Dragon Boat Summer Team

Here is the permission slip for Next Week's Dragon Boat practice.
Paul Public Charter School Dragon Boat Summer Team

Review Jeopardy

AIM: I will review for Monday's exam by competing in a Jeopardy game.


Standard: All standards from the year are in today's review

Do Now

1) What continents are in the New World?
2) How do you write “Handy Man” in Latin?
3) How do you write “High City” in Greek?
4) If Cleopatra was born in 10 BCE and lived 45 years, what year did she die?

Lesson Steps: Once we finished our Do Nows, we went right into having a couple students read excerpts from their vocabulary stories. We then went right into the Jeopardy game that covered the questions that were on the back of the study guide. This game took up the majority of the class period until we dismissed for the day.

Homework: Continue to answer questions on the back of the study guide and prepare for the exam on Monday.

Map Review and Vocab Connections

AIM: I will review this year's vocabulary words by stretching the definition connections to the map of the Old World after running a map review relay.

Standard: 7.3.1, 7.4.1, 7.5.1, 7.7.1, 7.8.1 = Locate and describe the geography of Mesopotamia, Egypt, Greece, India & China
7.LD-V.10- Determine meanings, pronunciations, alternate word choices, correct spellings of vocabulary words.

Do Now:
1) Who created the Continental Drift Theory?
2) What vocab word means to swing from arm to arm?
3) What are the two major rivers of India?
4) If Aristotle was born in 384 BCE and lived 62 years, what year did he die?

Lesson Steps:
Once we finished the Do Now some students shared their Vocabulary stories. These stories look great and I am excited to read them all. Next we went right into doing a relay race to draw the entire Old World on the board. We then did a new activity which called for us to highlight a specific section of the map and then randomly pull out a vocabulary word and match it to the location. This activity continues the work we have done all year on connecting vocabulary words to things in our lives and also to other words. We ended the day with our usual dismissal procedures.

Homework: Answer questions on back of review guide for Monday's Exam and Tomorrow's Game of Jeopardy.

Quiz Day

Today we took an assessment on the Greece unit. The quiz took all period.

Homework: Vocabulary stories due tomorrow. (See handout from May 20th)

Quiz Prep Day

AIM: I will review 5 items covering two standards for Tuesday's quiz on Greece.

Standards: 7.8.2 & 7.8.3

Lesson Steps:
Today is a half day and we have a quiz on Greece on Tuesday. So we jumped right into a review game of partner relays. Students filled out the handout from today in partners and brought it up to me to be checked at each section that was complete. We had fun and also reviewed for Tuesday's quiz!

Today's Handout:
Greece Quiz Recap and Partner Relay

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Finalizing Democracy

AIM: I will define 4 political words and document the political evolution of Athens to a democracy.

Standard: 7.8.3 Trace the transition from tyranny to oligarchy to early democracy.

Do Now:
1) What peninsula is Greece on?
2) What government is ruled by voting?
3) What government is ruled by nobles?
4) If Socrates was born in 330 BCE and lived for 60 years, when did he die?

Lesson Steps: We finished our independent reading of the evolution of Democracy in Greece and began a discussion about why Solon and Cleisthenes were motivated to make the changes that they did. we also took time to review the types of political structure that were in place before democracy was established. Students who finished early worked on their vocabulary project that is due on May 27 or they made up missing work since today they received their progress reports.

Homework: Vocabulary Recap Story due on May 27 and complete all missing assignments by Friday.

The Evolution of Democracy

AIM: I will define 4 political words and document the political evolution of Athens to a democracy.

Standard: 7.8.3 Trace the transition from tyranny to oligarchy to early democracy.

Do Now:
1) What type of government is ruled by a king?
2) What type of government is ruled by the wealthy landowners?
3) What government was ruled illegally?
4) If Cleisthenes was born in 530 BCE and lived 53 years, what year did he die?

Lesson Steps: Today we continued the independent reading from yesterday and students worked on completing the worksheet from Monday. We also went over our final project of the year: The vocabulary story recap of 7th grade. Students have until May 27th to finish this project. I am looking for a really creative synthesis of all the vocabulary terms of the year. Best of luck!
We concluded class by having a discussion about why Solon started to move Greece towards a democracy.

Homework: Turn in all missing work and your vocab recap project is due on May 27th!

