Focus: Ancient Americas
Class work: Video, Ancient American civilizations,
Worksheet.
Homework: No Homework!
Remember Projects are due next Friday!
Friday, October 31, 2008
6th Grade World Geography
Focus: Canada, geography and culture
Classwork: Video: Geography and culture of Canada,
"Look and Learn" 10 question worksheet.
Homework: Project due on Monday!!!
7th Period----Enjoy the Carnival
Thursday, October 30, 2008
7th Grade World History
Focus: Ancient America---The Olmec
Classwork: (1) PowerPoint/notes
(2) Work sheet--individual work
(3) Draw an Olmec head sculpture
Homework: Finish your drawing of an Olmec head sculpture
Due: Friday (Monday for 6th period)
6th Grade World Geography
Focus: Canada, chapter 5, Section 3
Classwork: Guided reading text p.128-131.
Guided Reading work book p. 36-37
Vocabulary worksheet---
Homework: Projects due Monday!!
Vocabulary worksheet due Monday!
Classwork: Guided reading text p.128-131.
Guided Reading work book p. 36-37
Vocabulary worksheet---
Homework: Projects due Monday!!
Vocabulary worksheet due Monday!
Wednesday, October 29, 2008
7th Grade World History
Focus: Ancient America-- Chavin, Nazca, and Moche civilizations of Peru--1200 BCE-900 CE.
Classwork: Students take notes from PowerPoint presentation. Class discussion.--look at examples of art, textiles an slides of the Nazca lines in the desert.
Students complete worksheet, Individual work.
Worksheet due at the end of class. Examples of Nazca lines--note scale!
Homework: Nazca art. Reproduce one of the examples of the Nazca line drawings in the desert. Use a blank sheet of notepaper for this assignment.
6th Grade World Geography
Focus: Canada-- Chapter 5, Section 2
Classwork: Students read along with the text book. Class Q and A---compare and contrast the governments of Canada and the United States.
Complete work book pages 34-35.
Homework: If not finished in class finish work book pages 34-35.
Classwork: Students read along with the text book. Class Q and A---compare and contrast the governments of Canada and the United States.
Complete work book pages 34-35.
Homework: If not finished in class finish work book pages 34-35.
Tuesday, October 28, 2008
7th Grade World History
Focus: Ancient American Civilizations -- chapter 9 in Ancient Civilization textbook.
Classwork: Notes/PowerPoint -- Geography of the Americas, contrasting the climate and physical geography of North and South America.
Homework: No written homework.-----review material covered in class.
Classwork: Notes/PowerPoint -- Geography of the Americas, contrasting the climate and physical geography of North and South America.
Homework: No written homework.-----review material covered in class.
6th Grade World Geography
Focus: Canada -- Chapter 5, section 1
Class work: Read text section in class, Class discussion comparing Canadian government and society with U.S.
Complete Work book pages (pages correspond to Chapter 5, Section 1)
Homework: No written homework---review section in text.
Class work: Read text section in class, Class discussion comparing Canadian government and society with U.S.
Complete Work book pages (pages correspond to Chapter 5, Section 1)
Homework: No written homework---review section in text.
Friday, October 24, 2008
7th Grade World History
Focus: African Kingdoms--Kush, Nubia, Aksum, The Nok, and Bantu migrations
Classwork: Chapter 6 crossword,
Response Card practice quiz--one on one challenge.
Computer flip cards.
Homework: Study for chapter 6 test on Monday.
Keep your crossword puzzle study guide to help you study. Turn in cross word with your test on Monday for extra credit! Remember you must turn it in with your test paper and your name must be on it in order to get the extra credit.
Classwork: Chapter 6 crossword,
Response Card practice quiz--one on one challenge.
Computer flip cards.
Homework: Study for chapter 6 test on Monday.
Keep your crossword puzzle study guide to help you study. Turn in cross word with your test on Monday for extra credit! Remember you must turn it in with your test paper and your name must be on it in order to get the extra credit.
6thGrade World Geography
Focus: Chapter 4 Review
Class work: Study guide---- completed study guides can be turned in with your quiz paper on Monday for an extra credit grade!!
