"The Patriot"

I love Hollywood made movies that can be used for educational purposes. Several of the students thought that this movie would be boring, but they actualy are enjoying it. When I first watched this movie in High school. You really don't pay attention to much detail. But when you are responsible for others' eyes watching the movie. You pay closer attention to detail in the movie, and determining if the eyes of viewer id is old enough or if the movie is appropriate enough.

Project Presentation

Just hanging out. The students today are to present their projects that are due covering any information that we have talked about up to this point. They had an option of what they wanted to do for a project. They could make a map, make a model, a diorama, write a paper, or make food. A lot of student made pies and brought them in. A way to get a good grade is through the stomach. Just like a way to a man’s heart is through their stomach. Same idea.

Catch Up Day

Another day of the school counselors coming in and having the students set up their four year plan. It was another day to grade papers, get stuff organized. It was kind of boring after awhile but I did get a lot of work done and caught up.

Test Day

It was a test day. I took the study guide and rearranged the order of it and gave it to the students. I was a little disappointed because so many people failed. I just was stunned to think that I gave them the exacted same study guide and we went over the answers I was looking for, gave them a timeline with most of the answers on. I just don’t know how I could have gotten them to get the right answers without speaking the words to them.

Lesson Plan- Review Game- Pass the Monkey

TEACHER: Miss Gaskill
CLASS & GRADE LEVEL: 8th Grade American History
UNIT: The Revolutionary War
LESSON TOPICS: Review Day

TYPE OF LEARNING: Review
TIME ALLOTMENT: 1 Day

DAY: I day

STANDARD/BENCHMARKS:.
• Explain conditions, actions and motivations that contribute to conflict and cooperation within and among nations.
* Give examples and explain how governments attempt to achieve their stated ideals at home and abroad


OBJECTIVES:
Students will apply previous assignment and prior knowledge in playing.
Students will practice reading a timeline.
Students will display prior knowledge by playing a review game.
Students will discuss answers that have to have study guide.
.
TEACHING MATERIALS:
Answer Key to Study Guide
Prepare 2 sets of 25 "scoring cards." On each of those cards, write a different instruction, for example:
* Earn 100 points
* Take 50 points from the other team
* Earn 70 points
* Double your total points
* Earn 500 bonus points
*Subtract 20 points from score.
Prepare 25 Questions
2 Monkeys

INSTURCTIONAL MATERIALS
16. Check the students agendas and stamp blue cards (5Minutes)
17. Have a couple students hand back work in the class tray
18. Tell the students that if their name is on the board I don’t have a score in the grade book for them. If they think that hand it and they don’t get it handed back, have them check the pile without names on it. If its not there do I don’t have it.
19. If their name is on the board and they get it back. Have hand it back in so I can record the score.
20. Have the students hand in any missing work.
21. Have the students get out their study guides. Go over the questions and discuss the answers to the work sheet.
22. When every questions has been answered split the class into two teams.
23. Have the teams sit in circles. Give each team an item to pass around.
24. Play music pass the time around when the music stomps that person has to come up and answer the question.
25. Have each contestant that is answering the question pick an index card (DO NOT SHOW THEM THE CARD UNTIL QUESTION IS ANSWERED)
26. When the question is answered show them the card if the answer is correct then do what the index card says.
27. Play the music and stop and the next person ends up with the object is the next contest.
28. The team with highest score wins at the end.


EVALUATION:
Students: How well are the applying previous assignment and prior knowledge in playing? Are the students able to practice reading a timeline?
How well are the students displaying prior knowledge by playing review game?


Teacher: Are the directions clear? How much time is this taking? Are the student just sitting there and not getting? What are they working on? What other question could be asked?

Pass the Monkey

I loved the game that I came up with. It was a fun day. I like to listen to music and so I wanted to play a game where the students could have fun while they learn. However with every review you play you have to give up a little control of the room. Of coarse there are going to be those classes that you dread having because they are hard to control in a regular classroom setting let alone when you have them playing a game. I had fun, the students had fun. Overall, I think it was a good lesson today.

Lesson Plan- Study Guide Day

TEACHER: Miss Gaskill
CLASS & GRADE LEVEL: 8th Grade American History
UNIT: The Revolutionary War
LESSON TOPICS: Study Guide Day

TYPE OF LEARNING: Review
TIME ALLOTMENT: 1 Day

DAY: I day

STANDARD/BENCHMARKS:.
• Explain conditions, actions and motivations that contribute to conflict and cooperation within and among nations.
* Give examples and explain how governments attempt to achieve their stated ideals at home and abroad


OBJECTIVES:
Students will apply previous assignment and prior knowledge in completing the study guide.
Students will practice reading a timeline.
Students will display prior knowledge by completing a study guide.
.
TEACHING MATERIALS:
Study Guide

INSTURCTIONAL MATERIALS
9. Check the students agendas and stamp blue cards (5Minutes)
10. Have a couple students hand back work in the class tray
11. Tell the students that if their name is on the board I don’t have a score in the grade book for them. If they think that hand it and they don’t get it handed back, have them check the pile without names on it. If its not there do I don’t have it.
12. If their name is on the board and they get it back. Have hand it back in so I can record the score.
13. Have the students hand in any missing work.
14. Pass out the Study Guide. Students are to work by themselves quietly for 20 minutes and then they can work with a partner for the rest of the class period.
15. If the students are not quite the continue to work by themselves.


EVALUATION:
Students: How well are the applying previous assignment and prior knowledge in completing the study guide. Are the students able to practice reading a timeline?
How well are the students displaying prior knowledge by completing a study guide?


