Welcome back to a new year and almost a new semester!
This week students will continue their independent research to answer the Unit Questions about the development of human civilizations.
Students are to have their 6 vocabulary words chosen and recorded on their blogs by Friday, January 9. (See previous post for details and expectations.)
Add comment January 6, 2009
Holiday break is exactly that…a break. Students have no homework assignments (including reading blogs) and are not required to work on the Humanities EXPO project, as there will be plenty of class time given upon return, and students should enjoy time with their families, friends, and even themselves!
Happy Holidays to you all! I really will miss you all while we’re apart because I am so blessed to teach and learn from such absolutely wonderful students! I adore you and love my job because of you. Many thanks and I wish you all the best in the new year.
~Ms. Nall :)
1 comment December 17, 2008
Students have begun researching information to answer questions about the development and influence of two civilizations, Sumer and Egypt (see previous post for details).
Citing Sources for Research
Each student has set up a Noodle Tools account in order to keep track of their “works cited” (formerly, bibliography) in proper format. Students are to use a minimum of 5 different sources of information, of which they must use at least 2 different types (e.g., books, websites).
Vocabulary
Students decided that they should commit to learning 6 new vocabulary words of their own, from which the entire class will learn one from each student. Words are to be recorded on students’ blogs, including the part of speech, definition (in own words), synonyms, and a sample sentence using each word correctly. No proper nouns (specific names, places, etc.) are to be chosen; rather, I encourage students to seek out not only content-specific vocabulary (e.g., ziggurat), but vocabulary that will be trans-disciplinary (found in other academic areas). Strong verbs and vivid adjectives will help in their cross-curricular writing. Students are to decide their words AFTER the holiday break on Friday, January 9th.
Learning Contract
All students received a packet for the Humanities EXPO. While the date of the EXPO is yet to be determined (late January-early February), students know the objectives, requirements, rubric criteria, and working conditions for the project. They have a learning contract with this information, as well as a sample of what their exhibits may look like, that is to be signed and brought to class before the holiday break. (Documents are attached below.)
exhibition-rubric.doc
exhibition-setup-sample.doc
learning-contract-for-expo.doc
Product Ideas
The document below contains numerous ideas for ways students can demonstrate their learning. The products are categorized according to oral, visual, written, kinesthetic demonstrations.
Students are encouraged to choose products according to their interests, learning styles, and also according to the most appropriate format for the task. For example, making a model or diorama would not be the best choice for demonstrating understanding of the Pharaoh’s role both politically and religiously without some sort of written or oral component to accompany it.
Multiple products are encouraged, though students should consider how their products will be used in their 10-minute presentations as enhancements and aids to the demonstration of learning.
project-ideas-for-contracts.xls
Add comment December 14, 2008
This week marks a new approach to teaching and learning in my classroom. While the information at this point is general, specifics will follow.
Students will be asked to take more control of their learning, while I will act more as a facilitator, conferencing with, guiding, assessing, and challenging on a more individual basis. Though all of the students will be working toward the same objectives from the Standard Course of Study, their approach toward and demonstration of learning may be different.
I am going to involve students in the planning for a culminating exhibition/gallery of their final products to demonstrate their learning over the next 4-6 weeks (not including breaks), where they will help develop the rubric, timeline, and project ideas for their exhibits.
Questions they will be exploring are:
How did Ancient Sumer pave the way for more advanced civilizations?
Why is Ancient Egypt regarded as a noteworthy civilization?
Social Studies Standard Course of Study Objectives:
1.02 Explain reasons for changes and people’s motivations for seeking change.
1.03 Identify changes in society that have affected people’s rights, roles, and responsibilities.
1.04 Describe how leadership powers are acquired and used.
2.02 Describe ways that humans have been influenced by geographic conditions.
Language Arts Standard Course of Study Objectives:
1.02 Write expository compositions with appropriate academic language and structure.
3.06 Use new vocabulary in different subjects and in oral and written responses.
4.04 Use appropriate methods (such as MLA format) to cite and document reference sources, including work cited techniques.4.05 Summarize and paraphrase information from a variety of sources (e.g., speakers, periodicals, online sources, and other informational texts); use own words except for quotations.
