Due to extended advisory at the end of the day, we had a shorter class period. Ms. Cassaro taught a special Halloween creative writing lesson.
Ms. Cassaro modeled writing a scary story using a picture for inspiration. Then, students broke off into groups and used different scary pictures to inspire their own scary stories.
Stories were judged by Miss Devine and Ms. Cassaro and winners read their stories at the Advisory Halloween Party.
Lastly, Ms. Cassaro assigned an ELECTION DAY ASSIGNMENT, due next Thursday. Each student was assigned two states to watch and research on election day. For each state, students need to use their mapping skills to describe the location of the state and write down the number of electoral votes that each state has. On election day, students need to figure out who won the vote in each state- democrats or republicans? Each student will present this information in class on Thursday.
NO HOMEWORK this weekend. Adios! Ciao!
Friday, October 31, 2008
Thursday, October 30, 2008
Shred-it-edit
Today in class, we continued in the writing process. We discussed editing and students practice proofreading a "fake paper" before proofreading their own. Students used a checklist to self-edit their informational article and then exchanged papers with a peer to peer edit. Students then turned in their edited drafts to Miss Devine so that she can "teacher edit" them this weekend.
Later, in pairs, students read pages 11-15 in I Promised I Would Tell and wrote a one sentence summary of each diary entry on those pages.
HOMEWORK: Finish the reading and summary sentences for tomorrow.
Later, in pairs, students read pages 11-15 in I Promised I Would Tell and wrote a one sentence summary of each diary entry on those pages.
HOMEWORK: Finish the reading and summary sentences for tomorrow.
Wednesday, October 29, 2008
feliz miercoles!
Humanities, Humanities!
Here's what went on today:
We read chapter two of I Promised I Would Tell and discussed the acts against human rights committed by the Nazis and the responses to those acts by the Jews. Later, students journaled in response to the question: How did the Jews come to be viewed as "the other?"
Students had time to finish typing the draft of their informational article. Tomorrow we will edit.
HOMEWORK: Students write sentences with their new vocabulary words. If students did not complete the journal entry in class, they should do so for homework.
Here's what went on today:
We read chapter two of I Promised I Would Tell and discussed the acts against human rights committed by the Nazis and the responses to those acts by the Jews. Later, students journaled in response to the question: How did the Jews come to be viewed as "the other?"
Students had time to finish typing the draft of their informational article. Tomorrow we will edit.
HOMEWORK: Students write sentences with their new vocabulary words. If students did not complete the journal entry in class, they should do so for homework.
Tuesday, October 28, 2008
Typing, quiz and human rights...
Today in Humanities, students continued to type the revised draft of their informational article. Tomorrow will be the last day in class when they will have access to computers to do this. Students then took the quiz on their SUB root words and received new weekly vocabulary words, which come from the book I Promised I Would Tell. This week's words are:
1. deportation-n- the act of removing a person or people whose presence is unlawful or prejudicial
2. defy-v- to dare or challenge
3. bewilderment-n- the state of being confused
4. barrack-n- a structure resembling a shed or barn that provides temporary housing
5. inevitable-adj- incapable of being avoided
6. inhumanity-n- a cruel or barbarous act
7. ravine-n- a small, narrow, steep-sided valley that is usually worn by running water
8. cease-v- to come to an end
Students will practice with these words all week and then have a quiz over them next Tuesday. Later, we did some pre-reading activities for chapter 2, Into the Darkness. We talked about human rights, defined as those basic standards without which people cannot live with dignity. We brainstormed a list of what we believe are human rights for all people. Tomorrow when we read chapter 2 we will examine the events in the book which are examples of acts against human rights and those responses to the acts.
HOMEWORK: Vocab pictures for new words.
1. deportation-n- the act of removing a person or people whose presence is unlawful or prejudicial
2. defy-v- to dare or challenge
3. bewilderment-n- the state of being confused
4. barrack-n- a structure resembling a shed or barn that provides temporary housing
5. inevitable-adj- incapable of being avoided
6. inhumanity-n- a cruel or barbarous act
7. ravine-n- a small, narrow, steep-sided valley that is usually worn by running water
8. cease-v- to come to an end
Students will practice with these words all week and then have a quiz over them next Tuesday. Later, we did some pre-reading activities for chapter 2, Into the Darkness. We talked about human rights, defined as those basic standards without which people cannot live with dignity. We brainstormed a list of what we believe are human rights for all people. Tomorrow when we read chapter 2 we will examine the events in the book which are examples of acts against human rights and those responses to the acts.
