We have wrapped up on the Colonial Era and are moving into the American Revolution. Students will study primary and secondary sources, take notes, watch video clips, and have discussions in order to discover what happened during this time period, giving their thoughts and claims on how they would have felt in this era. We begin this week with the Stamp Act, Boston Massacre, and Coercive Acts. We will culminate these events to see how this led to the first official battle of the Revolution at Lexington and Concord.

Students have Roots 1-3 Exam tomorrow, and they should study them a few minutes each evening. They will have Roots 4 next week, so should study those words after Tuesday’s quiz. They should be able to show you their notecards to study from, and if not, they should make them. They were given classtime to do this. Roots quizzes and exams will take place each Tuesday.

​Students continue to study the U.S. map and will be tested each Thursday. Their quizzes have been sent to their Camas email, so they may see what they missed and what to study more.

• We have wrapped up on the Colonial Era and are moving into the American Revolution. Students will study primary and secondary sources, take notes, watch video clips, and have discussions in order to discover what happened during this time period, giving their thoughts and claims on how they would have felt in this era. We begin this week with the Stamp Act, Boston Massacre, and Coercive Acts. We will culminate these events to see how this led to the first official battle of the Revolution at Lexington and Concord.
  
• Students have Roots 1-3 Exam tomorrow, and they should study them a few minutes each evening. They will have Roots 4 next week, so should study those words after Tuesday’s quiz. They should be able to show you their notecards to study from, and if not, they should make them. They were given classtime to do this. Roots quizzes and exams will take place each Tuesday.
  
• Students continue to study the U.S. map and will be tested each Thursday. Their quizzes have been sent to their Camas email, so they may see what they missed and what to study more.
  

 

We are writing our in-class five-paragraph essay final on Blood on the River. In this, they have choosen a character, a trait, and find text evidence to support and analyze their claim.

Students have Roots 3 and they should study them a few minutes each evening. They should be able to show you their notecards to study from, and if not, they should make them. They were given classtime to do this. Roots quizzes and exams will take place each Tuesday.

​Students continue to study the U.S. map and will be tested each Thursday. Their quizzes have been sent to their Camas email, so they may see what they missed and what to study more.
 

                                                                     Blood on the River Essay
                                                                            Character Traits
         Wisdom is the ability to discern or judge what is true, right, or lasting. In the novel Blood on the River, Elisa Carbone describes a group of men and boys who are set on finding riches in the new land of Virginia, 1607. Undoubtedly, Mr. Hunt, the reverend in the group, began as a voice of reason amongst the crowd, and he consistently held the title of wise man and the person who kept everyone together.
            The moment Reverend Hunt was introduced, it was clear that he was a wise person. Directly before Reverend Hunt spoke about his plans, men from their ships boasted about their reasons for coming to new land. “I have not come for gold or to find the new passage to the Orient. I have been sent by God for more noble purposes, like to bring the good news of Christ to the Virginia natives, and to look for survivors of the Roanoke colony” (60). This illustrates Reverend Hunt’s wisdom by founding the idea that he was not there for something out of reach. Hunt did not expect to find these bogus things like gold and a new passage to the Orient, but instead, focused on more plausible things; some of which he actually accomplished, extending his sense of wisdom to even greater lengths.
            As always, Reverend Hunt kept up his wise conduct in a hectic situation. Previous to Samuel talking to Reverend Hunt, Sam was being blackmailed and bullied into secrecy by Henry, regarding the hidden food supply. “If you will not tell me all of it, I cannot give you an answer” (96). This re-establishes the point made that Reverend Hunt was wise because he must learn the whole truth before giving Samuel an honest and intellectual response. Reverend Hunt did not make accusations because he did not know all of the details. Also, Reverend Hunt’s advice proved helpful and wise as it helped Samuel make the right decision. His demeanor attests that Hunt lived by a humble set of morals.
            Once again, Reverend Hunt demonstrated wisdom. Just prior to Reverend Hunt’s last words to Samuel, it was brought to his attention that Hunt was on his death bed. “Samuel, you will not always be a servant; you will be something far greater than that” (169). This reiterates that Reverend Hunt was wise, because when he died, he practically foresaw the future. Although Reverend Hunt was no psychic, he saw immense potential in Samuel. For that, and the fact that his dying words, or prediction rather, came true, the story of his wisdom is told. While living his last few moments, Hunt gathered what he already knew about Samuel, like his drive and adaptability and pooled that info into one educated guess to once more exhibit his wisdom.
            In culmination, Mr. Hunt was generally a wise man. He was calm and collected incredibly so, and he was the nail that held everyone together time and time again until he met his unfortunate demise. To put it shortly, a trustworthy, reliable individual who is full of wisdom and ready to share it is an important aspect to any group of people; as displayed in Blood on the River.   

