students read the tale out loud. Students also read 5 Primary Sources related to Columbus.
*Students revised & edited any information in the tale that could not be proven and replace it with the correct information from the primary sources. There were approximately 7-8 incorrect statements.
*So Why is Columbus Really Important? Students read my answers and additional information about our "hero" Columbus.(see the agenda from 10/31 & 11/1 for copies of the assignments)
No Homework for MYP classes
VG P3, P4, R2 & R3
*Review the assignment The Importance of Christopher Columbus
*A People's History of the United States - Student read pages 1-7 from Howard Zinn's book. While reading, students wrote down all of the positive and negative characteristics of Columbus.(Was Columbus a Hero or a Villian?)
*Columbus Janus Figure - Students began working on creating the 2 sides of Columbus. Use the document titled So Why Columbus Day? The document includes specific instructions and the rubric.
VG Homework:
Finish the Columbus Janus Figure
Agenda 11/4 & 11/5
Ms. Blossom was out on 11/4. Mr. Winston was the substitute teacher.
MYP P2 & R4
*The Importance of Columbus: A Textbook's Tale - As a class, students read the tale out loud. Students also read 5 Primary Sources related to Columbus.
*Students revised & edited any information in the tale that could not be proven and replace it with the correct information from the primary sources. There were approximately 7-8 incorrect statements.
*So Why is Columbus Really Important? Students read my answers and additional information about our "hero" Columbus.(see the agenda from 10/31 & 11/1 for copies of the assignments)
No Homework for MYP classes
VG P3, P4, R2 & R3
*Review the assignment The Importance of Christopher Columbus
*A People's History of the United States - Student read pages 1-7 from Howard Zinn's book. While reading, students wrote down all of the positive and negative characteristics of Columbus.(Was Columbus a Hero or a Villian?)
*Columbus Janus Figure - Students began working on creating the 2 sides of Columbus. Use the document titled So Why Columbus Day? The document includes specific instructions and the rubric.
VG Homework:
Finish the Columbus Janus Figure
| so_why_columbus_day_and_2_sided_columbus_rubric.doc |
_________________________________________________________________
Agenda for 10/31 & 11/1
Ms. Blossom was out. Mr. Winston was the substitute teacher.
MYP P2 & R4
*Mr. Winston collected the 2-Sided Native visuals and essays
*Students took the Unit 3 Quiz (2x's)
*Students completed the Columbus Anticipation Guide
*Students completed the Columbus S.O.A.P.S./O.P.T.I.C.S assignments (see the agenda from 10/29 & 10/30 for copies of the assignments)
No Homework for my MYP classes.
VG P3, P4, R2 & R3
*The Importance of Columbus: A Textbook's Tale - Students read the tale. Afterwards, students read the 5 Primary Sources provided. Students revised & edited any information in the tale that could not be proven and replace it with the correct information from the primary sources. There were approximately 7-8 incorrect statements.
*So Why is Columbus Really Important? Students read my answers and additional information about our "hero" Columbus.
No Homework for VG classes.
Agenda for 10/31 & 11/1
Ms. Blossom was out. Mr. Winston was the substitute teacher.
MYP P2 & R4
*Mr. Winston collected the 2-Sided Native visuals and essays
*Students took the Unit 3 Quiz (2x's)
*Students completed the Columbus Anticipation Guide
*Students completed the Columbus S.O.A.P.S./O.P.T.I.C.S assignments (see the agenda from 10/29 & 10/30 for copies of the assignments)
No Homework for my MYP classes.
VG P3, P4, R2 & R3
*The Importance of Columbus: A Textbook's Tale - Students read the tale. Afterwards, students read the 5 Primary Sources provided. Students revised & edited any information in the tale that could not be proven and replace it with the correct information from the primary sources. There were approximately 7-8 incorrect statements.
*So Why is Columbus Really Important? Students read my answers and additional information about our "hero" Columbus.
