October 19

Marking Period 2 - Week 1 

Friday

• Using the Declaration of Indpendence, I can describe the colonists views of  government and their reasons for separating from Great Britain.  SS GLCE 8-F1.2
• I can determine central ideas from a primary source.  CCRL.6-82, SS GLCE U8-U3.3.7
• I can follow the rules for collaborative discussion and decision-making.  CCSL.8.1&2, SS GLCE P1.4

Homework

5th Hour Only - complete your T3W outline/rough draft for Monday.  The full assignment isn't due until Wednesday.  We will have classtime on Monday to work.

Warm-Up

Political Cartoon:  Uncle Sam and Independence
ISN pg. 49ish
T1W - 5 lines:  List all the objects you see in the image
T1W - 3 lines:  What is the artists message?
T1W - 3 lines:  How is Uncle Sam's situation in this cartoon like the patriots situation with the government of Great Britain?

Words of Wisdom

Primary Source Reading:  Declaration of Independence

1. Add Glossary handout to ISN
2. Create Scan & Skim Card
3. Located the primary source in the textbook
4. Begin using SCAN & SKIM to read the Declaration of Independence to answer the questions about central ideas in the document.
5. Model/guide students - what SCAN and SKIM look like, and how to use the Glossary to help understand central ideas.
6. Use student answers (Starburst rewards) to questions to guide ISN notes on ISN pg. 43ish

Collaborate

Download
5th Hour Only: 

Writing a Children’s Version of the Declaration of Independence

You are an author of children’s books.   Create an illustrated children’s version of the Declaration of Independence. Your book rephrases key quotes from the real document about the colonists views of government and their reasons for separating from Great Britain. Your version should be written in simple, clear language that a third grader could read and understand. Use the notes you have created in your Interactive Student Notebook to find ALL the information you need.

Focus Correction Areas

1.     A brief introduction explaining the experiences and interactions that led to the Declaration of Independence. Use the following sentences to begin your introduction: Once upon a time, a group of people left their homeland to live in a faraway land ruled by Britain. The people were called colonists.  20 points

2.     3 rephrased views of government and 3 rephrased reasons for separating with a color illustration for each (6 illustrations total) 30 points

3.     Content vocabulary is used and spelled/capitalized correctly. 20/-2 points

*          It is nice, but not required to add details to make your children’s version of the Declaration of Independence artistic and visually appealing to a third grader. For example, you could add decorated letters, additional visuals, and borders.

Advancing

The product is highly effective.  The ideas are presented in an engaging and polished manner, mindful of the audience.  The product shows a grasp of the subject beyond what is typically found at this age level.  There is unusual craftsmanship in the final product.

 

Closure
Name one thing you learned today.