HOMEWORK: Vocab pictures for new words.
Monday, October 27, 2008
Typing & I Promised I Would Tell...
Today in Humanities, Miss Devine gave each student their own copy of I Promised I Would Tell and a reading journal where they will record their thoughts as they read the book. Before beginning the book, students journaled on the topic of identity and what makes up a person's identity. Students created a double-entry journal as they read chapter one, Fragments of Light, where they recorded aspects of Sonia's identity as well as aspects of their own identity. Students are to finish reading chapter one and finish their double-entry journal for homework.
Students also used the computers today to begin typing the revised draft of their informational article. We will continue typing tomorrow.
HOMEWORK: There is no reading response due tomorrow. Students are to study their SUB words for the vocab quiz tomorrow. They also need to count up the number of pages they read for the week and finish reading chapter one of I Promised I Would Tell. Students also need to complete the double-entry journal about Sonia.
Students also used the computers today to begin typing the revised draft of their informational article. We will continue typing tomorrow.
HOMEWORK: There is no reading response due tomorrow. Students are to study their SUB words for the vocab quiz tomorrow. They also need to count up the number of pages they read for the week and finish reading chapter one of I Promised I Would Tell. Students also need to complete the double-entry journal about Sonia.
Friday, October 24, 2008
Rainy day blues...
Rainy day blues...
Today in Humanities, students finished the revision process by meeting with their peer reviser and discussing the suggestions they made for one another. Then, they did self revision on their own papers. Later, Miss Devine gave out grade sheets so that students would know their grades and understand the assignments they were missing. Students have until NEXT FRIDAY the 31st to turn in any missing work for partial credit. Work not turned in after this date will be a zero. Parents, ask to see your students grade sheets so that you too will be aware of any work your child is missing.
In Social Studies, we previewed the Holocaust memoir that we will begin reading next week- I Promised I Would Tell, by Sonia Weiz.
HOMEWORK: If students have computer access and time this weekend, they can begin typing their informational articles and bring the document saved on a zip drive Monday, as we will be using the class period to type. Students should add up all the pages they have read this school year to be eligible for a POWER READER award. They should also use the weekend to complete any missing work.
*If students would like to purchase their own copy of I Promised I Would Tell so that they can write in it or highlight they can do so by bringing $7 to Miss Devine.
Today in Humanities, students finished the revision process by meeting with their peer reviser and discussing the suggestions they made for one another. Then, they did self revision on their own papers. Later, Miss Devine gave out grade sheets so that students would know their grades and understand the assignments they were missing. Students have until NEXT FRIDAY the 31st to turn in any missing work for partial credit. Work not turned in after this date will be a zero. Parents, ask to see your students grade sheets so that you too will be aware of any work your child is missing.
In Social Studies, we previewed the Holocaust memoir that we will begin reading next week- I Promised I Would Tell, by Sonia Weiz.
HOMEWORK: If students have computer access and time this weekend, they can begin typing their informational articles and bring the document saved on a zip drive Monday, as we will be using the class period to type. Students should add up all the pages they have read this school year to be eligible for a POWER READER award. They should also use the weekend to complete any missing work.
*If students would like to purchase their own copy of I Promised I Would Tell so that they can write in it or highlight they can do so by bringing $7 to Miss Devine.
Thursday, October 23, 2008
Peer revision and Election buzz...
Ms. Cassaro taught Humanities today. Students continued the writing process and today they worked on revision. We defined revision as adding, taking away, changing or rearranging anything in our writing in order to improve it. Students peer-revised each others' papers and will self-revise their papers tomorrow.
Ms. Cassaro continued with a lesson on the role that the House of Representatives and Senate play in shaping the presidency. We discussed the makeup and the responsibilities of the House and the Senate and the current party representation that exists in each. Students later answered questions to demonstrate understanding.
HOMEWORK: Students are homework-free tonight!
Ms. Cassaro continued with a lesson on the role that the House of Representatives and Senate play in shaping the presidency. We discussed the makeup and the responsibilities of the House and the Senate and the current party representation that exists in each. Students later answered questions to demonstrate understanding.
HOMEWORK: Students are homework-free tonight!
Wednesday, October 22, 2008
Complete rough draft/ Holocaust presentation
Today we had a much shorter class schedule due to picture retakes and the whole school picture.