No Homework for VG classes.
| the_importance_of_christopher_columbus.docx |
| the_true_importance_of_columbus.doc |
| so_why_is_columbus_important.doc |
_________________________________________________________________
Agenda for 10/29 & 10/30
MYP P2 & R4
*Students completed the Unit 3 Study Guide
*Students worked on the 2-Sided Native Visuals and essays
MYP Homework:
Unit 3 Quiz and 2-Sided Native Visuals and Essays are due Thursday, October 31 & Friday, November 1
VG P2, P3,R2, R3
*Students turned in the 2-Sided Native Visuals and Essays (3x's)
*Unit 3 Quiz- Students took the Unit 3 Quiz (2x's)
*Students received their Big Goals sheet
*Students completed the Unit 3 Reflection on p. 53 in the ISN answering 1 of 2 questions 1) As civilization developed over time, how does culture and identity change for the Native Texans or 2) Of the 4 cultures, which culture developed the best system for survival in Texas?
*Students completed the Columbus Anticipation Guide
*Students completed the Columbus S.O.A.P.S. assignment
No Homework for VG
Agenda for 10/29 & 10/30
MYP P2 & R4
*Students completed the Unit 3 Study Guide
*Students worked on the 2-Sided Native Visuals and essays
MYP Homework:
Unit 3 Quiz and 2-Sided Native Visuals and Essays are due Thursday, October 31 & Friday, November 1
VG P2, P3,R2, R3
*Students turned in the 2-Sided Native Visuals and Essays (3x's)
*Unit 3 Quiz- Students took the Unit 3 Quiz (2x's)
*Students received their Big Goals sheet
*Students completed the Unit 3 Reflection on p. 53 in the ISN answering 1 of 2 questions 1) As civilization developed over time, how does culture and identity change for the Native Texans or 2) Of the 4 cultures, which culture developed the best system for survival in Texas?
*Students completed the Columbus Anticipation Guide
*Students completed the Columbus S.O.A.P.S. assignment
No Homework for VG
| christopher_columbus_anticipation_guide.doc |
| columbus_hw_soaps.doc |
_________________________________________________________________
Agenda for 10/25 & 10/28
MYP classes P2 & R4
*P2 Notebook check
*Student exchanged information with their partners and worked on the 2-Sided Native visual
VG classes P3, P4, R2 & R3
*Completed the Unit 3 Review
*Students continued to work on the 2-Sided Natives project
Homework for All Classes:
*2 Sided Native Compare/Contrast essay and visual due Tuesday, October 29 and Wednesday, October 30
*Unit 3 Major Quiz on Tuesday, October 29 and Wednesday, October 30
Agenda for 10/25 & 10/28
MYP classes P2 & R4
*P2 Notebook check
*Student exchanged information with their partners and worked on the 2-Sided Native visual
VG classes P3, P4, R2 & R3
*Completed the Unit 3 Review
*Students continued to work on the 2-Sided Natives project
Homework for All Classes:
*2 Sided Native Compare/Contrast essay and visual due Tuesday, October 29 and Wednesday, October 30
*Unit 3 Major Quiz on Tuesday, October 29 and Wednesday, October 30
| unit_3_review_guide_7s.docx |
_________________________________________________________________
Agenda for 10/23 & 10/24
MYP classes P2 & R4
*Intro to the 2-Sided Native Project - Students were paired together and were given a detailed explanation of the partner/pair assignment.
*Students also received a graphic organizer to gather information for their chosen tribe. (see documents below)
*Students began research for their tribes. (see documents from 10/21 & 10/22 below)
The supplemental documents can be found under the Texas History Documents drop down tab.
VG classes P3, P4, R2 & R3
*Notebook Check
*2-Sided Native Project - Students worked with their partners compiling information from each other to complete the graphic organizer.
*Students also began drawing the visual for the 2-Sided Native.
