Students are beginning American Revolution studies. We are doing a bit from our workbook, as well as taking class notes. They will also include some journal narratives having to do with a character they create and the events they are taking notes on.

Students will continue with the U.S. map and will be tested each Thursday.

​Students should have Vocab#4 completed (blue packet) and will have an exam on Thursday. They need to know the definitions and example words, as well as be able to write sentences using context clues.
 

Students will do some background work in their History Alive! text and workbook this week, catching up with colonialism and continuing to Pre-Revolution.

Students will continue with the U.S. map and will be tested each Thursday.

Students should have Vocab#1-3 completed (blue packet) and will have a second exam on Thursday. They need to know the definitions and example words. They will also be asked to complete a sentence, using the word and context clues.
 

​Students will continue to write their character trait literature-based explanatory essay on  Blood on the River: Jamestown 1607 (BOTR).

Students will continue with the U.S. map and will be tested each Thursday.

​Students should have Vocab#1-3 completed (blue packet) and will have an exam on Thursday. They need to know the definitions and example words. They will also be asked to complete a sentence, using the word and context clues.
 

We will continue reading our in-class novel , Blood on the River: Jamestown 1607 (BOTR) by Elisa Carbone, this week. This will mostly be in class with little to no homework.  Students are completing questions as we go. If you see this is missing, then they have homework. This will be followed by a character trait literature-based explanatory essay which will begin at the end of the week.

Students will continue with the U.S. map and will be tested each Thursday.

​Students should have Vocab#2 completed (blue packet) and will have a quiz on Thursday. They need to know the definitions and example words. They will also be asked to complete a sentence, using the word and context clues.
 

We will continue reading our in-class novel , Blood on the River: Jamestown 1607 (BOTR) by Elisa Carbone, this week. This will mostly be in class with little to no homework.  Students are completing questions as we go. If you see this is missing, then they have homework.

Students have already begun to study the U.S. map and will be tested each Thursday, to ensure that we all have the same foundation of basic geography as we study the different places in history.

​We began vocabulary last week and will have a quiz on Thursday. They need to know the definitions and example words. They will also be asked to complete a sentence, using the word and context clues.
 

Welcome back! Our class is already flowing smoothly. You may hear talk about doing circles, where we literally circle-up and have discussions, reviews, activities, etc. Expect this throughout the year, and possibly in several classes.

We also have started our Daily Language activities, where  your student gets to practice the much-needed skill of grammar.

We will begin reading an in-class novel, Blood on the River: Jamestown 1607 (BOTR), by Elisa Carbone, this week. This will mostly be in-class with little homework.  Students began with BOTR vocabulary last week and continue into this week. Any that are incomplete will be sent home to finish. As we begin reading on Thursday, they will have questions to answer thoroughly using text-based evidence, along with including their analysis of their thinking after each section of reading.

Students have already begun to study the U.S. map and will be tested each Thursday, to ensure that we all have the same foundation of basic geography as we study the different places in history.

Students also completed an ‘I Am’ poem. Book Projects have been assigned (dystopian) and are due October 25th.
 

Welcome Back! This week we will get to know each other through group circle and games. Students will have several papers to sign from multiple classes. In mine, expect the class syllabus, which they will keep in their binder, and p21 of their planner, which is the Positive Behavior Agreement and Walking Permission Slip. This will be torn from the planner and turned in to me. It is essential I receive both of those.

What a typical week may look like:
Mondays: Daily Language (DL) practice, current classwork
Tuesdays: DL, Library, current classwork
Wednesdays: DL, current classwork
Thursdays: DL, computers; check Skyward & record grades, States Quiz, Vocabulary Quiz, get new Vocabulary, NewsELA, current classwork
Fridays: DL Quiz, QuickWrites, Circle Group & Check-In, current classwork

• We continue with Westward Expansion this week and write a research-based narrative essay about a group from the 1800s of their choosing.
• Quizzes on the Bill of Rights are on Thursdays. Students have a study guide and notecards to study from.
• Students have Critical Vocabulary for the next few weeks with quizzes Tuesday, and they should study them a few minutes each evening. Critical Common Core Vocabulary is now on my webpage, under Roots.

 

• Our class will complete mini-debates2 today.  We continue with Westward Expansion this week, then will write a narrative essay about their studies.
• Quizzes on the Bill of are on Thursdays. Students have a study guide and notecards to study from.
• Students have Critical Vocabulary for the next few weeks with quizzes Tuesday, and they should study them a few minutes each evening.