Homework: Use your study guide you completed in class to help you review all of chapter 4. Remember to get the extra credit for your study guide you must turn it in with your test---and you must have your name on it at the time!
Chapter 4 test on Monday..
Note: after 7th period class I found 5 study guides left behind in the classroom. None of the study guides had a name on them. Unfortunately those students will not have the benefit of the study guide to help them prepare for the test. But, you can still use your text book and also your reading study guide work book!!!
Class work: Study guide---- completed study guides can be turned in with your quiz paper on Monday for an extra credit grade!!
Homework: Use your study guide you completed in class to help you review all of chapter 4. Remember to get the extra credit for your study guide you must turn it in with your test---and you must have your name on it at the time!
Chapter 4 test on Monday..
Note: after 7th period class I found 5 study guides left behind in the classroom. None of the study guides had a name on them. Unfortunately those students will not have the benefit of the study guide to help them prepare for the test. But, you can still use your text book and also your reading study guide work book!!!
Wednesday, October 22, 2008
7th Grade World History
Focus: African Kingdoms, the Kingdom of Aksum
Class work: Pop Quiz! --a brief 4 question quiz covering yesterday's lesson and vocabulary!
Read from text and listen to study guide. Students learned about the kingdom situated in the Horn of Africa which includes parts of modern day Ethiopia and Eritrea---its achievements and spread--the conversion of king Ezana in the 7th century CE.----Individual work completing worksheet packet.
Finished?
Review vocabulary
Read African Mask project directions. (See a copy of the directions on the post labeled" African Mask Project Directions."
Home work: Get the project directions sheet signed by parent/guardian and return to school tomorrow!
6th Grade World Geography
Focus: Economy of the United States.
Class work: Reading study guide p. 26-27. Students answer questions as a group. Class discussion on market economy, factors of production and difference between goods and services.
Home work: Answer work sheet on the Economy. Due tomorrow--you can use your work book AND your text book pages 102-107 to help you.
Class work: Reading study guide p. 26-27. Students answer questions as a group. Class discussion on market economy, factors of production and difference between goods and services.
Home work: Answer work sheet on the Economy. Due tomorrow--you can use your work book AND your text book pages 102-107 to help you.
7th Grade World History--African Mask Directions
Directions for African Mask project:
Mask Project/Research-- Due: Friday, November 7th. 2008.
(Your grade will be made up as follows: 40% research and 60% your mask)
Look through the following websites to find the mask you wish to re-create and research. When you have completed your research you will make or recreate the mask of your choice. On a separate sheet of paper, do the following:
1.
Write down the URL where you found the mask.
2.
If the mask has a name, write it down.
3.
Describe how the mask looks like (color, size, design, features). Write in complete sentences.
4.
Draw a sketch of the mask you choose. Make sure to include features and colors.
http://www.dia.org/collections/aonwc/africanart/1988.193.html
http://www.culturekiosque.com/art/exhibiti/masks.htm
http://cti.itc.virginia.edu/~bcr/African_Mask.html
http://www.arttribal.com/
Now that you found your mask, you will need to look for and gather information about the tribe where your mask is from. Answer the following questions in your research:
1.
What tribe is this mask from? (5 points)
2.
Where is this tribe located in Africa? (Name the country and village/city. (5 points)
3.
Find out more about the location of the tribe. What is the climate like? Is the area located near a body of water, mountains, desert, etc.? What is the population?
(5 points)
4.
Find more facts about your tribe. For example, you might find information about the history of the tribe, lifestyle, language, worship, etc. (5 points)
http://www.zyama.com/
http://users.telenet.be/african-shop/mask-information.htm
Materials (the following are possible suggestions for material you might use—you can also use paper mache if you wish, and remember you will need materials for decoration.)
newspaper and brown paper bags, card or cardboard
wall paper paste
masking tape
file folders/cardboard
paint (various colors)
glue, scissors,
varnish
feathers (varies)
rope (varies), straw
raffia (varies)
beads (varies)
other adornments
Your projectTo make your project complete, you need to produce a write-up of your tribe and the mask.
Your written piece is comprised of 2 main parts:
1.
Location- Write 1 paragraph that describes the country where your ethnic group is located. Include the geographical information and interesting facts. (10 points)
2.
