Thursday, May 22, 2008


ALL CLASSES

LAST DAY OF SCHOOL

Objective for Today


  • Students will have a chance to say goodbye to teachers and friends for the summer.

Agenda for Today



  1. We will watch a movie, eat snacks, and have a good time.

Wednesday, May 21, 2008

ALL CLASSES

8th Grade Picnic

Objective for Today
  • Students will have FUN!

Agenda for Today

  1. You will go outside.
  2. You will have fun.
  3. You will eat lunch.
  4. You will have fun.
  5. You will not do anything stupid.
  6. You will have fun.
  7. You will go home.

Tuesday, May 20, 2008


ALL CLASSES

Time Capsules

Objective for Today


  • Students will have a chance to reflect upon their 8th grade year.

Agenda for Today



  1. Bellringer: You will write a letter to 7th graders welcoming them to my class next year. They will read the letters on the first day of school in August.

  2. We will open the time capsule we made at the beginning of the year and discuss what is inside.

  3. You will fill out a survey on Mr. D as a teacher.

Monday, May 19, 2008

ALL CLASSES

Make-up Work

Objective for Today
  • Students will have a chance to do any and all make-up work for the last 9 weeks.

Agenda for Today

  1. Bellringer: You will immediately check the grade sheets and write down the assignments you are missing.
  2. You will complete any missing assignments.
  3. If you do not have any missing assignments, you will be allowed to work on an extra credit assignment.

Friday, May 16, 2008

ALL CLASSES

Final Exam Review

Objective for Today
  • Students will review their final exams to see how they did.

Agenda for Today

  1. Bellringer: You will write down three things you think you missed on the exam.
  2. Mr. D will distribute the graded exams and go over each question.
  3. You will have the time at the end of class for free time.

Thursday, May 15, 2008

HISTORY CLASS

Final Exam

Objective for Today
  • Students will demonstarte their retension of all history material covered this year.

Agenda for Today

  1. Bellringer: You will spend five minutes in total silence to prepare yourselves for the final exam.
  2. You will take the final exam.

READING CLASS

Final Exam

Objective for Today

Learners will prepare for their their final exam.

Agenda for Today

  1. Bellringer: You will spend five minutes in total silence to prepare yourselves for the final exam.
  2. You will take the final exam

Wednesday, May 14, 2008

HISTORY CLASS

Final Exam Preparation (Day 2)

Objective for Today
  • Students will review all history material covered since August.

Agenda for Today

  1. Bellringer: You will immediately begin studying for the exam with your partner.
  2. You and your partner will study for the final exam.

READING CLASS

Final Exam Preparation

Objective for Today

Learners will prepare their their final exam.

Agenda for Today

  1. Bellringer: you will write down as many of the 10 core reading skills as you can remember.
  2. Mr. D will tell you what you need to prepare for on the final exam.
  3. You will study for tomorrow's final exam.

Tuesday, May 13, 2008

Today is Mr. D's wedding anniversary. He and Mrs. D have been married for 13 years!

HISTORY CLASS

Final Exam Preparation (Day 1)

Objective for Today
  • Students will review all history material covered since August.

Agenda for Today

  1. Bellringer: You will write down three of the most memorable things you learned from this class this year.
  2. Mr. D will distribute final exam study guides and your folders from your first semester.
  3. You and your partner will study for the final exam.

READING CLASS

Stepping on the Cracks Book Report

Objective for Today

Learners will finish presenting their Stepping on the Cracks paper bag book reports.

Agenda for Today

  1. Bellringer: you will write down three of your most memorable moments in this class from this year.
  2. You will finish your book reports.
  3. Mr. D will finish any final BRIs that may still need to be conducted.

Monday, May 12, 2008

HISTORY CLASS

The Presidents of the United States

Objective for Today

  • Students will learn about the 43 Presidents of the United States.

Agenda for Today

  1. Bellringer: You will write a list of as many of the Presidents as you can remember.
  2. Mr. D will take us through the Presidents of the United States and you will take notes on each.

READING CLASS

Stepping on the Cracks Book Report

Objective for Today

  • Learners will present reports on Stepping on the Cracks.

