2018-2019
The Growth of Christianity
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
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Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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To view many amazing videos and resources:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
Living History: Living in the Roman Empire.
Vocabulary and review questions:
The Growth of Christianity
IMPORTANT RESOURCES: updated January 18, 2018
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
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Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
Download File
cops.editing.checklist.12.20.17.docx
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Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
Download File
informational_documentary_worksheet_1.10.18.doc
Download File
Video Analysis Rubric:
video.analysis.rubric1.17.pdf
Download File
video.analysis.rubric1.17.docx
Download File
To view many amazing videos and resources:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
Living History: Living in the Roman Empire.
Vocabulary and review questions:
Quizlet: https://quizlet.com/20702874/ss-chapter-11-rome-christianity-section-2-flash-cards/quizlet.com/20702874/ss-chapter-11-rome-christianity-section-2-flash-cards/
Quizlet: https://quizlet.com/20802753/world-history-chapter-11-rome-and-christianity-flash-cards/
Study Guide: http://www.lasd.k12.pa.us/sites/popoffj/documents/AncientCivilizationsChapter11StudyGuideAnswers.pdf
BrainPop Religion: https://www.brainpop.com/socialstudies/culture/religion/www.brainpop.com/socialstudies/culture/religion/
Jeopardy: http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=1151716#.WMq4pxwscxwwww.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=1151716#.WMq4pxwscxw
Quizlet: https://quizlet.com/20802753/world-history-chapter-11-rome-and-christianity-flash-cards/
Study Guide: http://www.lasd.k12.pa.us/sites/popoffj/documents/AncientCivilizationsChapter11StudyGuideAnswers.pdf
BrainPop Religion: https://www.brainpop.com/socialstudies/culture/religion/www.brainpop.com/socialstudies/culture/religion/
Jeopardy: http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=1151716#.WMq4pxwscxwwww.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=1151716#.WMq4pxwscxw
bingo_powerpoint.ppt | |
File Size: | 184 kb |
File Type: | ppt |
New York State Social Studies Framework:
ss-framework-k-8.pdf | |
File Size: | 726 kb |
File Type: |
New York State Social Studies Field Guide:
nys-ss-field-guide.pdf | |
File Size: | 1072 kb |
File Type: |
New York State P-12
Common Core Learning Standards for English Language Arts & Literacy
Common Core Learning Standards for English Language Arts & Literacy
nysp12cclsela.pdf | |
File Size: | 718 kb |
File Type: |
Fifth and Sixth Grade Writing Rubric:
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RACE Graphic Organizer (including the extended version):
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RACE Rubric:
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"What does the text SAY?" Graphic Organizer:
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"What does the author MEAN?" Graphic Organizer:
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"Why does it MATTER?" Graphic Organizer:
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Christianity: Lessons 1-3
- Homework Thursday and Friday, November 8 and 9, 2018: Newspaper Article due on Thursday, November 15th at the end of class.
Classwork Tuesday, Wednesday and Thursday, November 13, 14, and 15, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
6.4 COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E – ca. 630 C.E): Major religions and belief systems developed in the Eastern Hemisphere. There were important similarities and differences between these belief systems.
6.4a Civilizations and complex societies developed belief systems and religions that have similar, as well as different, characteristics.
6.4b Belief systems and religions are based on sets of mutually held values.
- Materials: “Christianity” Magazine, pencil, colored pencils, Sharpies, medium sized poster paper
- Activate Prior Knowledge:
- What religion is the most known practiced religion in America? Christianity.
- This is a form of religion that many of us are familiar with.
- What concepts of Christianity are you already familiar with?
- Christianity came after the Roman Empire began and caused many differences of opinion.
- This week, we will dive a little further into the religion.
- Learning Target:
- Students will interact with peers and engage in a magazine highlighting the important aspects of the beginning of Christianity in order to create a newspaper article in a group setting surrounding a topic from that time period.
Concept Development:
- Who are the important people?
- Where are the important places located?
- What elements are important to include in a newspaper article?