Homework:
2 Sided project due Tuesday, October 29 and Wednesday, October 30
Agenda for 10/23 & 10/24
MYP classes P2 & R4
*Intro to the 2-Sided Native Project - Students were paired together and were given a detailed explanation of the partner/pair assignment.
*Students also received a graphic organizer to gather information for their chosen tribe. (see documents below)
*Students began research for their tribes. (see documents from 10/21 & 10/22 below)
The supplemental documents can be found under the Texas History Documents drop down tab.
VG classes P3, P4, R2 & R3
*Notebook Check
*2-Sided Native Project - Students worked with their partners compiling information from each other to complete the graphic organizer.
*Students also began drawing the visual for the 2-Sided Native.
Homework:
2 Sided project due Tuesday, October 29 and Wednesday, October 30
_________________________________________________________________
Agenda for 10/21 & 10/22
MYP classes P2 & R4
*TED #5 Graham Hill: Why I'm Weekday Vegetarian
*Buffalo and the Plains Indians assignment
*Natives Cultures foldables (see 10/17 & 10/18 for the instructions and powerpoint)
VG classes P3, P4, R2 & R3
*Buffalo and the Plains Indians assignment
*Intro to the 2-Sided Native Project - Students were paired together and were given a detailed explanation of the partner/pair assignment.
*Students also received a graphic organizer to gather information for their chosen tribe. (see documents below)
*Students began research for their tribes.
(The supplemental documents can be found under the Texas History Documents drop down tab)
Homework:
2 Sided project due Tuesday, October 29 and Wednesday, October 30
Agenda for 10/21 & 10/22
MYP classes P2 & R4
*TED #5 Graham Hill: Why I'm Weekday Vegetarian
*Buffalo and the Plains Indians assignment
*Natives Cultures foldables (see 10/17 & 10/18 for the instructions and powerpoint)
VG classes P3, P4, R2 & R3
*Buffalo and the Plains Indians assignment
*Intro to the 2-Sided Native Project - Students were paired together and were given a detailed explanation of the partner/pair assignment.
*Students also received a graphic organizer to gather information for their chosen tribe. (see documents below)
*Students began research for their tribes.
(The supplemental documents can be found under the Texas History Documents drop down tab)
Homework:
2 Sided project due Tuesday, October 29 and Wednesday, October 30
| buffalo_and_the_plains_natives.doc |
| two-sided_native_american_rubric_for_7s.docx |
| two-sided_native_american_2.docx |
| pueblo_and_plains.pdf |
| southeastern_and_gulf.pdf |
_________________________________________________________________
Agenda for 10/17 & 10/18
MYP classes P2 & R4
*Unit 3 Vocabulary
*Intro to The First Texans power point and notes (see 10/15 & 10/16)
*Paleolithic Art assignment (see 10/15 & 10/16 for doc)
*Native Americans Cultures of Texas Gallery Walk
*Native Americans of Texas Mini Map & Questions / ¼ map of Tribes
Homework:
* 8 Vocabulary Cards
VG classes P3, P4, R2, & R3
*Warm up-TED #5 Graham Hill: Why I am a weekday vegetarian
*Native Americans Cultures of Texas Gallery Walk
*Native Americans of Texas Mini Map & Questions / ¼ map of Tribes
*Natives Cultures foldables
Homework:
*Finish the foldables
Agenda for 10/17 & 10/18
MYP classes P2 & R4
*Unit 3 Vocabulary
*Intro to The First Texans power point and notes (see 10/15 & 10/16)
*Paleolithic Art assignment (see 10/15 & 10/16 for doc)
*Native Americans Cultures of Texas Gallery Walk
*Native Americans of Texas Mini Map & Questions / ¼ map of Tribes
Homework:
* 8 Vocabulary Cards
VG classes P3, P4, R2, & R3
*Warm up-TED #5 Graham Hill: Why I am a weekday vegetarian