Agenda for Today

  1. Bellringer: You will turn on your reports on Stepping on the Cracks.
  2. You will give your paper bag book reports.
  3. When we finish with the reports, Mr. D will conduct the final few BRIs.

Tuesday-Thursday, May 6-8, 2008

HISTORY CLASS

The Civil War

Objective for Each Day

  • Students will gain a clearer understanding of the causes and major points of the Civil War, specifically as it relates to the battle of Gettysburg.

Agenda for Each Day

  1. Bellringer: You will write three facts about the Civil War.
  2. You will watch part one of the movie Gettysburg and take notes on the movie.

READING CLASS


Stepping on the Cracks Book Report

Objective for Today

  • Learners will finish reading Stepping on the Crackswork and develop ideas for creating a "paper bag book report."

Agenda for Today

  1. Bellringer: you will spend the first half of each class period reading Stepping on the Cracks.
  2. You will spend the second half of each class period working on your paper bag book report.

Monday, May 5, 2008 (Cinco de Mayo)

HISTORY CLASS

The Civil War

Objective for Today
  • Students will demonstrate their understanding of the causes and major points of the Civil War.

Agenda for Today

  1. Bellringer: You will spend 5 minutes studying with your partner for today's test over the Civil War.
  2. You will take a test over the Civil War. [SEE FRIDAY, MAY 2 FOR STUDY GUIDE]

READING CLASS

Stepping on the Cracks Book Report How-To

Objective for Today
  • Learners will work on developing ideas for creating a "paper bag book report" on Stepping on the Cracks.

Agenda for Today

  1. Bellringer: you will read chapter 19 of Stepping on the Cracks.
  2. Mr. D will give instructions on the paper bag book reports for your novel.

Friday, May 2, 2008

HISTORY CLASS

The Civil War

Objective for Today
  • Students will demonstrate their understanding of the causes and major points of the Civil War.

Agenda for Today

  1. Bellringer: You will spend 10 minutes studying with your partner for today's test over the Civil War.
  2. You will take a test over the Civil War. [SEE BELOW FOR STUDY GUIDE]
  3. We will grade the tests in class and discuss the Civil War.

READING CLASS

Readers Workshop

Objective for Today
  • Learners will demonstrate their understanding of the core reading skills learned so far this year.

Agenda for Today

  1. You will come in and finish working on the Readers Workshop.
  2. Mr. D will be conducting BRIs on some individual students.

Causes of the Civil War Study Guide

Overview

Two years before Abraham Lincoln became president, he delivered his “House Divided” speech, reflecting on America’s tremendous regional division over the issue of slavery. Combined with other social and economic differences and political jealousies, both sides were losing their ability to compromise, with the future of the Union at stake.

Starting in the early 1800s, a booming manufacturing economy supported by a complex web of railroads and canals transformed the north. In the south, most whites were poor farmers, but there were many big plantation owners who used the labor of enslaved Africans to dominate the region known as the Cotton Belt. Two very distinct cultures developed with very different views on slavery, the Constitution and the future of the rapidly growing nation.

Many Africans resisted their status as slaves and their brutal treatment eventually sparked protests by northern abolitionists. In the eyes of southerners, abolitionists were fanatics who completely misrepresented the southern lifestyle. While Congress enacted compromise legislation attempting to maintain the balance between slave states and free states, disagreements simmered and threatened to tear the country apart.

The Fugitive Slave Law and the Supreme Court’s ruling in the Dred Scott case were fateful decisions that brought the country to the breaking point. Soon after Lincoln, a northern Republican, won the 1860 presidential election, South Carolina and ten other southern states left the Union and formed the Confederate States of America. Within the year, the north and south were at war.

Time Line

1793 — Eli Whitney invents the cotton gin.
1817 — Construction of the Erie Canal begins.
1820 — The Missouri Compromise is reached.
1829 — David Walker’s Appeal calling for slave rebellion is published.
1831 — Nat Turner’s revolt occurs in Virginia.
1832 — William Lloyd Garrison starts the New England Anti-Slavery Society.
1845 — Texas is admitted as a slave state.
1850 — The Compromise of 1850 is reached.
1852 — Uncle Tom’s Cabin is published.
1854 — The Kansas-Nebraska Act is passed.
1854 — The anti-slavery Republican Party is founded.
1857 — The Dred Scott decision is made.
1858 — The Lincoln-Douglass Debates take place.
1859 — Anti-slavery crusader John Brown conducts a raid on Harper’s Ferry.
1860 — Abraham Lincoln is elected the 16th president of the United States.
1860 — South Carolina secedes from the Union.
1861 — The Confederate States of America is formed.
1861 — Confederate forces fire the first shots on Fort Sumter in South Carolina.