In Humanities, students had time to work on and finish the rough draft of their informational article. Then, Ms. Waldman came in to give a special Holocaust presention, sharing personal testimonial, since her grandparents were Holocaust survivors. Students discussed what they learned.
HOMEWORK: Students should finish the rough draft of their informational article if they did not do so in class. Vocabulary sentences with SUB words.
In Humanities, students had time to work on and finish the rough draft of their informational article. Then, Ms. Waldman came in to give a special Holocaust presention, sharing personal testimonial, since her grandparents were Holocaust survivors. Students discussed what they learned.
HOMEWORK: Students should finish the rough draft of their informational article if they did not do so in class. Vocabulary sentences with SUB words.
Tuesday, October 21, 2008
Quizzing and rough drafting is what we do-
Happy Tuesday to all! Today in Humanities, students took their spelling/vocab quiz on the BENE root words. Then, they received new spelling words for the week. These words are:
SUB= below, under
1. subject-n- one that is placed under the control of another
2. subterranean-adj- below the surface of the earth
3. subsequential-adj- following something
4. submerge-v- to put below the surface of the water
5. subtitle-n- title below the main title
6. subdue-v- to bring under control
7. submit-v- to yield to authority
8. subversiive-adj- going against the government
Students reflected on their writing process and what it means to write a first draft. Miss D modeled using her graphic organizer full of information and turning it into the first draft of the informational article. Then, students began to write their own first drafts.
HOMEWORK: Vocab pictures for the new SUB words. Students may choose to work on their rough drafts, but there will be class time tomorrow to complete them as well.
SUB= below, under
1. subject-n- one that is placed under the control of another
2. subterranean-adj- below the surface of the earth
3. subsequential-adj- following something
4. submerge-v- to put below the surface of the water
5. subtitle-n- title below the main title
6. subdue-v- to bring under control
7. submit-v- to yield to authority
8. subversiive-adj- going against the government
Students reflected on their writing process and what it means to write a first draft. Miss D modeled using her graphic organizer full of information and turning it into the first draft of the informational article. Then, students began to write their own first drafts.
HOMEWORK: Vocab pictures for the new SUB words. Students may choose to work on their rough drafts, but there will be class time tomorrow to complete them as well.
Monday, October 20, 2008
Organizing our notes & Holocaust presentations
Today in Humanities, students used the graphic organizer that they selected to map out the information they have collected for the informational article. If the graphic organizer was not completed in class, it is for homework.
In Social Studies, groups presented their chapter overview posters about the Holocaust while the rest of the class took notes on the timeline of events.
HOMEWORK: Students need to study their BENE words for the vocab quiz tomorrow. They need to count up the number of pages they've read this past week and do a reading response on the book they're reading. Finally, they need to finish the graphic organizer if they did not do so in class.
In Social Studies, groups presented their chapter overview posters about the Holocaust while the rest of the class took notes on the timeline of events.
HOMEWORK: Students need to study their BENE words for the vocab quiz tomorrow. They need to count up the number of pages they've read this past week and do a reading response on the book they're reading. Finally, they need to finish the graphic organizer if they did not do so in class.
Friday, October 17, 2008
Holocaust continued...
Today was Ms. Cassaro's day to teach (and shine).
Students played WORD-O BINGO to review their vocabulary words. Then, the students continued to take notes from their Holocaust article and as a group, created a chart paper poster to teach the class what they learned from their chapter. The groups will present what they learned to the class on Monday.
HOMEWORK: Students have until Monday to turn in the European capitals extra credit sheet if they want to do it.
Students played WORD-O BINGO to review their vocabulary words. Then, the students continued to take notes from their Holocaust article and as a group, created a chart paper poster to teach the class what they learned from their chapter. The groups will present what they learned to the class on Monday.
HOMEWORK: Students have until Monday to turn in the European capitals extra credit sheet if they want to do it.
Thursday, October 16, 2008
Exploring Europe/ Introducing the Holocaust
Thursday is a great day! Really...I feel this way every Thursday!
Today in Humanities, students used atlases to finish coloring and labeling the political map of Europe that we began yesterday. We used these maps to begin talking about Europe's relative location in the world and its' history of power because of this location. We discussed the relative location of various countries, including Germany, the country where the Holocaust began. Then, we began our reading and discussion about the Holocaust. Miss Devine divided the students into reading groups and each group read a chapter about the beginning of the Holocaust and how it came to be. Students highlighted and marked main points in their reading and then as a group, they created a rough draft of a poster to display this information. Tomorrow, the groups will be presenting the information they learned from their reading to the class and we will put together a timeline of this history.