Skills Development:
- Students will identify several key facts surrounding their topic of choice from the article.
- Students will find information and reword phrases and concepts to suit their thoughts as a small group.
- Students will present their information to classmates at the end of the unit (11/15)
- Personal Importance/Real Life Importance/Academic Importance:
- Christianity is widely practiced in the world and in America.
- What concepts of Christianity are you already familiar with?
- How could designing a newspaper article help you later in life? It allows you to pull out the necessary information and makes the text interesting and engaging to the readers.
Guided Practice/Teaching Strategies and Accommodations:
- Miss Morris will start class by handing out the new magazine: “Christianity”
- Miss Morris will explain that students will have to work very hard in class over the next two days because we do not have a lot of time left together
- As a class, we will read over the directions.
- Miss Morris will address any questions that arise.
- Miss Morris will hand out the poster paper.
- Students will need to work together to choose a topic and begin designing the format of their front page article.
- Once the design is complete, students will work together to find the information and cut out the necessary pictures to include.
- Miss Morris will remind them that newspaper articles are supposed to be brief, but very powerful and engaging.
- After any questions are addressed, Miss Morris will allow the students to begin working. They will have time during class on 11/14 and 11/15 as well.
- Closure:
- Miss Morris wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly find and explain the key concepts that were taught during this lesson? Are students able to complete the skill that has just been taught to them?
- Are students aware of what information to include in their article?
Independent Practice:
- Students will be assessed on their active participation throughout the class and their engagement with the text and in their small groups.
- Students will be given an individual participation grade and a group grade for this project. Miss Morris will be looking to see if students are cooperating with each other and contributing to the poster.
- Is the poster neat and organized? Does the poster have all of the necessary information? Is the grammar accurate?
Newspaper Article Guidelines:
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Example of Newspaper:
The following are lessons from past years:
Homework due Tuesday,: Extended RACER (p.326-328): “What are the accomplishments of Rome?”
Classwork, Monday:
Classwork, Monday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first: “Mrs. Looney is in charge of you in this classroom, Mrs. Capelletti is in charge of the whole school, and the Superintendent is in charge of all the schools in your district, and then the president of the united states is in charge of all the schools in the united states.”
- Question: “If the president of the united states is in charge of all of us, would you consider that the president rules an empire over education in the united states?
- Empire: single supreme authority
- The teacher will explain the connection between what the students already know and what they are going to learn next.
- Example first: “Mrs. Looney is in charge of you in this classroom, Mrs. Capelletti is in charge of the whole school, and the Superintendent is in charge of all the schools in your district, and then the president of the united states is in charge of all the schools in the united states.”
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Analyze text; examine carefully, breaking it into components to understand the text at hand.
- Critical attributes: Analyzing helps students to gain a better understanding of the text and what it is communicating.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) pages 326-328 in the social studies textbook. They will do this by following along the teacher’s PowerPoint
- Students will describe the accomplishments of Rome. They will do this by completing an extended RACER. I will then know that my students have completed this by handing in a written ESSAY in RACER form.
- RACER question: “What are the accomplishments of Rome?” (p.326-328).
- Students will analyze (examine carefully, breaking it into components to understand it) pages 326-328 in the social studies textbook. They will do this by following along the teacher’s PowerPoint
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- The teacher will explain how the Romans went from a Republic to an Empire by giving detailed information in a PowerPoint. Students may take notes if they chose to do so.
- Gradually, students will begin to do the steps individually.
- The teacher will explain how to fill out the extended RACER organizer.
- The teacher will explain how the Romans went from a Republic to an Empire by giving detailed information in a PowerPoint. Students may take notes if they chose to do so.
- Closure:
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Independent Practice:
- The students will complete their extended RACERs and hand in their written essays.
- “What are the accomplishments of Rome?” (p.326-328).
- The students will complete their extended RACERs and hand in their written essays.
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Homework due Friday: Roman Empire and Religion Brochure
Classwork, Tuesday, Wednesday, Thursday:
Classwork, Tuesday, Wednesday, Thursday:
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example: Brochures
- Pass around example of Brochures
- Question:
- What is a Brochure?