Vocabulary Terms

Confederate States of America — A group of eleven southern states that left the Union and formed their own country.
The Civil War — A major war in the United States between 1861 and 1865 in which northern states battled southern states that were attempting to leave the Union.
Erie Canal — An artificial waterway, completed in 1825, that serves as an important northern transportation route linking Lake Erie to the Hudson River.
The American System of Manufacturing — A type of business production characterized by the use of interchangeable parts and the factory system that was popularized in America in the early 19th century.
market economy — An economic system in which there is a free exchange of goods by individuals and corporations.
cash crop — An agricultural product that is produced and sold by farmers in large quantities.
cotton gin — A machine invented by Eli Whitney that separates the seeds and shells from cotton bolls. Its invention resulted in a dramatic rise in the harvesting of southern cotton in the 19th century. The success of the cotton gin also resulted in the further entrenchment of slavery in the south.
Cotton Belt — The name given to the area of the American south where cotton was the main cash crop and the foundation of the economy.
Nat Turner’s revolt — An 1831 slave insurrection led by Nat Turner that was unsuccessful but dispelled the myth that enslaved Africans were content with their condition.
New England Anti-Slavery Society — A northern abolitionist group that William Lloyd Garrison helped found in 1832.
abolitionists — Anti-slavery reformers who campaigned to emancipate the slaves and to end slavery.
Underground Railroad — A secret network of stations maintained by people who were against slavery to help fugitive slaves escape to the north and Canada.
The Missouri Compromise — An 1820 agreement reached between the north and the south that tried to maintain the balance between free and slave states in America. As part of the compromise, Missouri was admitted as a slave state, while Maine was admitted as a free state.
Fugitive Slave Law— A law passed by Congress as part of the Compromise of 1850 that made it illegal for citizens to protect runaway slaves.
Uncle Tom’s Cabin — A best-selling book written in 1852 by abolitionist Harriet Beecher Stowe that informed and influenced many Americans on the issue of slavery.
Kansas-Nebraska Act — A controversial law passed by Congress that permitted the residents of Kansas and Nebraska to decide whether slavery would or would not be permitted in their states.
Dred Scott v. Sandford — A critical 1857 Supreme Court decision that further inflamed hostilities between the north and the south regarding slavery. As part of its ruling, the Court stated that Scott, an African American, was not a citizen and did not have the right to sue for his freedom.

The Civil War Study Guide

Overview

The Civil War began on April 12, 1861 with the first shots fired by Confederate troops on Fort Sumter in Charleston Harbor, South Carolina. The attack followed decades of regional unrest over slavery, states’ rights, social values and western expansion. Shortly after President Lincoln was elected 1860, some southern states seceded from the Union, elected their own president (Jefferson Davis) and wrote their own constitution — the United States essentially became two countries. President Lincoln’s primary goal was to restore the Union. While both sides believed the war would end quickly, it evolved into a long and bloody conflict in which more than 600,000 men died.

Both sides had their advantages: the North had a much larger population and a more developed industrial base and transportation network, while the South was fighting for their homeland and way of life. Slavery was a main issue in the conflict, with the future of millions of enslaved Africans and America’s experiment in democracy at stake. President Lincoln’s war plan evolved into a battle not just to save the Union, but also to establish a nation where all people would be free.

After some key victories early on, Confederate General Robert E. Lee’s forces were defeated at Gettysburg in 1863, the deadliest battle ever fought in North America. The Union victory changed the course of the war. In 1864 Union General Ulysses S. Grant moved his army southward, inflicting heavy casualties, and General William Tecumseh Sherman tore his way through the South, capturing and burning the city of Atlanta. By early 1865, the last Confederate strongholds began to fall, and on April 9, 1865 Lee surrendered to Grant at Appomattox, Virginia. Shortly afterwards, President Lincoln was assassinated by southern sympathizer, John Wilkes Booth.