Ceremonial Use- Write 1 paragraph that describes your ethnic group and the use of the mask. (10 points)
Example
Please sign and date the following to show you have read and understand the directions and the due date.
Student name/signature_________________________________, Date, _______________________
Parent/guardian name/signature ___________________________, Date, ______________________
Mask Project/Research-- Due: Friday, November 7th. 2008.
(Your grade will be made up as follows: 40% research and 60% your mask)
Look through the following websites to find the mask you wish to re-create and research. When you have completed your research you will make or recreate the mask of your choice. On a separate sheet of paper, do the following:
1.
Write down the URL where you found the mask.
2.
If the mask has a name, write it down.
3.
Describe how the mask looks like (color, size, design, features). Write in complete sentences.
4.
Draw a sketch of the mask you choose. Make sure to include features and colors.
http://www.dia.org/collections/aonwc/africanart/1988.193.html
http://www.culturekiosque.com/art/exhibiti/masks.htm
http://cti.itc.virginia.edu/~bcr/African_Mask.html
http://www.arttribal.com/
Now that you found your mask, you will need to look for and gather information about the tribe where your mask is from. Answer the following questions in your research:
1.
What tribe is this mask from? (5 points)
2.
Where is this tribe located in Africa? (Name the country and village/city. (5 points)
3.
Find out more about the location of the tribe. What is the climate like? Is the area located near a body of water, mountains, desert, etc.? What is the population?
(5 points)
4.
Find more facts about your tribe. For example, you might find information about the history of the tribe, lifestyle, language, worship, etc. (5 points)
http://www.zyama.com/
http://users.telenet.be/african-shop/mask-information.htm
Materials (the following are possible suggestions for material you might use—you can also use paper mache if you wish, and remember you will need materials for decoration.)
newspaper and brown paper bags, card or cardboard
wall paper paste
masking tape
file folders/cardboard
paint (various colors)
glue, scissors,
varnish
feathers (varies)
rope (varies), straw
raffia (varies)
beads (varies)
other adornments
Your projectTo make your project complete, you need to produce a write-up of your tribe and the mask.
Your written piece is comprised of 2 main parts:
1.
Location- Write 1 paragraph that describes the country where your ethnic group is located. Include the geographical information and interesting facts. (10 points)
2.
Ceremonial Use- Write 1 paragraph that describes your ethnic group and the use of the mask. (10 points)
Example
Please sign and date the following to show you have read and understand the directions and the due date.
Student name/signature_________________________________, Date, _______________________
Parent/guardian name/signature ___________________________, Date, ______________________
6th Grade World Geography-Directions: 3 branches of government poster project
Directions for 3 branches of government poster project:
6th Grade World Geography---The Government of the United States 10/20/08, Due Monday 11/03/08
Students will work individually to create a poster explaining the three branches of government. Project is due Monday, November 3rd, 2008.
You are going to make a poster (not a 3 sided display board) no larger than 24” X 36” illustrating and explaining the 3 branches of government.
1. Your poster must include a title “The three branches of government.”(10 points)
2. Include one illustration ( hand drawn and colored or printed) for each of the three branches of government; the Executive, The Legislative, and The Judicial.(20 points)
2. Label each of the three branches clearly.(10 points)
3. State the function of each branch (for example the judicial branch decides if laws agree with the U.S. Constitution.(25 points)
4. Show how each branch is related to the other two. You can use a diagram, a written description or a chart to show this relationship.
(20 points)
5. Make your poster clear, colorful, and neat—so that it is easy to read the information, and visually pleasing to look at. (15 points).
6. Please sign and return the section below to show you have read the directions and understand the requirements and the due date.
Please cut along the line and return the section below.
I have read and understood the directions for making the poster “Three branches of government.” I understand this project is due Monday, November 3rd 2008.
Student Signature______________________________, Date___________
Parent Signature_______________________________, Date___________
Please return this form to Ms. Shubrick by Wednesday, October 22, 2008.
6th Grade World Geography---The Government of the United States 10/20/08, Due Monday 11/03/08
Students will work individually to create a poster explaining the three branches of government. Project is due Monday, November 3rd, 2008.
You are going to make a poster (not a 3 sided display board) no larger than 24” X 36” illustrating and explaining the 3 branches of government.