7.02 Deliver oral presentations and responses to the class and listen to oral presentations.
7.03(e) Verbal and nonverbal techniques support oral presentations with evidence and with visual or media displays.
Within the scope of these questions and objectives for the final exhibition, students will be required to do an expository writing piece and a minimum of one digital product (e.g., PowerPoint presentation, webpage, podcast, digital video) to demonstrate their understanding.
In addition, students will be asking questions to guide a personal inquiry into a more specific area of interest related to the general questions and objectives. They will be given choice in the type of product they will use to demonstrate their learning.
Be sure to keep checking my blog for updates on deadlines, rubrics, etc. Also, please support your child as he/she works to construct and demonstrate his/her own learning.
1 comment December 7, 2008
This week students are exploring how hunter-gatherers developed skills in agriculture that eventually lead to the development of civilizations.
Vocabulary charts that include the words, part of speech, definitions, synonyms, pictures, and the words used in sentences are to be completed as homework.
Vocabulary Words:
agriculture
civilization
scarce
surplus
interdependence
fertile
In addition, students will demonstrate their understanding through a form of writing called RAFTS. RAFTS is an acronym for Role, Audience, Format, Topic, and Strong Verb (to indicate the purpose of writing). See the documents below for a more thorough explanation and examples. Students are to compose their RAFTS according to the main concepts learned in class and recorded in their notes on “Agriculture: Learning to Farm.”
raft-writing-agriculture.doc
rafts-1.doc
rafts-3.doc
Add comment December 2, 2008
Your task is to create an Artifact Card with an image of an item that represents something about you and your life that others could find 20,000 years from now. You will record “indicators” for the item as if you have no idea what the item is or for what purpose it was used; acting as an archaeologist, you will use evidence to support the indicators you describe to tell information about the person or people to whom the item belonged.
Add comment November 25, 2008
Add comment November 24, 2008
This week students will wrap up their exploration of early humans in hunter-gatherer communities. They will finalize their research papers, editing and revising for Ideas, Organization, and Conventions; specifically, students are to ensure that their organizational pattern is clear and fits the topic, and they need to effectively use appropriate transition words to convey ideas smoothly. (Students have rubrics with which they can check their work.) Final compositions are to be typed and turned in on Tuesday, November 25.
Transition Words Activity:
Click on the link below to practice using transition words effectively. Click on “Mini Lesson 1: Making Connections” and be sure to allow pop-ups temporarily. If you make a mistake on an exercise, try again. After 3 attempts, the correct answer will be given. Also, there is a dictionary provided on the site to help with any unfamiliar words.
Online Practice: Using Transition Words
By Friday, students will be be prepared to participate in an activity called “Garbology,” in which they will study “garbage” or artifacts of a group of people. They will analyze the evidence to determine information and draw conclusions about the people who used the items.
Add comment November 21, 2008
This week student’s will delve into Dar and the Spear Thrower as we tie in the historical fiction with the scientific research about early modern humans. We will look at plot development and discuss the text in greater detail via a Paideia Seminar. Students will prepare (in advance) responses to questions for active participation in the seminar; core H will participate in the seminar on Wednesday, and cores I and J will participate on Thursday. dar-questions-hw.docx
Add comment November 17, 2008
Students will continue to explore the characteristics of prehistoric man through early modern man by conducting research. This foundational knowledge will be the basis for an expository writing composition in which students will choose the particular organizational pattern (chronological, cause/effect, compare/contrast, main idea/details). We will begin drafting after students understand the different organization patterns and the purpose of each.
Drafts of research papers are due on Monday, November 17. There is no minimum paragraph requirement; however, students should use their rubrics for Ideas and Organization as reminders of what makes a well-written paper. The research should provide support for ideas, but it should not be so extensive as to cause stress and excessive time from other tasks. (Scientists have been studying and debating these ideas for years!)
In the meantime, students should continue to study their new vocabulary and read Dar and the Spear Thrower by Friday, Nov. 14. We will relate the novel to our unit of study next week through activities and discussion as we move into man as hunters and gatherers.
Websites for research and further explanation:
Becoming Human
PBS Website
Grolier (scroll down to subheadings for information about the different hominids)
Add comment November 9, 2008
Powered by FireStats
Theme: Blix by Sebastian Schmieg. WPMU Theme pack by WPMU-DEV.
Powered by FireStats