We are finishing our in-class novel, Blood on the River. Students will have a  study guide and summative assessment this week, which will include BOTR vocabulary (they have these to study from),  matching, short answer, another 8.1 scale question, and will finalize in a five-paragraph essay. In this, they will choose a character, a trait, and find text evidence to support and analyze their claim.

​We have begun Roots and students should study them a few minutes each evening. They should be able to show you their notecards to study from, and if not, they should make them. They were given classtime to do this. Roots quizzes and exams will take place each Tuesday.

Students continue to study the U.S. map and will be tested each Thursday. Their quizzes have been sent to their Camas email, so they may see what they missed and what to study more.
 

​We are continuing our in-class novel, Blood on the River: Jamestown 1607 (BOTR) by Elisa Carbone. We are hoping to complete the readings this week, but could go into next. This will be in class, with some homework, such as vocab through the chapter we are working on, and true-false quizzes after each large section. They also will have questions to answer thoroughly using text-based evidence, along with including their analysis of their thinking and citations. We will follow up with Write Trait lessons on transitions in writing

​Students continue to study the U.S. map and will be tested each Thursday. Their quizzes have been sent to their Camas email, so they may see what they missed and what to study more.
 

​We are continuing our in-class novel, Blood on the River. We will complete our readings through ch17 this week. This will be in class, with some homework, such as vocab through the chapter we are working on, and true-false quizzes after each large section. They will have questions to answer thoroughly using text-based evidence, along with including their analysis of their thinking and citations. We will follow up with lessons on word choice.

Student have been studying the US map and will continue to be tested each Thursday. Their quizzes have been sent to their Camas email, so they may see what they missed and what to study more. 

We have also begun Roots. Students will have five words per week, each Tuesday. The following Tuesday they will have a quiz on these words. Every three weeks they will have a cumulative exam on all past words. These words should be in their composition notebook, as they are given time to work on these in class, with anything incomplete to be homework. They may also be found under my Roots tab on my webpage.

Welcome back! We are continuing our in-class novel, Blood on the River: Jamestown 1607 (BOTR) by Elisa Carbone. We will complete our readings through ch12 this week. This will be in class, with some homework, such as vocab through the chapter we are working on. They will have questions to answer thoroughly using text-based evidence, along with including their analysis of their thinking. We will follow up with lessons on word choice.

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. The first quiz was sent to their Camas email, so they may see what they missed and what to study more.

 

Welcome back! We are reading an in-class novel, Blood on the River: Jamestown 1607 (BOTR) by Elisa Carbone. This will mostly be in class with some homework.  Students begin with vocabulary today, then will move into reading. They will have questions to answer thoroughly using text-based evidence, along with including their analysis of their thinking.

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. They have also been assigned a team and one of the original 13 colonies. Now that they have researched the colony, students will employ a mix of facts, propaganda, and persuasive techniques to creatively convince other students to "move" to their colony. This is due on Wednesday, when they will present to one another, and decide which colony would be best for them. On Thursday, students will have the opportunity to investigate authentic replicas of colonial artifacts and create hypotheses regarding their purposes. 

Dress as nice as you are able. Have your notes, bibliography and rebuttal ready to go! Good luck!!!