1. Your poster must include a title “The three branches of government.”(10 points)
2. Include one illustration ( hand drawn and colored or printed) for each of the three branches of government; the Executive, The Legislative, and The Judicial.(20 points)
2. Label each of the three branches clearly.(10 points)
3. State the function of each branch (for example the judicial branch decides if laws agree with the U.S. Constitution.(25 points)
4. Show how each branch is related to the other two. You can use a diagram, a written description or a chart to show this relationship.
(20 points)
5. Make your poster clear, colorful, and neat—so that it is easy to read the information, and visually pleasing to look at. (15 points).
6. Please sign and return the section below to show you have read the directions and understand the requirements and the due date.
Please cut along the line and return the section below.
I have read and understood the directions for making the poster “Three branches of government.” I understand this project is due Monday, November 3rd 2008.
Student Signature______________________________, Date___________
Parent Signature_______________________________, Date___________
Please return this form to Ms. Shubrick by Wednesday, October 22, 2008.
Tuesday, October 21, 2008
7th Grade World History
Focus: African Kingdoms; Nubia and Kush
Classwork: Students work individually to complete work sheet packet.
Working in your group match vocabulary/definition cards for the following words: cavalry, chariot, griot, trading-hub, terrace, smelting, migration,
Write the words and definitions in your journal.
Home work: No written homework---students should always review material covered in class.
Coming soon!!!! Exciting African Mask Project!!!!! Watch this space----and your class for details!!
Classwork: Students work individually to complete work sheet packet.
Working in your group match vocabulary/definition cards for the following words: cavalry, chariot, griot, trading-hub, terrace, smelting, migration,
Write the words and definitions in your journal.
Home work: No written homework---students should always review material covered in class.
Coming soon!!!! Exciting African Mask Project!!!!! Watch this space----and your class for details!!
6th Grade World Geography
Focus: Government of the United States
Classwork: Review of homework for last night--students completed a chart showing the functions of the 3 branches of government and their relationship to each other.
Complete work book pages 24-25.
Introduction to the U.S. economy--class discussion, question and answer.
Homework: Remember to get your project directions signed and return the bottom portion to school tomorrow, Wednesday!!!
Remember its never too early to get started on your poster project!
Monday, October 20, 2008
7th Grade World History
Focus: African kingdoms of Nubia and Kush--Chapter 6, Lesson 1
Classwork: Students read the lesson in the text book, while listening to the study guide on CD.
Write vocabulary and definitions in journal.
Complete sequence chart for Kingdom of Kush.
Students learn about another great civilization on the southern section of the Nile river--the kingdom of Kush covers parts of modern day Sudan and Egypt.
Homework: Students should review African kingdoms in their Human Heritage textbook.
Classwork: Students read the lesson in the text book, while listening to the study guide on CD.
Write vocabulary and definitions in journal.
Complete sequence chart for Kingdom of Kush.
Students learn about another great civilization on the southern section of the Nile river--the kingdom of Kush covers parts of modern day Sudan and Egypt.
Homework: Students should review African kingdoms in their Human Heritage textbook.
6th Grade World Geography
Focus: U.S. Government--a Constitutional Democracy--
Classwork: Students as a class read Chapter 4, Section 2--learning about the Charters of Freedom, the constitution, and the 3 branches of government. Followed by question and answer and class discussion.
Homework: Use the chart you were given in class--representing the 3 branches of government, write the function of each branch (what each branch does) on the chart on the lines outlining each section.
Due: tomorrow, Tuesday.
Poster Project.
Students will complete a project which involves making a poster to represent the 3 branches of government. 7th period got their directions and rubric today. 3rd period will get theirs' tomorrow. ----Please note students and parents/guardians need to sign the bottom portion of the directions and return it to class. Due date, Monday November 3rd, 2008. Students will work indivudually on this project.
Classwork: Students as a class read Chapter 4, Section 2--learning about the Charters of Freedom, the constitution, and the 3 branches of government. Followed by question and answer and class discussion.
Homework: Use the chart you were given in class--representing the 3 branches of government, write the function of each branch (what each branch does) on the chart on the lines outlining each section.
Due: tomorrow, Tuesday.