HOMEWORK: Extra credit option- worksheet, labeling capitals of European countries. Students are to finish reading their Holocaust chapter from class and write down the 5 main points of the chapter. They need to bring this to class tomorrow.
Today in Humanities, students used atlases to finish coloring and labeling the political map of Europe that we began yesterday. We used these maps to begin talking about Europe's relative location in the world and its' history of power because of this location. We discussed the relative location of various countries, including Germany, the country where the Holocaust began. Then, we began our reading and discussion about the Holocaust. Miss Devine divided the students into reading groups and each group read a chapter about the beginning of the Holocaust and how it came to be. Students highlighted and marked main points in their reading and then as a group, they created a rough draft of a poster to display this information. Tomorrow, the groups will be presenting the information they learned from their reading to the class and we will put together a timeline of this history.
HOMEWORK: Extra credit option- worksheet, labeling capitals of European countries. Students are to finish reading their Holocaust chapter from class and write down the 5 main points of the chapter. They need to bring this to class tomorrow.
Wednesday, October 15, 2008
Notetaking check & Europe preview
Kudos to Ms. Belloso's flamenco group for their entertaining performance this morning!
Today, Miss Devine met with students individually to grade their notetaking. Then, we discussed which text structure best fit our topic and selected a graphic organizer that we will use to begin organizing our ideas for the informational article.
In Social Studies, we continued to preview the Europe/Holocaust unit by reflecting on our paragraphs about injustice and discussing whether or not it is important to stand up and speak when we see something wrong happening. This is the guiding theme of our unit: Would you have helped? A look at the Jewish Holocaust. We also began to analyze European geography by coloring and labeling a political map of Europe. We will continue with this tomorrow.
HOMEWORK: Vocabulary sentences.
Today, Miss Devine met with students individually to grade their notetaking. Then, we discussed which text structure best fit our topic and selected a graphic organizer that we will use to begin organizing our ideas for the informational article.
In Social Studies, we continued to preview the Europe/Holocaust unit by reflecting on our paragraphs about injustice and discussing whether or not it is important to stand up and speak when we see something wrong happening. This is the guiding theme of our unit: Would you have helped? A look at the Jewish Holocaust. We also began to analyze European geography by coloring and labeling a political map of Europe. We will continue with this tomorrow.
HOMEWORK: Vocabulary sentences.
Tuesday, October 14, 2008
Vocab quiz and more notetaking
Today in Humanities, students took their vocab/spelling quiz over the UN words. Then, they received their new vocabulary words for the week. The vocabulary words for the week are:
Bene= good
1. benediction-n- a blessing
2. beneficiary-n- one who benefits from something
3. benign-adj- showing kindness and gentleness
4. benefaction-n- a gift or donation
5. benefactor-n- one who gives a gift or benefit to someone
6. beneficial-adj- allowing someone to receive an advantage
7. benevolent-adj- marked by goodness or goodwill
8. benefit-v- to receive an advantage
We used the computers and visited the library to continue to gather sources and take notes. Notes from 2 different sources are due tomorrow. Then, we visited the book fair and students had the chance to purchase books. We'll also be visiting the fair on Thursday if students did not bring money today.
HOMEWORK: Vocabulary pictures for this week's BENE words. Bring in notes from 2 sources tomorrow. If you have more than two different sources, that is fine.
Bene= good
1. benediction-n- a blessing
2. beneficiary-n- one who benefits from something
3. benign-adj- showing kindness and gentleness
4. benefaction-n- a gift or donation
5. benefactor-n- one who gives a gift or benefit to someone
6. beneficial-adj- allowing someone to receive an advantage
7. benevolent-adj- marked by goodness or goodwill
8. benefit-v- to receive an advantage
We used the computers and visited the library to continue to gather sources and take notes. Notes from 2 different sources are due tomorrow. Then, we visited the book fair and students had the chance to purchase books. We'll also be visiting the fair on Thursday if students did not bring money today.
HOMEWORK: Vocabulary pictures for this week's BENE words. Bring in notes from 2 sources tomorrow. If you have more than two different sources, that is fine.