After four years of fighting, the Civil War was finally over, marking a major turning point in United States history. The American South was devastated, its economy shattered, its towns and cities in ruins. Major questions remained about readmitting the southern states to the Union — and about how to ensure liberty to over three million African Americans freed from slavery.

Time Line

1861 — The Civil War begins with a Confederate attack on Fort Sumter.
1861 — The First Battle of Bull Run is fought.
1862 — The Battle of Antietam Creek is waged.
1863 — The Emancipation Proclamation takes effect.
1863 — Many people are killed in the New York City Draft Riots.
1863 — The Battle of Gettysburg takes place.
1863 — The city of Vicksburg is taken by Union troops.
1863 — President Lincoln delivers his Gettysburg Address.
1864 — Many Cheyenne are killed in a massacre in Sand Creek, Colorado.
1864 — General Sherman captures and burns Atlanta.
1864 — President Lincoln is reelected.
1865 — General Robert E. Lee surrenders to General Grant
1865 — President Lincoln is assassinated.
1865 — The 13th Amendment ending slavery is ratified.

Vocabulary

The Civil War — A major war in the United States between 1861 and 1865 in which northern states battled southern states that were attempting to leave the Union.
Fort Sumter — A fort in Charleston Harbor, South Carolina that Confederate forces bombed in 1861 in the first battle of the Civil War.
First Battle of Bull Run — The first major battle of the Civil War, in which Confederate troops defeated Union troops in 1861.A second Battle of Bull Run was fought in 1862.
railroad artillery — A type of mobile weaponry that was mounted on rail cars and was first used during the Civil War.
Spencer repeating carbine — A type of deadly repeating rifle first used during the Civil War.
Emancipation Proclamation — An executive order by President Lincoln that slaves in the states that had left the Union were to be considered forever free.
border states — States located between North and South with internal divisions over the issue of slavery: Delaware, Maryland, Kentucky, Missouri.
Port Royal Experiment — A program sponsored by philanthropic northerners that sought to prepare freed slaves to be part of American society.
Bread Riots — Violent actions by mobs of people in the South to protest the shortage or high price of bread during the Civil War.
Draft Riots — Nationwide violent actions, most notably in New York in 1863, to protest the drafting of men into the armed forces.
Gettysburg — A location in Pennsylvania where the Union won a major victory over the Confederacy in the Civil War. After the battle, President Lincoln delivered his famous Gettysburg Address.
Sand Creek massacre — An 1864 attack by Union forces that killed approximately two hundred Cheyenne living on a remote reservation in Colorado.
Wilderness campaign — The first Civil War confrontation between Generals U.S. Grant and Robert E. Lee; the battle took place in Virginia in May 1864.
total war — Warfare in modern times that involves entire populations and that regards all of the people and all of the territory of an enemy as subject to attack.
Appomattox — A location in Virginia where Confederate forces led by Robert E. Lee surrendered to Union forces on April 9, 1865.
Ford’s Theater — The Washington, D.C. playhouse where President Lincoln was assassinated on April 14, 1865.
industrialization — The changeover from hand labor to the use of machinery and the factory system for the manufacture of goods.

Thursday, May 1, 2008

HISTORY CLASS

The Civil War

Objective for Today
  • Students will familiarize themselves with the Civil War and identify some very important vocabulary words related to the War.

Agenda for Today

  1. Bellringer: You will write an answer to this question in paragraph form: "When was the Civil War fought and why?"
  2. Mr. D will check the bellringer work from today.
  3. We will briefly discuss our answers to the bellringer question.
  4. We will watch a 30 minute video on the Civil War. You will check your vocabulary terms during the video.
  5. There will be a test tomorrow over the vocabulary terms.

READING CLASS

Readers Workshop 

Objective for Today
  • Learners will demonstrate their understanding of the core reading skills learned so far this year.

Agenda for Today

  1. You will come in and begin working on the Readers Workshop.
  2. Mr. D will be conducting BRIs on some individual students.

