Hi all!
Only week two and we're well underway! I'm so pleased with how focused we have been so far this year; we are really moving through content, and it feels like the students are learning. All of my classes have a positive class dynamic; every single student is respectful and ready to learn.
7th Grade:
In 7th grade Social Studies this week, we wrote about and discussed journal assignments such as, "What might be some causes of a revolution? Why might people want to revolt against their leader or government?" And, "Why do you think the author chose to write this novel entirely in poetry form, rather than prose? What effect do you think it has on her readers?" I continue to be impressed by the quality of student responses to these daily journal entries! Typically students write independently for 3-5 minutes, share their responses with classmates in pairs or small groups, then come back together as a whole class to take some responses on a volunteer basis. During this sharing time we practice respectful listening skills, as well. Most days we compile our shared responses on the white board (and in students' notes) in a graphic organizer. (Students are expected to write 5-8 complete sentences about the assigned topic in the time given.)
7th graders also tried their hands (and arms... and legs... and feet...) at Geography Choreography, a kinesthetic study tool for map quizzes. Since it was the first time they had practiced this learning strategy they needed quite a bit of structured guidance, but I know from past experience that after a few times students get the hang of it and many really look forward to it! Our first map quiz was today, over the provinces of Canada.
We did some listen-and-draw activities with our novel, The Surrender Tree, which is helping us to learn about the Cuban Independence movement; we also used multiple strategies to clarify and solidify the 5 Elements of Fiction (Characters, Point of View, Setting, Plot, and Theme) in students' minds early on in our reading-- we don't want anyone to be confused! Students were especially impacted by the descriptions of how the Spanish authorities treated runaway slaves. Just today (after testing), students worked for the first time with the "4 Source Comparison Packet", which we will complete for each unit of historical study; in this activity (which spans several days) students read four different sources about the same topic and record "Whose voice is heard in this source? Whose voice is not heard? Who or what is made out to be the hero? Who or what is made out to be the villain?" This activity aims at building awareness of perspective and bias in sources-- historic or contemporary. It is often a challenging concept for students at first, but we helped each other through it and I could tell that it was becoming more clear in their minds as we moved through the lesson.
Next week we will continue to read on in The Surrender Tree, take a map pretest over countries in the Caribbean, read some textbook chapters about the Spanish-American War era, and listen to some History Tunes.
8th Grade:
In 8th grade Social Studies this week we did a lot of vocabulary building work. We were planning to take our first vocab quiz today, but by the end of class yesterday it had become clear to me that-- while the students were truly trying to understand the terms and the concepts they embody-- they simply needed more time, practice, and guidance before being tested. We will take the quiz next week instead to ensure student learning and success. Students made mini-posters of Examples and Non-Examples of each vocab term; we added to our Frayer Model packets (which we started last Friday); students built, drew, or acted out the vocab terms, and wrote crossword puzzles, haikus, word associations, or short stories that correctly used each of the six vocab terms. The 8th graders also read Chapter 1 of the novel, Year of Impossible Goodbyes, by Sook Nyul Choi, which is about the start of the Cold War in Korea. We created a graphic organizer to help map out key elements of the book, and students wrote reactions to Ch. 1 and predictions about Ch. 2 in their journals.
Next week we will finish up with our first set of vocabulary terms about government, read on in the novel, and discuss key documents such as the Articles of Confederation, the Declaration of Independence, and the U.S. Constitution.
Please remember to check Twitter (@MsHoodsHoodlums) for homework assignments and due dates, and please do not hesitate to contact me with questions or concerns.
Thank you and take care,
Leah Hood