Handout: Description of the Vocabulary Recap Project
This is Your Final Vocabulary Project of the Year

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Delving Into Greek Political Systems

AIM: I will define 4 political words and document the political evolution of Athens to a democracy.

Standard: 7.8.3 Trace the transition from tyranny to oligarchy to early democracy.

Do Now:
1) What did Cronos eat?
2) Could poor men vote in Athens?
3) What peninsula is South of the Black Sea?
4) If Solon was born in 630 BCE and lived to be 70 years old, what year did he die?

Lesson Steps: Once we finished the new Do Now we reviewed the four political terms from yesterday. We then started a discussion about how a government should be run in order to be fair for all citizens. We then continued class with an independent reading time to take notes on the handout from yesterday. We ended class with a brief discussion on why Democracy might have seemed like a good idea to the Greeks.

Homework: Complete all missing assignments for the fourth advisory.

Acting Out Political Systems

AIM: I will define 4 political words and document the political evolution of Athens to a democracy.

Standard: 7.8.3 Trace the transition from tyranny to oligarchy to early democracy.

We graded our Do Nows.

Lesson Steps: Once all Do Nows were graded we reviewed the concepts of oligarchy, tyranny, monarchy and aristocracy. Students read sections of the text and were given a time limit to act out the meaning of each type of political structure. We then presented our performances to see how each group could bring each word to life. We then took notes on the different types of political structures.

Homework: Complete all missing work before Friday for the end of the advisory.

Handout: Political Structure handout.

Greek Democray Reading

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Video Guide Review and Horrible History

Today was a shorter class period due to the presentation of Alice in Wonderland. Since time was limited we skipped the Do Now and went right into reviewing yesterday's video guide.


AIM: I will document 3-6 legacies of Ancient Greece in today's world by filling out an organizer about today's video and documenting 3-5 ways in which the Greeks adapted to their environment.

Standard: 7.8.2 Describe the connections between geography and the development of city-states in the region of the Aegean Sea.

Lesson Steps:
We discussed the video guide going over it in detail and also the Horrible Histories handout about Cronos, the Polybius' Checkerboard and Dreadful Democracy. No additional handouts.

Homework: Hand in any missing work and write a BCR that answers this question: Would you like to live in Ancient Greece?

Ancient Greece on Video

Today Mr. Magnuson was absent and students watched a video on Ancient Greece.

AIM: I will document 3-6 legacies of Ancient Greece in today's world by filling out an organizer about today's video and documenting 3-5 ways in which the Greeks adapted to their environment.

Standard: 7.8.2 Describe the connections between geography and the development of city-states in the region of the Aegean Sea.

Lesson Steps: There was no do now for today. We got right into watching the video and taking notes throughout the class. These notes will be used for the next BCR. There was another handout which had additional readings about the Greeks if students finished the video early.

Handout: Ancient Greece Video Guide
Ancient Greece Video Guide

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Political Systems of Greece

AIM: I will find 4-8 facts that show how different political systems evolved in the city-states of Greece by reading pages 190-191 and completing a graphic organizer.

Standard: 7.8.3 Trace the transition from tyranny to oligarchy to early democracy in Greece.

Do Now:
1) What sea is West of Anatolia?
2) What peninsula is South of Scandinavia?
3) What sea is East of Greece?
4) What peninsula is the most West in Europe?

Lesson Steps:
Today we reviewed the handout from yesterday and then jumped right into today's reading. We talked about the different types of political systems and then read about how Greece changed over time. Students worked in groups to collect enough facts to answer the question in a MEAL paragraph format. We used the handout from yesterday to take notes.

Homework: Turn in all missing assignments

Reading Analysis of Greek Politics

AIM: I will find 4-8 facts that show how Greece was organized politically by reading pages 189-190 and completing a graphic organizer.

Standard: 7.8.3 Trace the transition from tyranny to oligarchy to early democracy in Greece.

Do Now:
1) What sea is North of Anatolia?
2) What peninsula is Greece on?
3) What sea is West of Greece?
4) What peninsula is the most north in Europe?

Lesson Steps: Today we reviewed the mental map before moving into the reading about how Greece is organized politically. We then did a pre-reading activity in which we looked at the photos and text features of the reading before proceeding. As we read, we took notes that we determined would answer the AIM of How was Greece organized politically? Students then analyzed why the notes actually answered the key question.

Homework: Turn in all missing work

Handout:
Reading Analysis

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Mental Map of Greece

AIM: I will create a Mental Map of Greece and Europe and include 15 features to meet our standard.