Poster Project.
Students will complete a project which involves making a poster to represent the 3 branches of government. 7th period got their directions and rubric today. 3rd period will get theirs' tomorrow. ----Please note students and parents/guardians need to sign the bottom portion of the directions and return it to class. Due date, Monday November 3rd, 2008. Students will work indivudually on this project.
Wednesday, October 15, 2008
7th Grade World History
Focus: Death and mummification in Egypt
Classwork: students watched the video and answered questions to accompany it.
Homework: none!
One of my 6th grade classes won the popcorn and a movie day for the best behavior record over the nine week grading period.
7th grade 1st period were close, followed by 7th grade 4th period, 6th grade 7th period and last of all 7th grade 6th period.
Well done to the top two----6th period try a lot harder next grading period!!!
Classwork: students watched the video and answered questions to accompany it.
Homework: none!
One of my 6th grade classes won the popcorn and a movie day for the best behavior record over the nine week grading period.
7th grade 1st period were close, followed by 7th grade 4th period, 6th grade 7th period and last of all 7th grade 6th period.
Well done to the top two----6th period try a lot harder next grading period!!!
6th Grade World Geography
Focus: 3rd Period---won a movie and popcorn day!
7th period video on Egyptian mummies!
Classwork: 3rd period----way to go guys!!!!! Watched the Emperor's New Groove and enjoyed their popcorn treat!
7th period also got to do a special activity--watch a video about mummies in Ancient Egypt while they answered questions.
Homework: None!
3rd period won the movie and popcorn day because they have the best classroom behavior record for this nine week grading period. They received the fewest Nole Notes and were the all round best for behavior and turning in their work!---Ms. Shubrick keeps check every week of how every class period is performing.
Tuesday, October 14, 2008
7th Grade World History
Focus: Quiz
Class work: Chapter 5, Ancient Egypt quiz
Students read sources from class library-- engage in vocabulary and geography practice at www.freerice.com where students can practice their vocabulary and donate rice to the U.N. World Food Program.
Homework: No homework tonight!
Class work: Chapter 5, Ancient Egypt quiz
Students read sources from class library-- engage in vocabulary and geography practice at www.freerice.com where students can practice their vocabulary and donate rice to the U.N. World Food Program.
Homework: No homework tonight!
6th Grade World Geography
Focus: Quiz
Classwork: Quiz ( 1o questions + bonus question, multiple choice)
student engage in vocabulary and geography practice at www.freerice.com entering correct answers at this website students can also donate grains of rice to the United Nations World Food Program.
By the end of school today students had donated almost 30,000 grains of rice, and improved their vocabulary! Way to go Ms. Shubrick's 6th Graders!
Homework: No homework tonight!
Classwork: Quiz ( 1o questions + bonus question, multiple choice)
student engage in vocabulary and geography practice at www.freerice.com entering correct answers at this website students can also donate grains of rice to the United Nations World Food Program.
By the end of school today students had donated almost 30,000 grains of rice, and improved their vocabulary! Way to go Ms. Shubrick's 6th Graders!
Homework: No homework tonight!
Friday, October 10, 2008
7th Grade World History
Focus: Ancient Egypt, Chapter 5 Vocabulary Quiz!
Class work: Vocabulary Quiz
!!!!!!!Extra Credit Opportunity!!!!!!!
After the vocabulary quiz students have the opportunity to take an extra credit quiz.
Egypt cross word puzzle.----independent work followed by group work and answer verification.
www.ancientegypt.co.uk --- class room library ---- independent reading.
Homework: Study for Ancient Egypt quiz next Tuesday!!!!!!
Class work: Vocabulary Quiz
!!!!!!!Extra Credit Opportunity!!!!!!!
After the vocabulary quiz students have the opportunity to take an extra credit quiz.
Egypt cross word puzzle.----independent work followed by group work and answer verification.
www.ancientegypt.co.uk --- class room library ---- independent reading.
Homework: Study for Ancient Egypt quiz next Tuesday!!!!!!
6th Grade World Geography
Focus: United States today.
Class work: Complete the 12 point study guide for Chapter 4, Section 1. Students work independently, they check and verify information with their group.