*Native Americans Cultures of Texas Gallery Walk
*Native Americans of Texas Mini Map & Questions / ¼ map of Tribes
*Natives Cultures foldables
Homework:
*Finish the foldables
| na_gallery_walk.docx |
| na_gallery_walk_fill_in.docx |
| native_american_1-4_map.doc |
| native_american_map_ws_2013.doc |
| native_american_foldable_flip_booklets_instructions.doc |
| native_tribes_foldable_set_up.ppt |
_________________________________________________________________
Agenda for 10/15 & 10/16
MYP classes P2 & R4
*Group projects were submitted
*Students bubbled in the BOY onto the "official" scantron documents
*Notebooks organized
Homework:
Compare and Contrast 2 Regions in Texas Venn diagram and essay (see doc below)
VG classes P3, P4, R2 & R3
*Group Projects were submitted
*Notebooks organized up to page 37
*Intro to First Texans - Students took notes from the power point (see below) on p. 37 & 38 in their notebooks
Homework:
Paleolithic Art questions (see doc below)
| texas_regions_compare_and_contrast_ws.docx |
| first_texans_introduction.ppt |
| paleolithicart.pdf |
_________________________________________________________________
Agenda for 10/14 - Ms. Blossom was out.
All Red Day students were instructed to read Chapter 3 and complete each Section Assessment 3-1, 3-2 & 3-3 and the Chapter Assessment & Activities on pages 96 & 97 1-20.
**Project submissions have been pushed back to Wednesday.
_________________________________________________________________
Agenda for 10/10 & 10/11
MYP classes R4 & P2 worked in the Library and Computer Lab on the Group Map Projects and Travel Brochures
VG classes R2, R3, P3 & P4 worked on the group map and brochures in class
HOMEWORK:
GROUP MAPS AND TRAVEL BROCHURES ARE DUE MONDAY, OCTOBER 14 for RED DAY and OCTOBER 15 for PURPLE DAY.
Agenda for 10/10 & 10/11
MYP classes R4 & P2 worked in the Library and Computer Lab on the Group Map Projects and Travel Brochures
VG classes R2, R3, P3 & P4 worked on the group map and brochures in class
HOMEWORK:
GROUP MAPS AND TRAVEL BROCHURES ARE DUE MONDAY, OCTOBER 14 for RED DAY and OCTOBER 15 for PURPLE DAY.
_________________________________________________________________
Agenda for 10/8 & 10/9
***All classes worked in the Library and Computer Lab on the Group Map Projects and Travel Brochures
HOMEWORK:
GROUP MAPS AND TRAVEL BROCHURES ARE DUE MONDAY, OCTOBER 14 for RED DAY and OCTOBER 15 for PURPLE DAY.
Agenda for 10/8 & 10/9
***All classes worked in the Library and Computer Lab on the Group Map Projects and Travel Brochures
HOMEWORK:
GROUP MAPS AND TRAVEL BROCHURES ARE DUE MONDAY, OCTOBER 14 for RED DAY and OCTOBER 15 for PURPLE DAY.
_________________________________________________________________
Agenda for 10/4 & 10/7
MYP classes R4 & P2 were introduced to the *Group Map & Travel Brochure Project and were provided with a detailed explanation of the project. Students were also given Rubrics, assignment directions, a regional information organizer and resources sheet. Students worked in class on the assignment using the textbooks and laptop computers.
The Final Project is due on October 14 & October 15.
VG- R2, R3, P3 & P4
*Students worked in class on the assignment using the textbooks and laptop computers.
Homework for All Classes:
Work on the group project.
Bring in a poster board.
The Final Project is due on October 14 & October 15.
MYP DOCUMENTS BELOW:
| unit_2_project_13_myp.docx |
| unit_2_project_rubric_13_myp.docx |
| regions_project_helpful_guide.docx |
| unit_2_project_-_graphic_organizer.docx |
_________________________________________________________________
Agenda for 10/2 & 10/3
MYP - R4 & P2
*5 Themes of Geography Quickie Quiz (Q.Q.)