Wednesday, April 30, 2008

HISTORY CLASS

The Civil War

Objective for Today
  • Students will familiarize themselves with the causes of the Civil War and identify some very important vocabulary words related to the War.

Agenda for Today

  1. Bellringer: You will write an answer to this question in paragraph form: "What was the Civil War and what caused it?"
  2. Mr. D will check the bellringer work from today and yesterday and will check the vocabulary terms from yesterday.
  3. We will briefly discuss our answers to the bellringer question.
  4. We will watch a 30 minute video on the causes of the Civil War. You will check your vocabulary terms during the video.
  5. There will be a test on Friday over the vocabulary terms.

READING CLASS

Core Reading Skills Review

Objective for Today
  • Learners will demonstrate their understanding of the core reading skills learned so far this year.

Agenda for Today

  1. Bellringer: You will review chapters 9-14 of Stepping on the Cracks.
  2. You will take an oral quiz on Stepping on the Cracks.
  3. We will grade the quiz in class and discuss the book.
  4. Your book report instructions will be coming soon. Book reports will be given the week of May 12.

Wednesday, April 23 & Thursday, April 24, 2008

HISTORY CLASS

Black History Research Project

Objective for Today

  • Students will learn to ask relevant questions before beginning a research project and learn to take notes and categorize information as they create graphic organizers.
  • Students will improve comprehension as they read and skim text for main ideas and details and develop research skills (book and Internet) with the purpose of teaching the class what they have learned.
  • Students will learn to think critically as they use rubrics and written feedback to evaluate their classmates and themselves.

Agenda for Today

  1. Bellringer: You and your partner will sit together in the library and wait for instructions.
  2. Using your school library, you will check out a biography of the famous person for black history you previously chose.
  3. Mr. D will pass out a Sample web graphic organizer and discuss how categories and subcategories can be used to summarize a person's life achievements. In the sample for Martin Luther King, Jr., categories include "childhood and young adult," "beginning of his career," "turning points," "march on Washington," "what he wrote," and "assassination."
  4. Mr. D will pass out the Web Rubric and go over expectations and criteria for this project.
  5. We will use the sample web for Martin Luther King, Jr. to model for students how each item of the rubric applies to the creation of the web.
  6. You will skim (or preread) their biographies and work with your partners to group the information they find into appropriate categories and start a rough draft of their webs.
  7. You will read independently or work on the Internet to complete their webs. Here is a list of some suggested websites to find more information for your web:
    (*) Bartleby.com. Provides students, educators, and the intellectually curious with unlimited access to books and information on the Web, including 17,000 up-to-date biographical entries
    (*) Biography.com. Features a searchable biographical database of 25,000 famous names
    (*) Biographical Dictionary. Contains information on 19,000 notable people from ancient times to the present day; the dictionary is searchable by names, keywords, and dates
    (*) Black History Month: Biographies. Presents the biographies of significant African-American individuals
    (*) Distinguished Women of Past and Present. Includes biographies of women who contributed to our culture, such as writers, educators, scientists, heads of state, politicians, civil rights crusaders, artists, entertainers, and others
    (*) Images of Greatness. Focuses on 12 famous individuals selected and researched by a class of fourth- and fifth-grade students
  8. When the webs are complete, have each student use the Web Rubric to evaluate his or her own web.
  9. You will share your web with your partner and give each other feedback and suggestions for improvement. The partner can fill out the same rubric using a different color.
  10. Mr. D will collect the webs, review them, and use the same rubric with another color to make suggestions for improvement.

READING CLASS

Core Reading Skills Review

Objective for Today
  • Learners will demonstrate their understanding of the core reading skills learned so far this year.

Agenda for Today

  1. Bellringer: You will read chapter eight of Stepping on the Cracks.
  2. Today you will use the Internet and the books from the library to research information on World War II to give you some historical background on the setting of Stepping on the Cracks.
  3. You will create a timeline of events for World War II and write a one paragraph description of which period on the timeline this story probably takes place.
  4. You will present your findings to the class and you will have to defend your timeline.

Tuesday, April 22, 2008

HISTORY CLASS

Black History Project Game

Objective for Today

  • Students will be able to identify the accomplishments of famous black people in American history.