Teacher: Are the directions clear? How much time is this taking? Are the student just sitting there and not getting? What are they working on? What other question could be asked?

Partners or not?

I believe that sometime that students need to do the work themselves. Today, I gave a study guide to the class. I had them work on the study guide themselves. This was good because they got to find the answers themselves. They were not relying on their partner for the answer. During half way through the class if they were good they got to work with a partner to match their answers. I waited until the end of the class period to tell the students they we were going to go over the answers in class tomorrow. I didn’t even tell them that it was not going to be graded because otherwise they would not have done it and they would have come to class with a blank study guide.

Lesson Plan- End of the War

November 5
TEACHER: Miss Gaskill
CLASS & GRADE LEVEL: 8th Grade American History
UNIT: The Revolutionary War
LESSON TOPICS: The End of the War

TYPE OF LEARNING: New
TIME ALLOTMENT: 1 Day

DAY: I day

STANDARD/BENCHMARKS:.
• Explain conditions, actions and motivations that contribute to conflict and cooperation within and among nations.
* Give examples and explain how governments attempt to achieve their stated ideals at home and abroad


OBJECTIVES:

.
TEACHING MATERIALS:
Overhead
Blank overhead template
Text book
Declaration of Independence Worksheet
Rewrite Rubric

INSTURCTIONAL MATERIALS
1. Check the students agendas and stamp blue cards (5Minutes)
2. Students are going to perform their rewrite skits, jingles, poems etc., so to determine who goes first they can volunteer or teacher can draw sticks. (10 min.)
3. Go through and make sure everyone goes. The students will be graded based on the rubric on the back of this handout sheet.
4. Once the students are done, have them get out their books. Number the students off by 6.
5. In the book each group needs to cover one of the following sections:
a. End of the War
b. Why the Americans won
c. Costs of the war
d. Treaty of Paris
e. Creating a Nation
6. Students are to read and will be presenting this information to the class. By taking notes. (10 Minutes to prepare)
7. Students will present information to class. (10 Minutes)
8. If there is time the students can take a quiz over
EVALUATION:
Students: Were the students able to compare and contrast the Declaration of Independence of 1776 and the 21st Century Declaration of Independence? How well did the students rewrite their own version of the Declaration of Independence? How well did the students perform their version of the Declaration of Independence?

Teacher: Are the directions clear? How much time is this taking? Are the student just sitting there and not getting? What are they working on? What other question could be asked?

Keepin' 'em busy

Today we had the students work on map. I hinted to the students that they show keep the battle sheets. Will the students actually listen? I don’t think so. It is sad to see that even though I will hint and try to help them out they still do not get. Their skills to listen, follow directions, and observational skills just are not in tact.

Wee bit Frustration

A little frustration came over be, but then this where I need to be flexible. I had my schedule planned for the week. Today we were going to do a worksheet, tomorrow a study guide, Thursday was going to be a review day, and Friday going to take a test. Well, I was told yesterday after school that the school counselors were going to come in a talk to the students about their 4-year plans. I was not too happy about it. That meant I had to push everything back, and I would have to give the test on a Monday, because next Tuesday they were coming again, and Wednesday they would be presenting their projects. And I am not going to have them take a test a week later than the review. However, it was nice today though because I did not have to teach. I just sat there and worked on grading papers. It was kind of nice.

Lesson Plan- Declaration of Independence Rewrite

TEACHER: Miss Gaskill
CLASS & GRADE LEVEL: 8th Grade American History
UNIT: The Revolutionary War
LESSON TOPICS: The Declaration of Independence Rewrite

TYPE OF LEARNING: New
TIME ALLOTMENT: 1 Day

DAY: I day

STANDARD/BENCHMARKS:.
• Explain conditions, actions and motivations that contribute to conflict and cooperation within and among nations.
* Give examples and explain how governments attempt to achieve their stated ideals at home and abroad


OBJECTIVES:
Students will are to compare and contrast the Declaration of Independence of 1776 and the 21st Century Declaration of Independence.
Students will write their own version of the Declaration of Independence.
Students will perform their version of the Declaration of Independence.
.
TEACHING MATERIALS:
Overhead
Examples overhead template
Copy of the 21st century rewrite
Declaration of Independence Worksheet


INSTURCTIONAL MATERIALS
1. Hand back blue cards
2. Check the students agendas and stamp blue cards
3. Pass out to each student the copy of the 21st Century Declaration of Independence
4. As a class read through this declaration.
5. Spend about 3 minutes make changes to it. Discuss with the students for about 5-10 minutes about the changes they would make.
6. Now, pull up the Overhead template of the Example. Notify the student that they are to write their own declaration of Independence but it is to be song to a song, show the examples.
7. This is their homework, come up with 2 verses per person (2 people= 4 verses) on their own version of the Declaration of Independence.
8. Students may work with 1 partner but they must have a total of 4 verses
9. Once student, know what the assignment is they are to finish answering the 7 questions about the Declaration of Independence (which is due by the end of class). They are too work on their rewrite and they will present these on Tuesday.

EVALUATION:
Students: Were the students able to compare and contrast the Declaration of Independence of 1776 and the 21st Century Declaration of Independence? How well did the students rewrite their own version of the Declaration of Independence? How well did the students perform their version of the Declaration of Independence?

Teacher: Are the directions clear? How much time is this taking? Are the student just sitting there and not getting? What are they working on? What other question could be asked?