- What does it communicate?
- Why are Brochures successful?
- The teacher will explain the connection between what the students already know and what they are going to learn next.
- Example: Brochures
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Designing a Brochure: Communicating with the world about a certain topic with your ideas.
- Critical attributes: Designing something on the computer helps students to use technology and grow in their skills of technology in order to gain new perspective on information and content being learning.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) the text on pages 332-338.
- Students will describe the Roman Empire and Religion by designing an informational brochure on the Roman Empire and Religion.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- The teacher will explain how the brochures are going to look. She will do this by, handing out a sheet of directions and thoroughly explaining what is expected of her students. She will then go over how to create a brochure on the laptops using Word processor. The teacher will show examples first, so students get a better understanding of what is expected of them.
- Closure:
- The teacher wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will complete their Roman Empire and Religion Brochures.
Homework Due Tuesday, : Complete a RACER sheet for the reading check question found on page 324, “How did the Roman Republic become an empire?” See above for documents.
Classwork, Monday, :
Classwork, Monday, :
- Common core standards addressed:
- SS.CC.6. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
- Today we will be reading through pages 322-324 in our textbook, examining the fall of the Roman Republic and the rise of the Roman Empire.
- For homework, complete a RACER sheet for the reading check question found on page 324, “How did the Roman Republic become an empire?” See above for documents.
Homework Due Wednesday, : For homework, students will do vocabulary cards for the Key Terms and People found on page 332. Put the vocabulary term on one side of the card, and the definition on the other. If you do not have index cards you write out the vocabulary on paper.
Classwork, Tuesday, :
Classwork, Tuesday, :
- Common core standards addressed:
- SS.CC.6. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
- Today in class we will be reading through the section Rome's Growing Empire as a class.
- The next section of the textbook divides Rome's accomplishments into four categories (Science and Engineering, Architecture and Art, Law, and Language and Literature) each students will be placed into one category and read that section, looking for the main ideas.
- Then students will pair up with other students who read the same section and compare notes.
- Then students will be regrouped alongside classmates who have not read the same section as them and teach their classmates about the section they read.
- For homework, students will do vocabulary cards for the Key Terms and People found on page 332. Put the vocabulary term on one side of the card, and the definition on the other. If you do not have index cards you write out the vocabulary on paper.
Homework Due Thursday, : Read pages 335-338 and do vocabulary cards for the Key Terms and People found on page 339. Put the vocabulary term on one side of the card, and the definition on the other. If you do not have index cards you write out the vocabulary on paper.
Classwork, Wednesday, :
Classwork, Wednesday, :
- Common core standards addressed:
- SS.CC.6. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
- Today in class we will be reading pages 332 - 334 as a class. During this time the teacher will model the kinds of questioning strategies we should be using as we read.
- For homework, students will read pages 335-338 and do vocabulary cards for the Key Terms and People found on page 339. Put the vocabulary term on one side of the card, and the definition on the other. If you do not have index cards you write out the vocabulary on paper.
Homework Due Friday, : Write up 5 things you learned about Rome this chapter and 3 questions you still have or would like to explore.
Classwork,Thursday, :
Classwork,Thursday, :
- Common core standards addressed:
- SS.CC.6. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
- Today in class we will finish reading this chapter, starting on page 339 and finishing with page 343. During this time the teacher will model the kinds of questioning strategies we should be using as we read.
- For homework, students will write up 5 things you learned about Rome this chapter and 3 questions you still have or would like to explore. So hypothetically if you had the chance to research 3 aspects of Roman civilization what would you choose?
Homework Due Monday, : None.
Classwork, Friday, :
Classwork, Friday, :
- Common core standards addressed:
- SS.CC.6. COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements.
- Today in class we will be watching a video that summarizes and gives and overview of the civilization of the Roman Empire.
- This video can be found on Discovery Education, which you can access through SNAP from BOCES, you must log into SNAP before using the link below. Follow these instructions:
- 1) Are you ready, Scio Tigers? Go to snap.caboces.org.