Vocabulary matching activity: match vocabulary words and definitions, then organize words into a concept map of related words.
Reading from classroom library; geography games on computer.
Home Work: Take home your study guide and use it to help you prepare for the Chapter 4, Section 1 quiz on Tuesday.
After class I noticed several students left their study guides behind in the classroom. Unfortunately some of them are without names---after all the good work completing the guide some students will be without their study guides to help them.
Class work: Complete the 12 point study guide for Chapter 4, Section 1. Students work independently, they check and verify information with their group.
Vocabulary matching activity: match vocabulary words and definitions, then organize words into a concept map of related words.
Reading from classroom library; geography games on computer.
Home Work: Take home your study guide and use it to help you prepare for the Chapter 4, Section 1 quiz on Tuesday.
After class I noticed several students left their study guides behind in the classroom. Unfortunately some of them are without names---after all the good work completing the guide some students will be without their study guides to help them.
Thursday, October 9, 2008
7th Grade World History
Focus: Ancient Egypt, Religion, gods and goddesses
Class Work: Each student got to pick a god or goddess, find out how they were depicted in art, how to write their name in hieroglyphs, and learn what was their job or function in Egyptian mythology.
When they had completed their research students wrote the information with illustrations on each of the 4 sides of a paper pyramid they assembled during class.
Homework: Complete pyramid and turn it in tomorrow: the pyramid should show the following: illustration of the god/goddess, name in hieroglyphs, name in English, description of job or function, color.
Vocabulary quiz Friday.
Class Work: Each student got to pick a god or goddess, find out how they were depicted in art, how to write their name in hieroglyphs, and learn what was their job or function in Egyptian mythology.
When they had completed their research students wrote the information with illustrations on each of the 4 sides of a paper pyramid they assembled during class.
Homework: Complete pyramid and turn it in tomorrow: the pyramid should show the following: illustration of the god/goddess, name in hieroglyphs, name in English, description of job or function, color.
Vocabulary quiz Friday.
6th Grade World Geography
Focus: United States today, citizenship,rights and responsibilities.
Class Work: 3rd period students made a "Culture Salad" by drawing a bowl and placing in it items from our culture which were exclusively American (4th of July, and Thanksgiving) and also some cultural traditions from other countries such as food from China and Mexico, and Hallowe'en traditions from Ireland.
The class engaged in a lively, and at times passionate debate about the true nature of equal opportunity and how sometimes its hard for us to balance our responsibilities as citizens with our rights and in particular the rights of others!
7th Period students--completed the Chapter 4, Section 1 Assessment. Unfortunately they missed out on the culture salad activity.
Home work: Complete your "culture salad" if you didn't complete it in class! Turn it in tomorrow.
Tuesday: Quiz on Chapter 4 Sections 1 and 2.
Class Work: 3rd period students made a "Culture Salad" by drawing a bowl and placing in it items from our culture which were exclusively American (4th of July, and Thanksgiving) and also some cultural traditions from other countries such as food from China and Mexico, and Hallowe'en traditions from Ireland.
The class engaged in a lively, and at times passionate debate about the true nature of equal opportunity and how sometimes its hard for us to balance our responsibilities as citizens with our rights and in particular the rights of others!
7th Period students--completed the Chapter 4, Section 1 Assessment. Unfortunately they missed out on the culture salad activity.
Home work: Complete your "culture salad" if you didn't complete it in class! Turn it in tomorrow.
Tuesday: Quiz on Chapter 4 Sections 1 and 2.
Wednesday, October 8, 2008
7th Grade World History
Focus: Egyptian New Kingdom Pharaohs Akenaton and Queen Nefertiti, King Tut, and
Ramses II.
Class Work: (1) Take notes from the PowerPoint presentation
(2) Complete work sheet.
(3) Use class room resources to research 3 facts about any one of the historical figures you learned about today--such as how did Akenaton die? How do we know about Queen Nefertiti?
Home Work: Complete worksheet if not already finished in class. Due at the beginning of class tomorrow.
6thGrade World Geography
Focus: The United States today, citizenship rights and responsibilities. Chapter 3, Section 1
Class Work: Students took notes from the PowerPoint in their composition books and engaged in class discussion on the concepts of citizenship, rights, equal opportunity,discrimination.