Standard: 7.8.2 Describe the connections between geography and the development of city-states in Greece.

Do Now:
1) True or False: Greeks were not good sailors.
2) True or False: Since the Greeks grew all their raw materials, they did not need to trade.
3) True or False: The sea was a great source of fish so it was an important part of the Greek diet.
4) In 490 BCE, the Athenians won the Battle of Marathon. How long ago was that?

Lesson Steps:
Today we started with the Do Now and then had a review of the material from last Tuesday. We discussed our MEAL paragraphs of how the sea affected the economy of Greece. We then moved into drawing a mental map of Europe to complete our Old World mental maps. We included 15 features on this map which highlight all the peninsulas of Europe and the importance of the sea in Greek life. We closed the day with a review of the natural barriers that may have protected Greece.

Homework: Draw two more mental maps of Europe.

Project Week

All classes are suspended for May 6-May 8 for our annual Project Week. All MEAL paragraphs are due on Monday, May 11.

Greek Geography Continued

AIM: I will define 4 vocabulary words and analyze how geography helped develop Greek society in 8 cards and 2 readings.

Standard: 7.8.2 Describe connections of geography and the development of Greek society.

Do Now:
1) True or False? Greece had a very large river just like Egypt.
2) True or False? Greeks lived near the sea and there were many good harbors.
3) True or False? Greece had great soil with no rocks and it was easy to farm there.
4) True or False? Lots of Reeds and no stones, so they built many of their buildings out of reeds.

Lesson Steps: Today's lesson was a continuation of yesterday's lesson. We did not read the two passages from page 179 in all classes. We reviewed the answers to our cards and then read page 179 independently to find facts that would help support our key question for the day: "How did the sea affect the economy of Greece?" We then looked over MEAL paragraph organizers with our facts to be ready to complete tonight's homework.

Homework: Write a MEAL paragraph that answers the question: "How did the sea affect the economy of Greece?" Use notes from yesterday's handout.

Geography's Influence on Greece

AIM: I will define 4 vocabulary words and analyze how geography helped develop Greek society in 8 cards and 2 readings.

Standard: 7.8.2 Describe connections of geography and the development of Greek society.

Do Now:
1) What color dye is important to the Greeks?
2) What type of animal do we know was in Greece?
3) Who became a spider?
4) Archaeologists have found the Greek alphabet started in 800 BCE. How Many years ago was that?

Lesson Steps:
Today we reviewed our work from Friday and some students shared the homework assignment. We then went over 4 new words: obstinate, indignant, shuttle (for weaving) and descendant that are from the story of Arachne. We then started to look at 8 pieces of evidence about Greek geography and students then hypothesized how these facts would influence the way the Greeks lived. We then read two passages about how the Greeks lived. This reading was in preparation for tonight's homework.

Homework: Complete the Venn diagram of comparing and contrasting Greece to another civilization that we have studied.

Greek Geography Primer Handout

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Analyzing Greek Myths

AIM: I will define 4 vocabulary words and analyze how the myth shows Greek society by completing 4 categories.

Standard: 7.8.2 Describe connections of geography and the developments of Greek Society.

Do Now:
1) Who was the Goddess in the yesterday’s story?
2) What continent is Greece on?
3) Vocabulary: Land with water on 3 sides.
4) The Arachne myth was first written down in 43BCE. How many years ago was that?

Lesson Steps:
We started by reviewing the story from yesterday. We then talked about how we would be able to determine facts about our society by listening to the radio. We talked about how we would be able to learn about our values, religion, social structure and even geography by listening to songs in today's culture. We then took this lesson and applied it to the myth that we read yesterday. We reread the myth and took out facts that would help us to understand the social structure, geography, religion and values of Greek society. We then summarized what we had learned about Greek society and then went over the homework.

Homework:
"Oh no she didn't" assignment. The explanation of the assignment is on today's handout. (Check out how Meheret completed this assignment: http://problems-i-will-help.synthasite.com/)

Handout:
Reading Analysis for Arachne

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Check out how Meheret completed this assignment: http://problems-i-will-help.synthasite.com/

Dramatic Reading of Arachne

AIM: I will summarize the plot of one Greek Myth and write two captions connected to it with 100% accuracy.

Standard: 7.8.2 Describe connections of geography and the development of Greek Society.

Do Now: Students described three pictures on today's handout and hypothesized a connection among all three.