Agenda for Today

  1. Bellringer: You and your partner will write down the names and significant facts of as many famous black Americans as you can remember. You may use your books, your lists, your notes, etc.
  2. We will play a fun game called "Who's Who in Black History" using the cards you made last week.

READING CLASS

Core Reading Skills Review

Objective for Today
  • Learners will demonstrate their understanding of the core reading skills learned so far this year.

Agenda for Today

  1. Bellringer: You will read chapter seven of Stepping on the Cracks.
  2. Mr. D will return the magazine article responses you wrote last week.
  3. We will go over and review each of the core reading skills we have covered this year.

Wednesday, April 16, 2008

HISTORY CLASS

Black History Project

Objective for Today

  • Students will be able to identify the accomplishments of three to four black people in American history.
  • Students will be able to find pictures of people using the Internet.

Agenda for Today

  1. Bellringer: You will write out the name of the person from black history you admire the most and why.
  2. Mr. Duncan will distribute a list of over 200 names of famous people in black history. You will choose four names from the list to research.
  3. Using the laptops provided, you will research the individuals and write down some of their accomplishments and save pictures of them.

READING CLASS

Core Reading Skills Review

Objective for Today
  • Learners will demonstrate their understanding of the core reading skills learned so far this year.

Agenda for Today

  1. Bellringer: You will write a six-line poem about technology.
  2. We will go over and review each of the core reading skills we have covered this year.

Tuesday, April 15, 2008

Well, now that TCAP is over, we must move on to bigger and better things. Your 8th grade year is not quite over. We have 27 school days left and we still have many, many more things to do and learn about. Stay tuned....

HISTORY CLASS

Black History Project

Objective for Today

  • Students will be able to define the term "accomplishment."
  • Students will be able to name at least five accomplishments in their lives.
  • Students will be able to list categories of possible accomplishments for all people.

Agenda for Today

  1. Bellringer: You will write a definition for the word "accomplishment."
  2. We will work in small groups to define the word accomplishment and make lists of our personal accomplishments.
  3. We will write a list of things we'd like to accomplish in our lifetimes.
  4. We will come up with "categories of accomplishments" and list them on a chart.
  5. For the remainder of the class period, you will categorize people onto the correct list of types of accomplishments.

READING CLASS

Core Reading Skills Review

Objective for Today
  • Learners will demonstrate their understanding of the core reading skills learned so far this year.

Agenda for Today

  1. Bellringer: You will choose a magazine from the library and write a one paragraph response to one article. (15 minute time limit)
  2. We will go over and review each of the core reading skills we have covered this year.

Monday, April 14, 2008

Final TCAP Day 2008
The day has finally arrived. After many days of TCAP preparation and three days of testing, you are finally ready to take the last test: the social studies test! There will be plenty of breaks and snacks. Mr. D will try to keep the atmosphere lite and fun. You need to bring 2 No. 2 pencils and some notebook paper. Relax and remember the four steps to passing multiple choice tests:
  1. READ THE QUESTION (including any accompanying visual such as a graph, map, etc.) very carefully. Make sure you understand it before moving on the the possible answers.
  2. READ ALL POSSIBLE ANSWERS thoroughly. If you think the first choice is the right answer, put a check mark beside it and go ahead and read the rest. If you do not read all of them, you might choose the wrong answer because you didn't choose the BEST answer.
  3. ELIMINATE THE CHOICES you know are WRONG. By doing this next, you increase your odds of selecting the correct answer.
  4. CHOOSE THE BEST ANSWER from the choices left. Remember to always go with your first choice unless you are ABSOLUTELY SURE you chose wrong the first time. When in doubt, go with your the answer you chose first. Trust your first instincts.

I wish you luck and will be praying for your success!

Friday, April 11, 2008

HISTORY CLASS

TCAP Preparation

Objectives for Today
  • Learners will understand the basic strategies for answering multiple choice questions.
  • Learners will demonstrate their understanding of the social studies facts and skills learned so far this year.

Agenda for Today

  1. Bellringer: You will write a paragraph that honestly describes how you felt after taking the first three TCAP tests and another paragraph that predicts how you will do on the Social Studies test on Monday.
  2. We will review the TCAP Pretests that you took last week.