Monday, October 13, 2008
Notetaking continued...and Holocaust Unit
Today in Humanities, students had time to continue gathering sources and taking notes. They should be taking notes in the specific format that they chose on Friday. On Wednesday, notes from 3 separate sources are due to Miss Devine.
In the Social Studies portion of class, we began a new unit entitled: "Would you have helped? A look at the Jewish Holocaust." We spent time talking about the overview of the unit and students had time to brainstorm all that they already know about the Holocaust.
HOMEWORK: Students should add up their reading pages for the week, study for their vocab quiz on the UN words, write their reading response and continue to take notes from their sources.
In the Social Studies portion of class, we began a new unit entitled: "Would you have helped? A look at the Jewish Holocaust." We spent time talking about the overview of the unit and students had time to brainstorm all that they already know about the Holocaust.
HOMEWORK: Students should add up their reading pages for the week, study for their vocab quiz on the UN words, write their reading response and continue to take notes from their sources.
Friday, October 10, 2008
More on notetaking and...the ELECTION!
Today in Humanities, students brought in the notes they took last night from their source. Students visited "the museum of notes" to observe each other's notetaking styles. We noticed that some students wrote their notes in bullet points, while others wrote in paragraph form and others used webbing. We discussed the fact that there are several acceptable styles of taking notes and that some students are more comfortable with some styles than others. Miss Devine went over 5 main notetaking styles- notecards, the Cornell method, the Cambridge method, webbing and outlining. Students' homework this weekend is to take the notes that they have already taken and rewrite them in using the notetaking method of their choice.
Mrs. Cassaro then taught an election-related lesson where students discussed the electoral college and how it works. Then, they evaluated the election results of previous elections using electoral college data. They used this data to make predictions and share ideas about the current election.
HOMEWORK: Students should continue to collect sources for their topic and they should rewrite the notes that they've already taken in one of the 5 forms that Miss D presented in class. Bring sources and rewritten notes on Monday.
Mrs. Cassaro then taught an election-related lesson where students discussed the electoral college and how it works. Then, they evaluated the election results of previous elections using electoral college data. They used this data to make predictions and share ideas about the current election.
HOMEWORK: Students should continue to collect sources for their topic and they should rewrite the notes that they've already taken in one of the 5 forms that Miss D presented in class. Bring sources and rewritten notes on Monday.
Thursday, October 9, 2008
Taking good notes...
Today in Humanities, Mrs. Cassaro taught a lesson on taking notes, the next step in the research process. We talked about the characteristics of good notetaking and then we practiced highlighting and taking good notes from an informational article. We concluded that good notes:
-summarize the important information
-are neat and orderly
-are easy to read
-get the main ideas
-do not plagarize
-stay on topic
-can be in any form as long as they follow the above criteria
Then, students took out one of sources that they had collected for their topic and took notes from this source.
HOMEWORK: Students are to write a sentence with each of this week's vocabulary words. They are to bring in tomorrow at least a 1/2 page of notes taken from their source.
-summarize the important information
-are neat and orderly
-are easy to read
-get the main ideas
-do not plagarize
-stay on topic
-can be in any form as long as they follow the above criteria
Then, students took out one of sources that they had collected for their topic and took notes from this source.
HOMEWORK: Students are to write a sentence with each of this week's vocabulary words. They are to bring in tomorrow at least a 1/2 page of notes taken from their source.
Wednesday, October 8, 2008
Vocabulary and research
Today in Humanities, students took their vocabulary/spelling quiz over the ANTI/CONTRA words. Then, they copied their new vocabulary words for the week. These words are:
UN=not
1. unkempt-adj- not neat, messy
2. unruly-adj- not ruled or disciplined
3. unspeakable-adj- incapable of being expressed in words
4. unbalanced-adj- not balanced
5. uneasy-adj- marked by lack of ease, awkward
6. unashamed-adj- without shame or guilt
7. unavoidable-adj- not able to be avoided
8. unfold-v- to become known
Students also selected 5 items from the Humanities section of their binder to showcase in their portfolio and they added these to their file.
Then, students had the opportunity to use the laptops and go to the media center to do research for their informational article topic. Students printed articles and set aside books that they could use to gather information to answer their research question. Students should have a source with them when they come to class tomorrow.
HOMEWORK: Draw the vocabulary pictures for the new words. Bring a source with you to class tomorrow.