- 2) Put in your username and password.
- 3) Your username and password is found written in your agenda.
- 4) Once you are logged in, go to Discovery Education and search for the video be name or follow the link below.
- The video is entitled Living History: Living in the Roman Empire. https://app.discoveryeducation.com/learn/videos/40C11EAC-70EB-45DB-881D-0452F395E945?hasLocalHost=false
Homework Due Tuesday, : Make corrections to the answers that you got wrong on the test. Corrections will not be accepted after second period.
Classwork, Monday,:
Classwork, Tuesday, :
Classwork, Monday,:
- Students will take the Chapter 10 test.
Classwork, Tuesday, :
- We will go over the questions on the Chapter 10 test.
- We will begin chapter 11.
Homework Due Wednesday, : Read pages 322-328. Complete the 10 questions below in the social studies notebook. Write the definitions the four vocabulary words below and write them in a sentence. Complete all of these tasks in the social studies notebook.
Classwork, Tuesday, :
Classwork, Tuesday, :
- Independently, students will read pages 322-328.
- Students will answer the reading checks on page 324, "How did Caesar gain power in Rome?" AND "How did the Roman Republic become an empire?" Answer using the RACE organizer and answer in the social studies notebook.
- Students will answer the reading check on page 326, "How did Rome's territorial expansion affect trade?" Answer using the RACE organizer and answer in the social studies notebook.
- Students will answer the reading check on page 328, "How did Roman literature and language influence later societies?" Answer using the RACE organizer and answer in the social studies notebook.
- Answer questions #1 (a, b, and c), and #2 (a, b, and c) on page 328. Answer in the social studies notebook.
- Students will write the definitions AND write the following words in a sentence: Pax Romana, aqueduct, Romance languages, civil law.
Homework Due Thursday, : Most students did not follow directions on Tuesday's homework. These students will redo their answers in RACE format. There are RACE graphic organizers in the back of the room if students need a reminder of what is expected of them.
Classwork, Wednesday, :
- We will review as a class the expectations of RACE format.
- As a class, we will read pages 329. We will discuss the characterization of Augustus. We will discuss his contribution to Rome.
- As a class, we will read pages 330-331. We will discuss all of the examples of features and how the features support our learning.
- We will read pages 332-333. We will discuss the meaning of "tolerance" and what it meant in the Roman Empire and what it means today in our world.
Homework Due Friday, : None.
Classwork, Thursday, :
Classwork, Thursday, :
- Students have had the opportunity to make corrections to their Chapter 10 test. We will go over the answers to the Chapter 10 test in class and discuss the questions that students may have.
- Students will read pages 333-335 in the social studies notebook.
Homework Due Monday, : None.
Classwork, Friday, :
Classwork, Friday, :
- Students will read pages 336-338 in the social studies textbook.
- Students will answer the following questions in the social studies notebook. Each question should be answered using the RACE format, answering in paragraph form.
- Students will answer the Analysis Skill question on page 337: "How did Paul's letter express Jesus's teachings?" Use the RACE format and answer the question in paragraph form.
- Students will answer the Reading Check question on page 337: "What do Christians believe happened after Jesus died?" Use the RACE format and answer the question in paragraph form.
- Students will answer the Reading Check question on page 338: "How did Paul's ideas help to spread Christianity?" Use the RACE format and answer the question in paragraph form.
Homework Due Tuesday, : Read pages 339-343. Complete the three questions below in the social studies notebook. Write the definitions the two vocabulary words below and write them in a sentence. Complete all of these tasks in the social studies notebook.
Classwork, Monday:
Classwork, Monday:
- Independently, students will read pages 339-343.
- Students will answer the reading checks on page 340, "Why did Diocletian divide the Roman Empire?" Answer using the RACE organizer in paragraph form and answer in the social studies notebook.
- Students will answer the reading check on page 342, "Why did Rome fall to invaders in the 400s?" Answer using the RACE organizer in paragraph form and answer in the social studies notebook.
