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Showing posts from August, 2018

8/31 - 9/4 Friday-Tuesday

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Guiding Question: What was the character of the Middle & Southern colonies? 

Objectives: Collaborative: Students will understand the Middle and Southern colonies by reading and annotating in groups and completing a Venn diagram with at least 80% accuracy. 

Independent: Students will understand the 13 colonies by completing a webquest with at least 80% accuracy. 


Standards: HSS.8.1 - Understand the major events preceding the founding of the nation 
CC.RH.6-8.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Do Now (Voice Level 0) 5 minutes:  Make a prediction: Do you think the 13 colonies are going to be more similar or more different? Why? Whole Group (Voice Level 0) 5 minutes:  Introduction to Middle & Southern Colonies. Independent (Voice Level 0) 45 minutes: Task 1: 13 Colonies Webquest in Google Classroom  Task 2: Study this map as we will be taking a 13 Colonies Map Qui…

8/29-30 Wednesday-Thursday

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Guiding Question: What was the character of the New England colonies? 

Objectives: Collaborative: Students will understand the New England Colonies by reading collaboratively and writing a story with a score of at least 3/4 according to the rubric. 

Independent: Students will argue why many early settlers of Jamestown died by completing a HiCCEAS paragraph with a score of at least 3/4 according to the rubric.

Standards: HSS.8.1 - Understand the major events preceding the founding of the nation 
CCRA.RH.6-8.1 - Cite specific textual evidence to support analysis of primary and secondary sources. Do Now (Voice Level 0) 5 minutes:  What do you know about immigration? Is it an easy or a hard process? What are some challenges that immigrants face? 

Whole Group (Voice Level 0) 5 minutes:  Introduction to New England Colonies Independent (Voice Level 0) 45 minutes: Task 1:HELPFUL HINTS AVAILABLE HERE. Write your What Killed the Early Settlers of Jamestown HiCCEAS, the outline and space to write the para…

8/27-28 Monday-Tuesday

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Guiding Question: What killed the settlers of Jamestown? 

Objectives: Collaborative: Students will understand why so many early Jamestown settlers died by analyzing sources and answering text-dependent questions with at least 80% accuracy. 

Independent: Students will understand Jamestown by completing a webquest with at least 80% accuracy.

Standards: HSS.8.1 - Understand the major events preceding the founding of the nation 
CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it Do Now (Voice Level 0) 5 minutes:  1. What is one skill you might need to survive in wilderness? 
2. What is one challenge you think the settlers of Jamestown might have? 

Whole Group (Voice Level 0) 5 minutes:  Jamestown Continued
Independent (Voice Level 0) 45 minutes: Task 1:Roanoke & Jamestown Webquest in Google Classroom Task 2: Have you completed the other two assignments in Google Classroom? Did you complete your HiCCEAS paragraph about why being an early settle…

8/23-24 Thursday-Friday

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Guiding Question: What motivated the settlement of Jamestwon? 

Objectives: Collaborative: Students will understand what motivated the settlement of Jamestown by reading and answering questions with at least 80% accuracy. 

Independent: Students will demonstrate their current literacy level by completing an iReady diagnostic to the best of their ability. 

OR

Students will understand European colonization by completing a webquest with at least 80% accuracy. 


Standards: HSS.8.1 - Understand the major events preceding the founding of the nation 
CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it Do Now (Voice Level 0) 5 minutes:  What would it take to get you to move to a place that no one you know had ever been to before? 
Whole Group (Voice Level 0) 10 minutes:  Jamestown Introduction
Independent (Voice Level 0) 40 minutes: Task 1: Continue your iReady diagnostic test, your username and password is the same as your alliance account, but without t…

8/22 Wednesday

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Guiding Question: Why was being an early settler of the Americas dangerous? 

Objectives: Collaborative: Students will be introduced to Jamestown by reading, answering discussion questions, and beginning a HiCCEAS outline with at least 80% accuracy. 


Standards: HSS.8.1 - Understand the major events preceding the founding of the nation 
CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it Do Now (Voice Level 0) 4 minutes:  Pop-Quiz: 
1. Who were the first people to live in North America? 
2. What three European countries colonized North America?
Whole Group (Voice Level 0) 10 minutes:  - Introduction to Jamestown
Collaborative (Voice Level .5) 40 minutes:
- Group Read of Article
- HiCCEAS paragraph outline work time
Homework:  European Colonization Webquest in Google Classroom. This is due by Friday at 11:59 p.m.