Lesson Steps:
Once students finished the Do Now, we shared our thoughts and talked about the point of a myth. We then listened to a dramatic reading of the Greek Myth of Arachne. We then summarized the plot and wrote captions for two paintings related to the story. We ended class with a quick description of what we thought was the point of the myth.

Homework: Make a cover page for the next unit using this question: "What are the most important legacies of the ancient world?"

Handout:

Greece Msytery Trio

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Vocabulary Connections Review

This lesson is repeated on Wed. April 29 due to testing.
AIM: I will connect 10 words from the 3rd advisory to 10 of the 2nd advisory and demonstrate higher understanding with 100% accuracy.

Standard: 7LDV10 Determine meanings of vocabulary words.

Do Now:
1) What plateau is found in India?
2) The vocab word that means the beginning or birth:
3) What peninsula borders the Red Sea?
4) If a man was born in 420 BCE and he lived to be 55, what year did he die?

Lesson Steps:
We completed the Do Now and then completed getting our notebooks completely cleaned out. We also took down all the bricks and stapled them to our folders. Finally we played a game of vocabulary connections in which teams of students had to connect words from the third advisory to words in the second advisory. Teams were scored based on accuracy, uniqueness and also outstanding insight. This activity is a reminder of the vocabulary project that many students need to turn in by the end of this week.

Homework: Vocabulary connections project is due by Friday for all students. See handout posted on Monday, April 20th.

Closing Out the Unit

AIM: I will answer our Essential Question using the MEAL format paragraph with 100% accuracy.

Standard: 7.W.E.3 - Write content based reports using evidence and analysis.

Do Now:
1) What two rivers are found in China?
2) What two mountain ranges are found in India?
3) What word means it is good to grow crops?
4) If a woman was born in 96BCE and she lived to be 100 years old. What year did she die?

Lesson Steps: We completed the Do Now questions and reviewed them especially number 4. We then went write into finishing up the unit by writing a MEAL paragraph BCR to answer this question: "How have civilizations adapted to their surrounding environments?" Students were allowed to use their notes during the writing of this BCR. Students who finished early then proceeded to clean out their notebooks and put all materials into their file folder in the classroom file cabinet. They also took down their bricks and stapled them into their folder. We complete the class with the new role of the Dismissal Director to check to see if we met our AIM and to read off the closing complement.

Homework: Complete Vocabulary Connections Project if it wasn't handed in today (Which is posted in the next entry, scroll down).

DCCAS WEEK April 20th-24th

This week we will be taking the DCCAS exam and our classes will be working on two projects while in class. The main homework is to always get a good night's sleep and to eat a healthy breakfast.

Here are the handouts for the two projects we will be working on.

Project Due Thursday April 23 (This project was assigned on April 8th)
Care Package for New Stduents

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Project Due Monday April 27

Vocabulary Connections Project April

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Test Day

Today we took a test on Ancient India and Ancient China. Once students completed their exam they calculated their Do Now scores. Today was the last day before Spring Break and students were reminded to complete their care packages for the new students over the break. See the handout below for information. The care packages are due on April 23rd.

Care Package for New Stduents

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Test Preparation

AIM: I demonstrate mastery on vocabulary, geography of civilizations and measurement using map scales.

Standard: 7.3 Geography of India, 7.4 Geography of China

Do Now:
1) Vocabulary word: To lift with effort.
2) Vocabulary word: Family or group that rules over a long time.
3) Vocabulary word: A little amount over a large area.
4) How many years ago was 2,580 BCE?

Lesson Steps:
We started class with a review game pitting Ancient India against Ancient China. Students answered review questions to see which civilization would come out ahead. We then moved into two activities in which students practiced their measurements and also made vocabulary word review sheets. These sheets were used by students in pairs to quiz and study together for tomorrow's exam.

Homework: Study for tomorrow's exam and use the review sheet below to help study.
Look What I'Ve Learned!

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Mental Map of China

AIM: I will draw 10 new geography features on my mental map of Asia.

Standard: 7.5 Geography of China

Do Now:
1) Vocabulary word: Places organized before built:
2) Vocabulary Word: wind system causing wet and dry seasons.
3) Vocabulary Word: Separate part of a larger landmass.
4) How many years ago was 246 CE?