Home work: Complete pages 22-24 in the work book.----reinforcing concepts from class.
Tomorrow students will make a "cultural salad" showing elements from the different cultures and traditions in the U.S.
Class Work: Students took notes from the PowerPoint in their composition books and engaged in class discussion on the concepts of citizenship, rights, equal opportunity,discrimination.
Home work: Complete pages 22-24 in the work book.----reinforcing concepts from class.
Tomorrow students will make a "cultural salad" showing elements from the different cultures and traditions in the U.S.
Tuesday, October 7, 2008
7th Grade World History
Focus: Egypt, New Kingdom, the reign of Hatshepsut.
Class Work: Vocabulary/definition matching activity
Students take Cornell style notes in their composition books from PowerPoint presentation.
Students create their own obelisk inscriptions--using Egyptian symbols, hieroglyphs, and their own drawing to depict an event of importance either from their own life or in public life such as sport, politics.
Home work: Students who did not complete their obelisk in class should complete it for homework. the obelisk should contain the ankh symbol, the eye of Horus symbol, their own name in hieroglyphs, and a drawing representing a significant event in their own life or world. The finished product should be colored.
Class Work: Vocabulary/definition matching activity
Students take Cornell style notes in their composition books from PowerPoint presentation.
Students create their own obelisk inscriptions--using Egyptian symbols, hieroglyphs, and their own drawing to depict an event of importance either from their own life or in public life such as sport, politics.
Home work: Students who did not complete their obelisk in class should complete it for homework. the obelisk should contain the ankh symbol, the eye of Horus symbol, their own name in hieroglyphs, and a drawing representing a significant event in their own life or world. The finished product should be colored.
6th Grade World Geography
Focus: The United States today/Immigration--Chapter 4, Section 1.
Class Work: Students take notes from the PowerPoint presentation covering the "melting pot" or "patchwork quilt" of U.S. cultures.-- the influence of the English, Spanish, and French languages on our culture,
-- the first inhabitants came from Asia about 35,000 years ago--Anasazi, or ancient ones lived about 1,000 years ago---European colonists arrived in 15th century,--first Spanish, then English.
Vocabulary: immigrant, Anasazi, democracy, equal opportunity, political process.
Home work: Review topics covered in class.
Monday, October 6, 2008
7th Grade World History
Focus: The Pyramid Builders, Chapter 5, lesson 3
Class Work: Read the lesson in the textbook accompanied by the oral reading study guide
Students work independently, and then is small group to complete a worksheet package.
When students are finished they can browse this website: www.pbs.org/empires/egypt/newkingdom
Read one of the many books about Egypt from the class library,
Check out the linen shirt hanging by the board to look closely at linen fabric.
Homework: If you didn't get your worksheet finished in class you can finish it for homework and turn it in at the beginning of class tomorrow.
Focus: The Pyramid Builders, Chapter 5, lesson 3
Class Work: Read the lesson in the textbook accompanied by the oral reading study guide
Students work independently, and then is small group to complete a worksheet package.
When students are finished they can browse this website: www.pbs.org/empires/egypt/newkingdom
Read one of the many books about Egypt from the class library,
Check out the linen shirt hanging by the board to look closely at linen fabric.
Homework: If you didn't get your worksheet finished in class you can finish it for homework and turn it in at the beginning of class tomorrow.
Friday, October 3, 2008
7th Grade World History
Focus: Daily life in ancient Egypt---Chapter 5, lesson 2.
Class Work: Students read section while listening to the study guide CD-- (reading support).
Complete Social Classes diagram, draw something that represents each class and color the diagram.
Choose one of the Anubis, Isis, Amenhotep, or scarab beetle drawings to color. Use the hieroglyph to letters chart on your desk to write your own name in hieroglyphs. Use the class room library resources to read about the characters you have colored.
Home Work: No written homework--review the topics covered in class today.
Next week: Students will learn about Egyptian dynasties, religion, rulers and pyramid builders. Students will get to make their own obelisk. Obelisks were first built during the reign of Queen Hatshepsut to record important deeds and events.
Focus: Daily life in ancient Egypt---Chapter 5, lesson 2.
Class Work: Students read section while listening to the study guide CD-- (reading support).