You do not need to finish your HiCCEAS outline and paragraph tonight, you will have work time in independent station on Thursday or Friday.…

8/20-21 Monday-Tuesday

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Guiding Question: What motivated European nations to settle in North America? 

Objectives: Collaborative: Students will understand European Colonization by reading, completing a jigsaw chart and a travel poster with a score of at least 3/4 according to the rubric. 

Independent: Students will demonstrate their current literacy level by completing an iReady diagnostic to the best of their ability. 


Standards: HSS.8.1 - Understand the major events preceding the founding of the nation 
CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it Do Now (Voice Level 0) 5 minutes:  How would you react if one day someone who spoke a language you had never heard before & looked like no one you had ever met showed up to your house? 
Whole Group (Voice Level 0) 10 minutes:  - Introduction to European Colonization
Independent (Voice Level 0) 40 minutes:Continue your iReady diagnostic test, your username and password is the same as your alliance account, b…

8/16-17 Thursday-Friday

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Guiding Question: How has the depiction of Native Americans changed over time? 

Objectives: Collaborative: Students will understand how the depiction of Native Americans has changed over time by reading, discussing, and completing a HiCCEAS paragraph with a score of at least 3/4 according to the rubric. 

Independent: Students will demonstrate their current literacy level by completing an iReady diagnostic to the best of their ability. 


Standards: HSS.8.1 - Understand the major events preceding the founding of the nation 
RH.6-8.1 - Cite specific textual evidence to support analysis of primary and secondary sources.

Do Now (Voice Level 0) 5 minutes:  Do you think everything written in a history book is 100% true? Why or why not? 
Whole Group (Voice Level 0) 10 minutes:  - Historiography intro
- iReady diagnostic intro 
Independent (Voice Level 0) 40 minutes: - Start your iReady diagnostic test, your username and password is the same as your alliance account, but without the "@students.laa…

8/14-15 Tuesday-Wednesday

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Guiding Question: In what ways did Native American culture differ by region? 
Objectives: Collaborative: Students will create and analyze a map of the United States and various Native American tribes by identifying the location of tribes, key landmarks, and answering guiding questions with at least 80% accuracy. 

Independent: Students will investigate the earliest americans by reading and answering questions with at least 80% accuracy. 


Standards: CA HSS 8.1 – Students understand the major events preceding the founding of the nation and relate their significant to the development of American constitutional democracy.

CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it Do Now (Voice Level 0) 5 minutes:  In your notebook, answer the following question: What do you already know about Native Americans? What is one thing you want to know about Native Americans? 
Whole Group (Voice Level 0) 10 minutes:  Intro Lecture for Unit 1: Settlement and …

8/10-13 Friday-Monday

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Guiding Question: What are historical thinking skills and why are they important? 

Objectives: Collaborative: By the end of the period, SWBAT understand the historical thinking skills of continuity & change and corroboration by working in groups to complete an assignment with at least 80% accuracy. 

Independent: By the end of the period, SWBAT demonstrate their prior knowledge of key historical skills by completing a diagnostic test to the best of their ability. 


Standards: CCRA.R.1 - Read closely to determine what the text says explicitly and make logical inferences from it. Do Now (Voice Level 0) 5 minutes:  In your notebook, respond to the following prompt: What do you think you need to know in order to be successful in a history class? What do you need to be able to do
Whole Group (Voice Level 0) 10 minutes:  Historical Thinking Skills introduction

Independent (Voice Level 0) 45 minutes: History diagnostic  - Please take this diagnostic assessment so that I can see where we are all st…

8/8-9 Wednesday-Thursday

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Guiding Question:  Who is Ms. Cobb and what are her expectations for this class? 
Objectives:  Collaborative: By the end of the period, SWBAT understand Ms. Cobb's rules and procedures by completing a scavenger hunt of the syllabus with at least 80% accuracy. 
By the end of the period, students will better understand their classmates by completing an interview and presenting to their peers. 
Do Now (Voice Level 0) 5 Minutes:  On your notecard complete the following:  - On the blank side, write your first and last name and anything you prefer to be called in class (i.e. Mike instead of Michael)  - On the lined side, write down your favorite subject, what college you will be attending in Fall of 2023, and one interesting thing about you OR something you feel like I should know. 
Whole Group (Voice Level 0): 60 min  Intro to Ms. Cobb & this class 
Collaborative (Voice Level 1) 45 Minutes:  Syllabus Scavenger Hunt Classmate Interview
Exit Ticket:  TPS: Turn to a neighbor and tell them …