10th Grade Other (Social Studies & History) Interactive Notebooks

This close read focus' in on "Children for the Colony of Jamestown". This gives guided questions, time to reflect and digs into the vocab. This is a great way to incorporate Marzano strategies alongside ELA annotated text strategies to increase gains by 35%. If your students are struggling with close reading or are still using highlighters (and highlighting the ENTIRE page), this will be extremely helpful. However, this will be useful even if they are old pros at annotating. Students will not only learn how to annotate and read deeply, they will also learn what information to look for depending on the genre. Teaching students how to read closely empowers them to become independent learners, and the importance of reading closely becomes clear in the first two words of the Common Core K-12 Anchor Standards: *CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. The step-by-step process is effective. It includes a gradual release of responsibility, which gives students confidence, as well as practice. Step 1: Teacher directs/models. Step 2: Students collaborate. Step 3: Independent practice. Annotating text can be amazing for students who have problems focusing and paying attention. Annotating keeps students focused, because it requires them to stay actively involved with the text. Annotating makes it difficult for students to drift off. It also enables the teacher to easily monitor attention issues and reading progress, by checking on the student’s annotations.

World History Student Learning Goal Checklist Many districts require teachers to post the learning goals for each lesson in the classroom. While this may seem like an unnecessary, extra step at first, it is truly beneficial to the students. I created this packet/spreadsheet to make goal posting simple, effective, and consistent. This can be printed out sheet by sheet and placed into their INTERACTIVE NOTEBOOKS, it can be distributed through a Google Sheet, or into a data folder. This is completely up to you. One way- Student directions: It is based on the work we have done thus far, please put an x in the box that best describes your knowledge of the "I can" statement. Before the unit please use a blue highlighter & before the test please revisit and use a pink highlighter. Another way- Instructions: Step By Step 1. Find the unit we are in right now. 2. Based on the work we have done thus far, please put an x in the box that best describes your knowledge of the "I can" statement. 3. Be sure to revisit this before your test to ensure that You've Got This Down! This is what the Civics team is creating your test off of. If you can move yourself to the final column of "Yes, I can." Then you should score 80% or higher on the test. I will be checking on these :) 4. If you get assigned to an intervention. You will need to edit this on the last day of that cycle P.s. This is also AMAZING for teacher & PLC planning.

Have your student work cooperatively to use their prior knowledge of five (5) geographical themes knowledge to create a culture — location, place, movement, human-environment interaction, and region. Through this lesson, students will learn all the characteristics of culture. For students to be successful in playing this game, students must have a working knowledge of the five geographical themes.

OBJECTIVE:

• Students will review the five geographical themes.
• Students will be able to apply the five geographical themes to real-world experiences.
• Students will use the five geographical themes and will create a culture.

ESSENTIAL QUESTIONS

• What is the difference between absolute and relative location?
• What physical and cultural characteristics make a place special?
• How do people, goods, and ideas move throughout the world?
• What are the common characteristics that are shared by a region?

MATERIALS

• Detailed Teacher Instructions
• Three-prong notebook per student
• Art Supplies: Markers, crayons, and/or colored pencils
• Five Geographical Themes Activity Sheet (Included)
• Five Geographical Themes Review Game (Included)
• Internet access
• Class set of atlases
• Hole punch
• Grading Rubric (Included)

PREPARATION

• Set up the classroom desks or tables so that students are sitting in groups of twos or threes.
• Duplicate Geographical Themes Game, cut, and place in bag.
• Duplicate packets, one per student.

SCHEDULE

Day One:

(1) Watch video

(2) Play Geographical Themes Game

(3) Complete the brainstorming activity

(2) Create a title page with your culture’s name on it

(3) Complete the “location” activity.

Day Two:

(1) Complete the “place” activity.

Day Three:

(2) Complete the “human environment Interaction” activity.

Day Four:

(1) Complete the “movement” activity and “region” activity.

Day Six:

(1) Presentations. See closure and evaluation.

CLOSURE / EVALUATION

Students, alongside their groups, will present their Geographical Themes Interactive Notebook while the audience takes notes.

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OTHER RESOURCES YOU MAY LIKE:

✧ Other Related Resources

✧ Beginning-of-the-Year Resources

✧ Assessments Resources

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Related Topics:

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