UN=not
1. unkempt-adj- not neat, messy
2. unruly-adj- not ruled or disciplined
3. unspeakable-adj- incapable of being expressed in words
4. unbalanced-adj- not balanced
5. uneasy-adj- marked by lack of ease, awkward
6. unashamed-adj- without shame or guilt
7. unavoidable-adj- not able to be avoided
8. unfold-v- to become known
Students also selected 5 items from the Humanities section of their binder to showcase in their portfolio and they added these to their file.
Then, students had the opportunity to use the laptops and go to the media center to do research for their informational article topic. Students printed articles and set aside books that they could use to gather information to answer their research question. Students should have a source with them when they come to class tomorrow.
HOMEWORK: Draw the vocabulary pictures for the new words. Bring a source with you to class tomorrow.
Tuesday, October 7, 2008
What's reliable? and GEO test!
Welcome back! I hope everyone enjoyed the day off yesterday.
Today in Humanities, we continued the learning process in becoming researchers. We discussed "reliable versus non-reliable sources" and determined how to distinguish the difference between the two. We defined reliable as meaning "you can count on it or trust it." Students compared and contrasted two separate sources for Miss D's topic of UFO's and helped her decide which source was reliable and which source was not. Then, we made a list of questions that we can ask ourselves in order to determine whether a source is reliable or not. Some of these questions were:
1. How does the author know about the topic?
2. How old is the author?
3. Where is this information from (for example, WHAT internet site)? Is it a credible place?
4. Does the source look professional?
5. What types of words and vocabulary does the source use?
6. Does the source seem well-written and well-thought-out?
In the Social Studies portion of class, students took their GEOGRAPHY test.
HOMEWORK: There is no reading response due tomorrow. Students are clear for the week! Tonight, they must count up the number of pages they've read, study for their vocab quiz over the CONTRA words and find an example of a reliable and not reliable source for their topic. They need to bring these example sources to class tomorrow.
Today in Humanities, we continued the learning process in becoming researchers. We discussed "reliable versus non-reliable sources" and determined how to distinguish the difference between the two. We defined reliable as meaning "you can count on it or trust it." Students compared and contrasted two separate sources for Miss D's topic of UFO's and helped her decide which source was reliable and which source was not. Then, we made a list of questions that we can ask ourselves in order to determine whether a source is reliable or not. Some of these questions were:
1. How does the author know about the topic?
2. How old is the author?
3. Where is this information from (for example, WHAT internet site)? Is it a credible place?
4. Does the source look professional?
5. What types of words and vocabulary does the source use?
6. Does the source seem well-written and well-thought-out?
In the Social Studies portion of class, students took their GEOGRAPHY test.
HOMEWORK: There is no reading response due tomorrow. Students are clear for the week! Tonight, they must count up the number of pages they've read, study for their vocab quiz over the CONTRA words and find an example of a reliable and not reliable source for their topic. They need to bring these example sources to class tomorrow.
Friday, October 3, 2008
What's a bibliography? and....GEO-Jeopardy!
Friday feels soooo good! Yeah!
Today in Humanities, students continued their work as researchers by evaluating different types of sources. We used a bibliography template sheet to practice finding and citing the necessary information in each source in order to complete a bibliography. Students evaluated books, website articles, encyclopedias, articles from online encyclopedias, magazine articles and newspaper articles.
In Social Studies, we reviewed the Geography terms for the test we will have on Tuesday. Then, we played Geography Jeopardy.
WEEKEND HOMEWORK: Study for your Geography test on Tuesday. Use the review sheet Miss Devine provided. Begin looking for sources for your informational article and if you can, bring them in next week. Enjoy your Monday off!
Today in Humanities, students continued their work as researchers by evaluating different types of sources. We used a bibliography template sheet to practice finding and citing the necessary information in each source in order to complete a bibliography. Students evaluated books, website articles, encyclopedias, articles from online encyclopedias, magazine articles and newspaper articles.
In Social Studies, we reviewed the Geography terms for the test we will have on Tuesday. Then, we played Geography Jeopardy.
WEEKEND HOMEWORK: Study for your Geography test on Tuesday. Use the review sheet Miss Devine provided. Begin looking for sources for your informational article and if you can, bring them in next week. Enjoy your Monday off!
Thursday, October 2, 2008
Research sources & current events
Today in Humanities, students began the class by voting for the class design that they would like for our new class layout. Then, they became researchers. We talked about sources and the differences between primary and secondary sources, listing examples of each. We discussed bibliographies and made a list of sources students could use to help them gather information for their topic. If students did not complete this list it is for homework. We will begin to analyze different types of sources tomorrow.