READING CLASS

TCAP Preparation

Objectives for Today
  • Learners will understand the basic strategies for answering multiple choice questions.
  • Learners will demonstrate their understanding of the core reading skills learned so far this year.

Agenda for Today

  1. Bellringer: You will write a paragraph that honestly describes how you felt after taking the first three TCAP tests and another paragraph that predicts how you will do on the Social Studies test on Monday.
  2. We will work on some worksheets over our core reading skills.

April 8-10, 2008 (Tues, Wed, & Thurs)

TCAP Days 2008
The day had finally arrived. After 8 days of TCAP preparation, you are finally ready to take the thing! You will be spending the entire day in your homeroom class, working on TCAP tests for three days. There will be plenty of breaks and snacks. Mr. D will try to keep the atmosphere lite and fun. You need to bring 2 No. 2 pencils and some notebook paper each day. Relax and remember the four steps to passing multiple choice tests:
  1. READ THE QUESTION (including any accompanying visual such as a graph, map, etc.) very carefully. Make sure you understand it before moving on the the possible answers.
  2. READ ALL POSSIBLE ANSWERS thoroughly. If you think the first choice is the right answer, put a check mark beside it and go ahead and read the rest. If you do not read all of them, you might choose the wrong answer because you didn't choose the BEST answer.
  3. ELIMINATE THE CHOICES you know are WRONG. By doing this next, you increase your odds of selecting the correct answer.
  4. CHOOSE THE BEST ANSWER from the choices left. Remember to always go with your first choice unless you are ABSOLUTELY SURE you chose wrong the first time. When in doubt, go with your the answer you chose first. Trust your first instincts.

I wish you luck and will be praying for your success!

Monday, April 7, 2008


Today is the LAST day before TCAP! Mr. Duncan will be working with all classes to review for TCAP, using the game "Who Wants to Be a Millionaire." It will be lots of fun and will help you prepare for TCAP tomorrow, Wednesday, and Thursday. Good luck!

Friday, April 5, 2008

HISTORY CLASS

TCAP Preparation (Day 7) Objective for Today
  • Learners will understand the basic strategies for answering multiple choice questions.
  • Learners will demonstrate their understanding of the social studies facts and skills learned so far this year.

Agenda for Today

  1. Bellringer: You will draw a picture of your family.
  2. We will review the TCAP Pretest #2 you took yesterday.
  3. You will be allowed to take the TCAP Prep Workbook home over the weekend to review and prepare for the TCAP test coming up next Tuesday.

READING CLASS

TCAP Preparation (Day 7) Objective for Today
  • Learners will understand the basic strategies for answering multiple choice questions.
  • Learners will demonstrate their understanding of the core reading skills learned so far this year.

Agenda for Today

  1. Bellringer: You will draw a picture of your family.
  2. You will work on two more stories from your TCAP Prep book (to be determined).
  3. We will review each of the two stories in class before we leave for the weekend.
  4. You will be allowed to take the TCAP Prep Workbook home over the weekend to review and prepare for the TCAP test coming up next Tuesday.

Thursday, April 3, 2008

HISTORY CLASS

TCAP Preparation (Day 6) Objective for Today
  • Learners will understand the basic strategies for answering multiple choice questions.
  • Learners will demonstrate their understanding of the social studies facts and skills learned so far this year.

Agenda for Today

  1. Bellringer: You will write 10 facts about American History.
  2. You will take the TCAP Pretest #2.

READING CLASS

TCAP Preparation (Day 6) Objective for Today
  • Learners will understand the basic strategies for answering multiple choice questions.
  • Learners will demonstrate their understanding of the core reading skills learned so far this year.

Agenda for Today

  1. Bellringer: FREE TIME!
  2. We will review the three stories we read in our TCAP prep books from yesterday: "LaSalle's Expedition", "Starting a Benefit Car Wash", and "Hercules".

Wednesday, April 2, 2008

HISTORY CLASS

TCAP Preparation (Day 5) Objective for Today
  • Learners will understand the basic strategies for answering multiple choice questions.
  • Learners will demonstrate their understanding of the social studies facts and skills learned so far this year.

Agenda for Today

  1. Bellringer: You will write a 6-line poem (or longer) about being an 8th grader.
  2. We will review the TCAP Pretest #1 that you took yesterday.