Complete Social Classes diagram, draw something that represents each class and color the diagram.
Choose one of the Anubis, Isis, Amenhotep, or scarab beetle drawings to color. Use the hieroglyph to letters chart on your desk to write your own name in hieroglyphs. Use the class room library resources to read about the characters you have colored.
Home Work: No written homework--review the topics covered in class today.
Next week: Students will learn about Egyptian dynasties, religion, rulers and pyramid builders. Students will get to make their own obelisk. Obelisks were first built during the reign of Queen Hatshepsut to record important deeds and events.
6th Grade World Geography
Focus: Review Chapter 3--Geography of U.S. and Canada
Class Work: Students complete 12 item study guide from PowerPoint slide and verify answers.
Coloring worksheets: Color and label a conifer tree and deciduous tree--write down which vegetation zone each belongs to.
Home Work: Students take home their composition books to review for the test on Monday.
The test will be multiple choice. Students should know the information in the 12 point study guide.
Focus: Review Chapter 3--Geography of U.S. and Canada
Class Work: Students complete 12 item study guide from PowerPoint slide and verify answers.
Coloring worksheets: Color and label a conifer tree and deciduous tree--write down which vegetation zone each belongs to.
Home Work: Students take home their composition books to review for the test on Monday.
The test will be multiple choice. Students should know the information in the 12 point study guide.
Thursday, October 2, 2008
7th Grade World History:
Focus: Ancient Egypt (text book chapter 5)-- "The Gift of the Nile"
Class work: PowerPoint presentation. Students take notes from the PowerPoint, look at pictures in book sources.
Vocabulary: pharaoh, hieroglyph, afterlife, embalm, delta, cataract, obelisk, dynasty
Bonus word: sarcophagus
Home Work: no written work but students should review topics covered in class today.
Focus: Ancient Egypt (text book chapter 5)-- "The Gift of the Nile"
Class work: PowerPoint presentation. Students take notes from the PowerPoint, look at pictures in book sources.
Vocabulary: pharaoh, hieroglyph, afterlife, embalm, delta, cataract, obelisk, dynasty
Bonus word: sarcophagus
Home Work: no written work but students should review topics covered in class today.
6th Grade World Geography
Focus: Chapter 3 Review
Class Work: Write the review questions from the PowerPoint. As soon as students have that completed they can use their books and the computers to check and verify their answers. We will work on this in class tomorrow to verify the answers. These questions and answers become the study guide for the test.
Home work: Study chapter 3 for test on Monday
Study Guide Questions:
Chapter 3 –Review Questions
1. Identify regions of the U.S. and Canada.
2. Explain the physical processes that shape the land.
3. Why do geographers study the U. S. and Canada separately from Mexico?
4. How does location in the middle latitudes help a country’s economy?
5. What is the difference between weather and climate?
6. What determines the type of vegetation that can grow in a region?
7. What vegetation zones are found in N. America?
8. In which vegetation zone does the the temperature rise above freezing for only 2 months per year?
9. Where is the N. American rain forest vegetation zone located?
10. What power resources does the U.S. and Canada have?
11. Why did the early settlers tend to live near rivers?
12. How do the U.S. and Canada cooperate with each other?
Focus: Chapter 3 Review
Class Work: Write the review questions from the PowerPoint. As soon as students have that completed they can use their books and the computers to check and verify their answers. We will work on this in class tomorrow to verify the answers. These questions and answers become the study guide for the test.
Home work: Study chapter 3 for test on Monday
Study Guide Questions:
Chapter 3 –Review Questions
1. Identify regions of the U.S. and Canada.
2. Explain the physical processes that shape the land.
3. Why do geographers study the U. S. and Canada separately from Mexico?
4. How does location in the middle latitudes help a country’s economy?
5. What is the difference between weather and climate?
6. What determines the type of vegetation that can grow in a region?
7. What vegetation zones are found in N. America?
8. In which vegetation zone does the the temperature rise above freezing for only 2 months per year?
9. Where is the N. American rain forest vegetation zone located?
10. What power resources does the U.S. and Canada have?
11. Why did the early settlers tend to live near rivers?
12. How do the U.S. and Canada cooperate with each other?
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