*4 Regions of Texas Gallery Walk - 4 areas of the classroom were set up with information about the 4 regions of Texas. Students created a 4 flap foldable and walked around the room, in groups, gathering information about each region.
*4 Regions Mini Map- Using Chapter 2 of the textbook, students located the 4 regions of Texas and drew in the boundaries of each on a mini map. Students colored each region a different color and created a legend to explain each color. Students also read information about each region, identified and labeled 2 cities and 2 natural resources for each region. For the natural resources(mother nature made), students created symbols to represent the information and placed the corresponding information on the legend. (Documents can be found under the September 26/27 agenda)
Homework:
*Geography Vocabulary QQ from all of the terms on pages 16 & 17 in the textbook on 10/4 & 10/7
VG- R2, R3, P3 & P4
*Geography Vocabulary QQ
*Compare/Contrast the 4 Regions of Texas Essay.
*Group Map and Travel Brochure Project - The were provided with a detailed explanation of the project. Students were also given Rubrics, assignment directions, a regional information organizer and resources sheet. Students will work in class on the assignment for the next 2 class periods. The Final Project is due on October 14 & October 15.
Homework:
Work on the group project.
Bring in a poster board.
The Final Project is due on October 14 & October 15.
Agenda for 10/2 & 10/3
MYP - R4 & P2
*5 Themes of Geography Quickie Quiz (Q.Q.)
*4 Regions of Texas Gallery Walk - 4 areas of the classroom were set up with information about the 4 regions of Texas. Students created a 4 flap foldable and walked around the room, in groups, gathering information about each region.
*4 Regions Mini Map- Using Chapter 2 of the textbook, students located the 4 regions of Texas and drew in the boundaries of each on a mini map. Students colored each region a different color and created a legend to explain each color. Students also read information about each region, identified and labeled 2 cities and 2 natural resources for each region. For the natural resources(mother nature made), students created symbols to represent the information and placed the corresponding information on the legend. (Documents can be found under the September 26/27 agenda)
Homework:
*Geography Vocabulary QQ from all of the terms on pages 16 & 17 in the textbook on 10/4 & 10/7
VG- R2, R3, P3 & P4
*Geography Vocabulary QQ
*Compare/Contrast the 4 Regions of Texas Essay.
*Group Map and Travel Brochure Project - The were provided with a detailed explanation of the project. Students were also given Rubrics, assignment directions, a regional information organizer and resources sheet. Students will work in class on the assignment for the next 2 class periods. The Final Project is due on October 14 & October 15.
Homework:
Work on the group project.
Bring in a poster board.
The Final Project is due on October 14 & October 15.
| texas_regions_compare_and_contrast_ws.docx |
| unit_2_project_rubric_13_vg.docx |
| unit_2_project_13_vg.docx |
| unit_2_project_-_graphic_organizer.docx |
| regions_project_helpful_guide.docx |
_________________________________________________________________
Agenda for 9/30 & 10/1 (Ms. Blossom was absent)
* All Classes completed the Chapter 2 Guided Reading assignments and the 4 Regions of Texas Compare/Contrast Venn diagram and essay, if time permitted.
Homework:
*Finish the Guided Reading assignments and Comparison Essay
*All Quizzes that were scheduled for 9/30 & 10/1 will be administered on
10/2 & 10/3
Agenda for 9/30 & 10/1 (Ms. Blossom was absent)
* All Classes completed the Chapter 2 Guided Reading assignments and the 4 Regions of Texas Compare/Contrast Venn diagram and essay, if time permitted.