- Students will answer the reading check on page 343, "Why did Justinian reorganize Roman law?" Answer using the RACE organizer in paragraph form and answer in the social studies notebook.
- Students will write the definitions AND write the following words in a sentence: corruption, Byzantine Empire.
- Some students have not been completing any work in class when there is a sub. Because there is a sub, if, for some reason, a student does not complete this assignment in class, it must be turned in during writing class tomorrow. Late assignments WILL NOT BE ACCEPTED. ALL LATE ASSIGNMENTS WILL EARN A "0."
Homework Due Wednesday: None.
Classwork, Tuesday:
Classwork, Tuesday:
- Students will read page 344 in their social studies textbook.
- Students will complete questions 1-4 on loose-leaf. The questions must be restated in the answer. The answers must be in complete sentences. This is for a grade. This is a quiz that will be completed in class.
- Some students have not been completing any work in class when there is a sub. Because there is a sub, if, for some reason, a student does not complete this assignment in class, it must be turned in during writing class tomorrow. Late assignments WILL NOT BE ACCEPTED. ALL LATE ASSIGNMENTS WILL EARN A "0."
- On the other side of loose-leaf students will complete the task question 4 found on page 343 of the social studies textbook: "Draw a word web like the one shown. In each of the outer circles, list a factor that helped lead tot he fall of the Western Roman Empire. You will need to add more circles to the web." This is part of the quiz.
- Because there is a sub, if, for some reason, a student does not complete this assignment in class, it must be turned in during writing class tomorrow. Late assignments WILL NOT BE ACCEPTED. ALL LATE ASSIGNMENTS WILL EARN A "0."
We will create a Gratitude Notebook that you may use at home. You will earn extra credit for filling out your Gratitude Notebook each day over the break. Please feel free to share your Gratitude Notebook with your family!
Homework due Monday, November 23, 2018:
See below for the following assignments for Thanksgiving Break. Enjoy your Thanksgiving Break!
THANKSGIVING BREAK HOMEWORK:
-Please enjoy your break.
-Mrs. Looney IS assigning IMPORTANT homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: I would like everyone to spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: If possible, help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be. You will earn extra credit for filling out your GRATITUDE NOTEBOOK over break.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
What you will learn: In this chapter you will learn about the history of the Roman Republic and its growth from a small city into one of the most powerful civilizations of the ancient world.
Sixth Grade
Module 11: "The Growth of Christianity"
Pages 318-347
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
***Most of information for the following lessons come from the 6th Grade Social Studies textbook World History, Holt McDougal, Houghton Mifflin Harcourt Publishing Company, 2012.
****LOOK AT LUCY CALKINS'S PERFORMANCE ASSESSMENT ABOUT JULIUS CAESAR. IT IS FOUND IN THE CHAPTER 11 FOLDER IN THE FILE CABINET.
Essential Question:
Homework due Monday, November 23, 2018:
See below for the following assignments for Thanksgiving Break. Enjoy your Thanksgiving Break!
THANKSGIVING BREAK HOMEWORK:
-Please enjoy your break.
-Mrs. Looney IS assigning IMPORTANT homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: I would like everyone to spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: If possible, help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be. You will earn extra credit for filling out your GRATITUDE NOTEBOOK over break.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
What you will learn: In this chapter you will learn about the history of the Roman Republic and its growth from a small city into one of the most powerful civilizations of the ancient world.
Sixth Grade
Module 11: "The Growth of Christianity"
Pages 318-347
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
***Most of information for the following lessons come from the 6th Grade Social Studies textbook World History, Holt McDougal, Houghton Mifflin Harcourt Publishing Company, 2012.
****LOOK AT LUCY CALKINS'S PERFORMANCE ASSESSMENT ABOUT JULIUS CAESAR. IT IS FOUND IN THE CHAPTER 11 FOLDER IN THE FILE CABINET.
Essential Question:
- Section 1:
- The Big Idea:
- Section 2:
- The Big Idea:
- Section 3:
- The Big Idea: