Welcome to ESL, 12/5/11 Warm Up

Pick up ESL notebook

Get out rough draft

Complete the writing warm up:“If you were the world’s biggest sports

star, what sport would you play and how would you get famous? What would your path to success be?”

ESL I can statement/agenda Today, 12/5, I can…

Know: Complete a final draft of my creepy classics book project that includes five paragraphs about the elements of a story.

Do: edit and revise my work and draft my final draft to be ready for tomorrow’s due date.

Agenda1. Warm up (10 minutes)2. Review expectations (5 minutes)3. Drafting time (35 minutes)

Is my paper meeting the basics? Are there at least 5 paragraphs? Are there at least 5 vocabulary words? Do I have a paragraph for each element

of a story? 1 paragraph about Setting 1 paragraph about Character 1 paragraph about Conflict 1 paragraph about Turning Point 1 paragraph about Resolution

Work time expectations Allow people who don’t have a home

computer to use computer first Use the adults to edit your paper Use other students to edit your paper If you are finished, silent read (don’t

distract other students) Final drafts are due at the beginning

of class tomorrow

Welcome to Social StudiesMonday, December 5

Sit in your current seat (change seats later this week)

Materials Managers: Please grab your SS notebooks and writers notebooks

Warm Up: Label your S.S. table of contents: Indian

Removal Act note taking Label the next blank page in your S.S.: Indian

Removal Act note taking

Social Studies: I can statement/agenda

Today, 12/ 5, I can… Know: describe the basic history of the Indian

Removal Act of 1830. Do: boxes and bullets note taking of Indian

Removal Act lecture.

Agenda:1. Update planners2. Boxes and bullets note taking (Indian

Removal Act)3. Table group discussion

Update your Planner Writing HW (1/2 page in writers):

If you were the world’s biggest sports star, what sport would you play and how would you get famous?

How do you feel about poetry? What’s your history with poetry?

Read (30 minutes w/ minimum 1 quick note)

Complete your summary of Indian Removal Act of 1830

Where we are in time…

Colonists Arrive in

US1607

DOI and Slavery1776

Constitution

1787

Cherokee Indian Removal

Colonists Arrive1607

DOI and Constitution

1776 & 1787

Indian Removal

Act1830

Connect to Geography!How US got its shape: Indian removal

More land purchased by US government (remember the Louisiana Purchase)

More settlers moved from the original colonies westward seeking land From Wisconsin to

Florida

The conflict over land http://www.pbs.org/kcet/andrewjackson/t

hemes/indian_removal.html

Use boxes and bullets to note the WHO,

WHAT, WHEN, WHERE & WHY

Who has the power in this situation?

Legislative?Pass laws and acts Executive?Negotiate treaties, sign acts and laws Judicial?Declare a law unconstitutional The People?Contact their congress, protest

Indian Removal Act of 1830 (the Trail of Tears)

In 1830, Congress passed a law relocating Native Americans from all land East of the Mississippi River.

Indian Removal Act of 1830 President Andrew Jackson signed the bill into law

The Removal Act was strongly supported in the South, states were eager to gain access to lands claimed by the "Five Civilized Tribes." Cherokee, Chickasaw, Choctaw, Creek, Seminole

Georgia, the largest state at that time, was involved in land dispute with the Cherokee nation.

President Jackson said he signed the bill for “national security”

Why is the Indian Removal Act called the Trail of Tears?

The Trail of Tears refers to the forced removal of the Cherokee American Indian tribe by the U.S. federal government

This removal resulted in the deaths of about 4,000 Cherokee Indians.

The weather and trail conditions lead to widespread disease

In the Cherokee language, the event is called Nunna daul Tsuny — "the trail where they cried."

Summary of learning Start and finish for HW; on a blank piece

of paper This is NOT your writing homework

1. Main idea of the Indian Removal Act of 1830

2. Detail or example supporting main idea3. Another detail, story, or example

supporting main idea4. Conclusion sentence

Tomorrow… Looking at this conflict through 5

perspectives: Andrew Jackson (the president of the time) Congress against the removal act Congress for the removal act Cherokee Indians Women against the removal act

Break! Materials Managers:

pick up Writers notebooksreturn social studies notebooks

Warm up:label table of contents of your writers: MAP test preplabel next blank page: MAP test prepList three ways you prepare for MAP testing

L.A. I can statement/agenda Today, 12/5, I can…

Know: Develop strategies to excel on tomorrow’s Reading MAP test.

Do: Use boxes and bullets note taking on MAP test preparation lecture.

Agenda:1. Warm up (5 minutes)2. Interactive lecture: MAP test prep (25 minutes)3. Silent reading (15 minutes)4. Clean up (5 minutes)

BOX: Tips and Tricks for Testing on the Computer

BULLETS Close your eyes for a few seconds Using a piece of paper to track reading

and reduce glare Try not to skim. Read the text, the

question, and each possible answer Read the answer 1st!

It’ll help you guide your reading

Testing StaminaDirections: Determine the meaning of stamina

in the sentence below. Write the correct answer in your Writers NB.

The 3 hour test required the students to show off their stamina.

a. Their hair styleb. Their ability to not talk during the testc. Their ability to do something for a long period

of timed. Their knowledge

How can we keep our stamina during testing?

Write an idea you have in your Writers notebook and share with a neighbor

Each table shares one idea to class

Preparing before the test Draw a picture of the preparation you

are going to do before you begin the MAP test today

Some ideas: Drink some water Do some stretching Take 5 deep breaths Tell yourself: “I got this!”

Eliminating answers/Choosing the best answer

There are four steps you should take when answering a multiple choice question1. Read the question carefully2. Read each answer3. Eliminate the answers that are definitely

wrong. 4. Choose the best answer out of the answers

that are left. You can usually narrow it down to two. If you can’t decide, guess!

5. If you can’t eliminate any, choose “all of the above” or “none of the above”

Let’s try it! What does the word legumes mean in the

sentence below?There are many kinds of legumes you can

use to make soup such as kidney beans and white beans.

A. cans B. vegetable C. lettuce D. spicy

Let’s try another! There were several confections on the

table including chocolate chip cookies and cakes.

Which of the following is the meaning of confections as it is used in this sentence?

A.    sweet desserts B. sandwiches C.    connoisseurs D.    delicious 

And another!From the clues in the sentence below,

what does the word appalling mean? The thought of eating bugs is appalling

to most people. A.    enjoyable B. difficult C.    disgusting D.    different

Relaxing during the test Write down three things you do (or should

do) when you get to a really hard question.

Share three ideas from your notebook with your table

1 idea from each table shared with class

FYI: yes, you can have water, no, you can‘t bring food)

Key words to remember! Inference

Personification

Best answer, most likely or main idea

Theme

Relaxing after the test Don’t worry about it –it’s in the past!

Take a breath, and move on.

Don’t stress if you don’t finish, most people won’t (it’s a longgggg test!)

As you leave… Bring everything with you and go to the

library Bring a book in case you finish early No food Enter room quietly, sit at a computer

immediately, and start the test When your score pops up, DON’T CLICK

EXIT – raise your hand, please