Homework:
*Finish the Guided Reading assignments and Comparison Essay
*All Quizzes that were scheduled for 9/30 & 10/1 will be administered on
10/2 & 10/3
| 4_regions_of_texas_guided_reading.doc |
| texas_regions_compare_and_contrast_ws.docx |
______________________________________________________________________________
Agenda for 9/26 & 9/27
MYP - R4 & P2
*Warm Up- TED#4 Jane Chen: A Warm Embrace That Saves Lives
*5 Themes of Geography Foldable - Students used the 5 Themes of Geography handout to create a 5 flap foldable. The outer flap should reflect the 5 Themes and the inside of the foldable should have 2 columns; one for the definitions and one for examples for each definition.
*Frayer Model Vocabulary Cards- Students chose 8 vocabulary words from pages 16 & 17 in the textbook that you are least familiar with to create Frayer model vocabulary cards
Homework:
Finish The 5 Themes of Geography Foldable and vocabulary cards
Study for the 5 Themes of Geography QQ on 9/30 and 10/1
VG - R2, R3, P3 & P4
*5 minutes to review for the 5 Themes of Geography Quickie Quiz
*5 Themes of Geography Quickie Quiz (Q.Q.)
*4 Regions of Texas Gallery Walk - 4 areas of the classroom were set up with information about the 4 regions of Texas. Students created a 4 flap foldable and walked around the room, in groups, gathering information about each region.
*4 Regions Mini Map- Using Chapter 2 of the textbook, students located the 4 regions of Texas and drew in the boundaries of each on a mini map. Students colored each region a different color and created a legend to explain each color. Students also read information about each region, identified and labeled 2 cities and 2 natural resources for each region. For the natural resources(mother nature made), students created symbols to represent the information and placed the corresponding information on the legend.
Homework:
*Geography Vocabulary QQ from all of the terms on pages 16 & 17 in the textbook on 9/30 & 10/1
| frayer_model.doc |
| 4_regions_of_texas_foldable_set_up__instructions.ppt |
| 4_regions_gallery_walk_2013.doc |
| 4_regions_of_texas_mini_map.doc |
___________________________________________________________________________
Agenda for 9/24 & 9/25(early dismissal)
MYP - R4 & P2
*DBQ Essays submitted
*Warm up for R4- Texas Geography Map - Students located and labeled major waterways and bordering states surrounding Texas on a map provided by Ms. Blossom.
*Intro to Geography power point and notes (continued from 9/23 for P2) Students took geography notes on p. 21 in their notebooks. Students also received the 5 Themes of Geography sheet.
*Cause/Effects & Human/Physical Characteristics - Students worked in groups to decide identify the cause and effects of events in Texas and whether they showed human or physical characteristics.
VG - R2, R3,P3 & P4
*DBQ Essays submitted
*Warm Up- TED#4 Jane Chen: A Warm Embrace That Saves Lives
*5 Themes of Geography Foldable - Students used the 5 Themes of Geography handout to create a 5 flap foldable. The outer flap should reflect the 5 Themes and the inside of the foldable should have 2 columns; one for the definitions and one for examples for each definition.
*Frayer Model Vocabulary Cards- Students chose 8 vocabulary words from pages 16 & 17 in the textbook that you are least familiar with to create Frayer model vocabulary cards
Homework:
*5 Themes of Geography Quickie Quiz on 9/26 & 9/27
| frayer_model.doc |
____________________________________________________________________________
Agenda for 9/20 & 9/23
MYP - R2 & P2 - *Peer Review and Editing of Rough Drafts using the rubric
*Final Draft Revisions
*Intro to Geography power point and notes - Students took geography notes on p. 21 in their notebooks.
VG - R2, R3, P3 & P4
*Warm up - Texas Geography Map - Students located and labeled major waterways and bordering states surrounding Texas on a map provided by Ms. Blossom.
* Intro to Geography power point and notes - Students took geography notes on p. 21 in their notebooks. Students also received the 5 Themes of Geography.
*Cause/Effects & Human/Physical Characteristics - Students worked in groups to decide identify the cause and effects of events in Texas and whether they showed human or physical characteristics.