In Social Studies, Ms. Cassaro taught a lesson with the current events that students brought in for homework. Students broke off into groups to discuss their current events and then decided which event (locally, nationally and internationally) had the most impact on their lives. Students decided in each class which event was most meaningful to them and why. Students then did a current event scavenger hunt to search for specific information in the current event text.
HOMEWORK: 6B needs to complete the list of sources that will help in their research and complete the current event scavenger hunt sheet from Ms. Cassaro. 6A has the extra credit option of doing the current event scavenger hunt for Ms. C.
In Social Studies, Ms. Cassaro taught a lesson with the current events that students brought in for homework. Students broke off into groups to discuss their current events and then decided which event (locally, nationally and internationally) had the most impact on their lives. Students decided in each class which event was most meaningful to them and why. Students then did a current event scavenger hunt to search for specific information in the current event text.
HOMEWORK: 6B needs to complete the list of sources that will help in their research and complete the current event scavenger hunt sheet from Ms. Cassaro. 6A has the extra credit option of doing the current event scavenger hunt for Ms. C.
Wednesday, October 1, 2008
IA topics and Geo review
"Homework, oh homework I hate you, you stink.
I wish I could wash you away in the sink.
If only a bomb would explode you to bits,
homework oh homework you're giving me fits."
-from Homework You Stink, a poem by Jack Prelutsky
Oh, isn't that just how it feels sometimes? Well, today in Humanities, Miss Devine finished meeting with all students about their informational article topic. Then, students decided on the research questions they hope to answer during their research. Parents, ask your children what they plan to research for this project. There certainly are some interesting and unique topics.
In Social Studies, students received a study guide for their Geography test which will be on Tuesday. Students worked on the review sheet and what ever work they did not finish in class is homework tonight. We will go over the review sheet on Friday.
GEOGRAPHY REVIEW: For the test on Tuesday, students are expected to know the following terms: absolute location, distortion, map projection, relative location, map title, compass, legend, map grid, cardinal directions, intermediate directions, grid coordinates, longitude, latitude, map scale, equator, prime meridian, continent, hemisphere, earth's rotation, earth's revolution, tropical zones, polar zones, temperate zones.
They must also be able to label the following on a world map: the 7 continents, 4 main oceans, 4 hemispheres, the equator and the prime meridian and be able to locate a continent based on longitude and latitude coordinates.
On a smaller scale map they must be able to label: the map title, map grid, grid coordinates, compass rose, map scale and legend.
On a city map, the must be able to: state the relative location of a place, provide directions from one place to the next using streets, and describe the approximate distance from one place to the next using the map scale.
HOMEWORK Tonight: Finish the Geography review sheet. Write sentences with the new vocab words. Make sure you bring in your current event and reflection tomorrow!
I wish I could wash you away in the sink.
If only a bomb would explode you to bits,
homework oh homework you're giving me fits."
-from Homework You Stink, a poem by Jack Prelutsky
Oh, isn't that just how it feels sometimes? Well, today in Humanities, Miss Devine finished meeting with all students about their informational article topic. Then, students decided on the research questions they hope to answer during their research. Parents, ask your children what they plan to research for this project. There certainly are some interesting and unique topics.
In Social Studies, students received a study guide for their Geography test which will be on Tuesday. Students worked on the review sheet and what ever work they did not finish in class is homework tonight. We will go over the review sheet on Friday.
GEOGRAPHY REVIEW: For the test on Tuesday, students are expected to know the following terms: absolute location, distortion, map projection, relative location, map title, compass, legend, map grid, cardinal directions, intermediate directions, grid coordinates, longitude, latitude, map scale, equator, prime meridian, continent, hemisphere, earth's rotation, earth's revolution, tropical zones, polar zones, temperate zones.
They must also be able to label the following on a world map: the 7 continents, 4 main oceans, 4 hemispheres, the equator and the prime meridian and be able to locate a continent based on longitude and latitude coordinates.
On a smaller scale map they must be able to label: the map title, map grid, grid coordinates, compass rose, map scale and legend.
On a city map, the must be able to: state the relative location of a place, provide directions from one place to the next using streets, and describe the approximate distance from one place to the next using the map scale.
HOMEWORK Tonight: Finish the Geography review sheet. Write sentences with the new vocab words. Make sure you bring in your current event and reflection tomorrow!
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