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Showing posts from September, 2018

9/27-28 Thursday-Friday

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Guiding Question: What were the strengths & weaknesses of each army in the American Revolution? 

Objectives: Collaborative: Students will determine which army had an advantage in the American Revolution by reading, annotating, and completing a CEEEEL response with a score of at least 3/4 according to the rubric.

Independent: Students will understand key battles of the American Revolution by completing a webquest with at least 80% accuracy.

Standards: CA HSS.8.1.1 - Understand the major events preceding the founding of the nation. RH.6-8.2 - Determine the central ideas or information of a primary or secondary source W.8.1 - Write arguments to support claims with clear reasons and relevant evidence
Do Now (Voice Level 0) 5 minutes:  What do we already know about the British army? What have we already learned about the Patriot (colonial) army? Whole Group (Voice Level 0) 10 minutes:  Strenghts & Weaknesses intro
Independent (Voice Level 0) 45 minutes: Task 1:Battles of the American Revol…

9/25-26 Tuesday-Wednesday

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Guiding Question: What was the purpose of the Declaration of Independence? 

Objectives: Collaborative: Students will understand the philosophy of government expressed in the Declaration of Independence by reading, "translating", and providing an objective summary of the text with at least 80% accuracy.

Independent: Students will work to increase their Lexile levels by completing an Achieve article about the Declaration of Independence, including notes, activity, and a thought question with at least 80% accuracy.


Standards: CA HSS.8.1.2 - Understand the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”). RH.6-8.2 - Determine the central ideas or information of a primary or secondary source RI.8.2 - Provide an objective summary of the text.
Do Now (Voice Level 0) 5 …

9/21-24 Friday-Monday

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Guiding Question: Who shot first at the Battle of Lexington? 

Objectives: Collaborative: Students will determine who shot first at the Battle of Lexington by reading eyewitness accounts, answering questions, and writing a HiCCEAS paragraph with a score of at least 3/4.

Independent: Students will understand the Battles of Lexington & Concord by reading, watching a video, and answering guiding questions with at least 80% accuracy.


Standards: CA HSS.8.1 - Understand the major events preceding the founding of the nation. RH.6-8.2 - Determine the central ideas or information of a primary or secondary source RH.6-8.4 - Determine the meaning of words and phrases as they are used in a text

Do Now (Voice Level 0) 5 minutes:  How do we know if a source is trustworthy? How do you know whether or not you can believe what you're reading? Whole Group (Voice Level 0) 10 minutes:  Lexington & Concord intro Independent (Voice Level 0) 45 minutes: Task 1:Lexington & Concord assignment in Google…

9/19-20 Wednesday-Thursday

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Guiding Question: What was the Boston Tea Party? 

Objectives: Collaborative: Students will understand the Tea Act and the Boston Tea Party by reading, annotating, and answering guiding questions with at least 80% accuracy.

Independent: Students will work to increase their Lexile levels by completing an Achieve article, including CATCH annotations, the activity, and a thought question response with at least 80% accuracy.


Standards: CA HSS.8.1 - Understand the major events preceding the founding of the nation. RH.6-8.2 - Determine the central ideas or information of a primary or secondary source RH.6-8.4 - Determine the meaning of words and phrases as they are used in a text

Do Now (Voice Level 0) 5 minutes:  What have we learned so far about the relationship between England and the colonies? Is it a good relationship or a bad one? Why? (Key Terms: Sugar Act, Stamp Act, Quartering Act, Townshend Acts, Boston Massacre) Whole Group (Voice Level 0) 10 minutes:  Tea Act/Tea Party intro Independent…

9/17-18 Monday-Tuesday

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Guiding Question: To what extent was the Boston Massacre a massacre? 

Objectives: Collaborative: Students will determine if the Boston Massacre was a massacre by reading, answering questions, and discussing with at least 80% accuracy.

Independent: Students will understand the Townshend Acts & Boston Massacre by completing an evidence scavenger hunt with at least 80% accuracy.


Standards: 8.1 - Understand the major events preceding the founding of the nation.
RI.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Do Now (Voice Level 0) 5 minutes:  What do you think when you hear the word "massacre"? What do you think the "Boston Massacre" is going to be? Whole Group (Voice Level 0) 10 minutes:  Townshend Acts & Boston Massacre Intro Independent (Voice Level 0) 45 minutes: Task 1: Townshend Act & Boston Massacre Scavenger Hunt Task 2: Look at Google Classroom, have you …

9/13-14 Thursday-Friday

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Guiding Question: Why were the colonists upset about taxation? 

Objectives: Collaborative: Students will understand the colonists’ reactions to the Stamp & Quartering Acts by reading, annotating, and answering guiding questions with at least 80% accuracy.

Independent: Students will understand Britain’s need to tax the colonists by investigating the French & Indian War and answering guiding questions with at least 80% accuracy.

Standards: 8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
RI.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Do Now (Voice Level 0) 5 minutes:  What is a tax? What do you think they’re used for?* *If you don’t know, make an educated guess. Whole Group (Voice Level 0) 10 minutes:  Unit 2 Introduction
Independent (Voice Level 0) 45 minutes: Task 1: French & Indian War Ass…

9/11-12 Tuesday-Wednesday

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Guiding Question: What information should time travelers to the colonies know? 

Objectives: Collaborative: Students will demonstrate their understanding of England's 13 colonies by completing a brochure with a score of at least 3/4 according to the rubric.
Standards: 8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
RI.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Do Now (Voice Level 0) 5 minutes:  What are three things you've learned about England's 13 Colonies in the last few weeks? Whole Group (Voice Level 0) 10 minutes:  Brochure Examples & Expectations
Collaborative (Voice Level .5) 90 minutes:
If for some reason you were absent, lost your assignments, can't remember a single thing we learned, or would prefer to look at the readings here, these are sources you could pull information…

9/7-10 Friday-Monday

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Guiding Question: What was life in the colonies like? 

Objectives: Collaborative: Students will understand the effect the Great Awakening had on colonists by reading sources, annotating, and answering guiding questions with at least 80% accuracy. 

Independent: Students will understand life in the colonies by reading multiple sources and answering guiding questions with at least 80% accuracy. 


Standards: 8.1.1 Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
RI.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Do Now (Voice Level 0) 5 minutes:  If you were to time travel to the colonies, what are some things you'd want to see or ask people about?
Whole Group (Voice Level 0) 10 minutes:  Map Quiz Take 2
Independent (Voice Level 0) 45 minutes: Task 1:Life in the Colonies Assignment in Google Classroom Task 2: Look at…

9/5-6 Wednesday-Thursday

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Guiding Question: What was the character of colonial governments? 

Objectives: Collaborative: Students will understand colonial governments by reading, participating in discussions, and completing summaries with at least 80% accuracy. 

Independent: Students will understand the unique role of colonial government in Salem by completing an evidence scavenger hunt with at least 80% accuracy. 


Standards: HSS.8.1 - Understand the major events preceding the founding of the nation 
RI.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Do Now (Voice Level 0) 5 minutes:  What do you think the purpose of government is? What does the government of a country or colony do? Whole Group (Voice Level 0) 8 minutes:  13 Colonies Map Quiz Independent (Voice Level 0) 40 minutes: Task 1:Salem Witch Trials Scavenger Hunt in Google Classroom Early Finisher? Read silently, make sure you've completed all the work for MY cl…