Homework:
*DBQ Essays are due Tuesday, the 23rd and Wednesday, the 24th.
| outline_map_of_texas.doc |
| texas_geography_directions_outline_map.doc |
| intro_to_geography_2013.pptx |
| physical_and_human_characteristics_hw.docx |
| five_themes_of_geography_2013.doc |
____________________________________________________________________________
Agenda for 9/18 & 9/19
*TED #3 Birke Baehr:What's Wrong with Our Food System?
*Checked the 3 DBQ documents' questions
*Peer Review and Editing of Rough Drafts using the rubric
*Final Draft Revisions
Homework:
Final Typed Drafts of the DBQ essays are due on Tuesday, Sept 24 & Wednesday Sept 25
| unit_1_dbq_rubric-_vanguard.docx |
| unit_1_dbq_rubric_myp.docx |
____________________________________________________________________________
Agenda for 9/16 & 9/17
*Students turned in job applications
*SOAPS & OPTICS Quickie Quiz- Students took a 15 questions quiz over the SOAPS & OPTICS document analysis strategies.
*DBQ's in Review- Ms. Blossom went over the 5 Steps for answering a DBQ.
*DBQ topics- Ms. Blossom presented the 3 DBQ topics to the class: Gun Control, Standardized Testing and the Repeal of DOMA. Students should read all 3 DBQ's and their supporting documents. Students should also do Steps 1 & 2 for all 3 topics. After completing the 8 questions for each topic, students should complete Step 3-5 for the topic selected.
Homework:
*Use the powerpoints below from 9/12 & 9/13 to assist with the essay
*DBQ rough draft is due 9/18 & 9/19
*FINAL TYPED DRAFT is due 9/23 & 9/24 (in order to provide each class with the weekend)
| dbq_gun_control.docx |
| dbq_standardized_testing.docx |
| dbq_doma_revised.docx |
____________________________________________________________________________
Agenda for 9/11 & 9/12
*Students turned in their Political Cartoons
*Warm up- TED #2 Michael Pritchard: How to Make Filthy Water Drinkable(www.ted.com)
Students viewed TED #2 and were asked to answer the following questions on p. 10 in the ISN while watching:
1. Who is the speaker?
2. What is the title of the TED talk?
3. What is the problem?
4. What did I learn?
5. Was the speaker's solution enough to solve the problem? Why/Why Not?REMEMBER!!!! *If for any reason a student misses a TED talk shown in class, the student must view the TALK on his/her own time. *Introduction to DBQ'S - Students took notes from the Determining Point of View and DBQ's power points on p. 11 in their ISN. Ms. Blossom provided students with an overview for their upcoming DBQ assessment.
*Class Jobs - Ms. Blossom distributed Class Job applications to anyone interested in applying for a position.
Homework:
*Class Jobs Applications
*Quickie Quiz over S.O.A.P.S. and O.P.T.I.C.S. on 9/16 & 9/17
| dbqs.pptx |
| determining_point_of_view_2.ppt |
| class_jobs_description.docx |
___________________________________________________________________________
Agenda 9/9 & 9/10
*Students turned in the S.O.A.P.S. HW
*Warm up-"Gun Shop" Political Cartoon - Students were shown a political cartoon and asked to write about what feelings the image brought out and what was its meaning.
*Introduction to O.P.T.I.C.S. & Political Cartoons: Students viewed the OPTICS ppt.
*Analyze 2 political Cartoons(group)- Students were given the OPTICS worksheet and were asked to complete 1 & 4 with their table.
*Create your Own Political Cartoon - Ms. Blossom reviewed the instructions and requirements for creating a political cartoon
Homework:
*Create your own Political Cartoon
| optics.pptx |
| optics_worksheet_by_cb.docx |
| create_your_own_political_cartoon_2013.docx |
____________________________________________________________________________
Agenda for 9/5 & 9/6:
*Ms. Blossom went around the room to check the All About Me Collages
*Students also turned in the Primary sources HW
*TED #1 Candy Chang: Before I Die, I want to.....(www.ted.com) - Students will view TED talks on a weekly basis and be asked to answer the following questions while watching any TED Talk:
1. Who is the speaker?
2. What is the title of the TED talk?
3. What is the problem?
4. What did I learn?
5. Was the speaker's solution enough to solve the problem? Why/Why Not?
*If for any reason a student misses a TED talk shown in class, the student must view the TALK on his/her own time.
*Analyze President Obama's quote from his 2nd Inaugural Address - Students received an excerpt from the President's 2nd inaugural address and were asked to write down its meaning
*Introduction to the S.O.A.P.S. strategy- Students received the Social Studies Strategies sheet and completed the S.O.A.P.S. on the quote from President Obama's 2nd inaugural address
*S.O.A.P.S. worksheet - Ms. Blossom reviewed the example on the S.O.A.P.S. worksheet from Mier y Teran's journal
Homework:
*S.O.A.P.S. Worksheet - Students must complete the S.O.A.P.S. found on the back of the worksheet
| obama_quote_soaps_2013.doc |
| social_studies_strategies.docx |
| soaps_worksheet_2013.docx |
___________________________________________________________________________
Agenda for 9/3 & 9/4
*Warm-up: Notebook set-up - All students should have brought in the required notebook(3-5 subject ploy-covered). Ms. Blossom went step by step through the notebook (ISN) set up.
*Introduction to Primary/Secondary sources: Students took notes from the Primary/Secondary
ppt.
*All About Me Collage: Ms. Blossom reviewed the instructions and the requirements for the collage assignment. Students should collect and cut out 10-15 pictures of themselves and images that reflect who they are and what interests they have. Paste the images onto the very first page in the ISN.
Homework:
*Create a Collage for the first page of the student notebook (ISN) All About Me. Students will cut an paste personal pictures and other images that reflect their interests. (P2 & R4- 1 class extension)
*Primary Sources HW is due next class
| unit_1_primary_source.pptx |
| primary_source_hw.docx |
___________________________________________________________________________
Agenda 8/29 & 8/30
*Warm up: Denza Quiz
*Beginning of Year Assessment (BOY)- All students took the Texas History Pre-Assessment to establish their base score.
Homework:
*Bring all required supplies, especially the 3-5 subject poly-covered notebook.
*Have parents email their contact information to all core teachers
____________________________________________________________________________
Agenda 8/27 & 8/28
*Turn in your Student Surveys to Ms. Blossom
*7th Grade Policies - As 7S cluster leader, Ms. Blossom went over the policies for 7th grade students, including the tutoring schedule and late work acceptance policies
*Blossom's Class Policies - Ms. Blossom also went over the specific policies and procedures of her Texas History class
*All students signed that they received both policies
Homework:
*Return signed Student/Parent Acknowledgement Form due 8/29 and 8/30
*Supplies due on 9/3 & 9/4
| 7th_grade_policies_2013.docx |
| 2013-2014_syllabus.doc |
__________________________________________________________________________
Agenda 8/26 (1st Day of School: Students went to all classes)
*Welcome to Cluster 7S
*Blossom's Welcome Survey Sheet - Students filled out the information survey
*Study Lab teachers gave students the Welcome to 7S Letter and Homework assignment*Students signed that they received the email request homework form
Homework:
*Finish the Blossom's Welcome Survey due Tuesday, 8/27 and Wednesday, 8/28
*Students are responsible for giving their parents the HOMEWORK received in Study Lab found on the back of the Welcome to 7S letter. Students should have their parents email all of the 7S teachers with the requested information by Tuesday, September 3rd(for a grade in all core classes)
| blossoms_welcome_survey_13.docx |
| welcome_to_7s_and_1st_hw.doc |