Lesson Steps: We went over the Do Now and then went right into drawing the mental map of Asia to include the information about China. Students continued to draw and label all 10 new items. Once we finished drawing the mental map students then continued with an activity that reviewed using the scale on a map.

Homework: Complete three mental maps of Asia and label all elements of Africa, India and China.

Handout: Scale & Measurement activity Plus Project Due on April 23rd!
Measurement Around Paul

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Care Package for New Stduents

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China's Natural Barriers

AIM: I will identify 6 natural barriers in Ancient China and apply this knowledge to understand 2 characteristics of Ancient China.

Standards:
7.4.1 Identify the location of early Chinese agrarian societies
7.4.2 Describe the importance of fertile valleys of the Huang He River to the location of early agricultural societies.

Do Now:
1) What is a unique branch of a language?
2) What vocabulary word means to draw on something hard by scraping off a layer?
3)What vocabulary word means to be constant and reliable?
4) How many years ago was 191 BCE?

Lesson Steps: We finished our Do Nows and then went right into an activity of looking carefully at the geography of China through a powerpoint slide show. We used these images to understand how the natural barriers of China would have offered both protection and isolation. We completed class with a quick review of scale on map usage and we went over the homework assignment.

Homework: Complete the map scale activity.

Handouts: Homework and also project due April 23rd!
China Natural Barriers

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Measuring China

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Care Package for New Stduents

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Indian City Planning

AIM: I will identify 3 ways that civilizations in the Indus valley improved life through city planning.

Standard: 7.4 Geography and culture of India

Do Now:
1) Vocabulary word: people in a family arranged by age.
2) Vocabulary word: Distinct cultures close together.
3) Vocabulary word: To lift with effort.
4) How long ago was 117 BCE?

Lesson Steps: Today we finished all the presentations about the geography of India and finalized our review of the planned cities reading. Students inferred about how societies were so advanced for the age and whether or not they had a writing system based on the evidence in the reading.

Homework: Introduction to China via the reading. Complete all questions on the handout.

Handout: Questions and reading about China
China Reading

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Indian Travel Agents

AIM: I will use persuasive language and at least three relevant facts from the text to entice travelers to come to ancient India.

Standard: 7.4 Geography of India and 7.W-E.4 Persuasive text that provides evidence.

Do Now:
1) Vocabulary Word: An oven where pottery is heated
2) Vocabulary Word: A place organized before being built
3) Vocabulary Word: The most perfect possible.
4) How long ago was 2008 BCE?

Lesson Steps:
We reviewed the Do Now and went right into practicing our skits for today's presentations. Students presented their skits while everyone graded the performances on the basis of the information included and the extent of the persuasion. These skits demonstrated knowledge of the content and individual creativity because teams chose how to present their information.

Homework: Continue to practice your skit if you have not presented yet.

Handout: This handout was used to grade fellow classmates during presentations.
India Sales Evaluation

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Incredible India

AIM: I will infer the author's purpose of an informational text about India and research six facts to persuade someone to Travel India.

Standard: Indian Geography & Human pattern settlements

Do Now:
1) Vocabulary Word: Constant and reliable
2) Vocabulary Word: A little over a big area
3) Vocabulary Word: A family or group ruling over a long period.
4) How long ago was 1776 CE?

Lesson Steps: Students completed their Do Nows and then we reviewed last night's homework. We then reviewed the reading that dealt with Indian geography to understand the assignment for today. Students are to create a travel brochure that persuades people to come to Ancient India by using the facts from the reading. We finished class by allowing students to have some time to work on their fliers.

Homework: Complete the Ancient Indian Travel Advertisement.

Handout: Information on how to complete the advertisement.
Incredible India Scribd

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India Geography Continued

AIM: I will summarize a reading about how the subcontinent of India was created and explain three ways in which geography affects the lives of people.

Standard: 7.4 Geography of Ancient India

Do Now:
1) First Advisory word: Confusing .
2) Second advisory word: land meets water.
3) Third Advisory word: normal way of doing things.
4) How many years ago was 676 BCE?

Lesson Steps: Once we finished the Do Now, students shared their homework which was to make connections with last night's vocabulary words. We then moved into today's reading by summarizing the section which explains how India smashed into Asia and created the Himalaya Mountains. We then worked in teams to discuss our summaries and also to discuss how it affected the lives of Indians and also how our environment affects our lives.

Homework: Read cartoon # 2 and answer the questions on the back of the handout.

Handouts:
Indian Subcontinent Reading

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