READING CLASS

TCAP Preparation (Day 5) Objective for Today
  • Learners will understand the basic strategies for answering multiple choice questions.
  • Learners will demonstrate their understanding of the core reading skills learned so far this year.

Agenda for Today

  1. Bellringer: You will write a 6-line poem (or longer) about being an 8th grader.
  2. We will review the story we read in our TCAP prep books from yesterday.

Tuesday, April 1, 2008

Dear students,

I am sorry to report that today is my last day as your teacher. Something terrible has happened and I must resign immediately. Thank you for all you support and your constant concern. I will never forget the wonderful time I spent at Gra-Mar as your teacher. Jesus bless you in your future.

Yours truly,
Jason Duncan


















APRIL FOOLS!
I love ya!

Monday, March 31, 2008

HISTORY CLASS

TCAP Preparation (Day 3) Objective for Today

  • Learners will understand the basic strategies for answering multiple choice questions.
  • Learners will demonstrate their understanding of the social studies facts and skills learned so far this year.

Agenda for Today

  1. Bellringer: You will make a list of three things you have learned this year in Mr. D's history class.
  2. Mr. D will show a short online demonstration of how to choose the right answers on multiple choice tests.
  3. We will go through several questions together as a class, using the CPS system.

READING CLASS

TCAP Preparation (Day 3) Objective for Today

  • Learners will understand the basic strategies for answering multiple choice questions.
  • Learners will demonstrate their understanding of the core reading skills learned so far this year.

Agenda for Today

  1. Bellringer: You will make a list of three things you have learned this year in Mr. D's reading class.
  2. We will take a short pop quiz on chapter 5 of Stepping on the Cracks.
  3. We will review the story we read in our TCAP prep books from last Friday.

Friday, March 28, 2008

HISTORY CLASS

TCAP Preparation (Day 2) Objective for Today

  • Learners will understand the basic strategies for answering multiple choice questions.
  • Learners will demonstrate their understanding of the social studies facts and skills learned so far this year.

Agenda for Today

  1. Bellringer: You will draw a picture of what you will feel like when your TCAP is over.
  2. We will go through several multiple choice questions that will help you understand what the TCAP will look like.

READING CLASS

TCAP Preparation (Day 2) Objective for Today

  • Learners will understand the basic strategies for answering multiple choice questions.
  • Learners will demonstrate their understanding of the core reading skills learned so far this year.

Agenda for Today

  1. Bellringer: You will read chapter 5 of Stepping on the Cracks and write three multiple choice questions for the chapter.
  2. You will read a selected reading from your TCAP prep book and answer the 7 questions that go with it.

Thursday, March 27, 2008

HISTORY CLASS

TCAP Preparation (Day 2)

Objective for Today

  • Learners will understand the basic strategies for answering multiple choice questions.
  • Learners will demonstrate their understanding of the social studies facts and skills learned so far this year.

Agenda for Today

  1. Bellringer: You will write out a friendly letter to 7th graders who will be taking this class next year, telling them what to expect and how to prepare for this class.
  2. We will go through several multiple choice questions that will help you understand what the TCAP will look like.


READING CLASS

TCAP Preparation (Day 2)

Objective for Today

  • Learners will understand the basic strategies for answering multiple choice questions.
  • Learners will demonstrate their understanding of the core reading skills learned so far this year.

Agenda for Today

  1. Bellringer: You will write out a friendly letter to 7th graders who will be taking this class next year, telling them what to expect and how to prepare for this class.
  2. We will go through several multiple choice questions that will help you understand what the TCAP will look like.

Wednesday, March 26, 2008

HISTORY CLASS & READING CLASS

TCAP Preparation (Day 1)

Objective for Today
  • Learners will understand the basic strategies for answering multiple choice questions.

Agenda for Today

  1. Bellringer: You will spend 5 minutes studying for the quiz over rules and procedures.
  2. You will take a quiz over the rules and procedures.
  3. We will begin looking at strategies for answering multiple choice questions.

Tuesday, March 25, 2008

Welcome back! This is the first day of the final 9 weeks of your Middle School career.

HISTORY & READING CLASSES

Rules & Procedures Review

Objective for Today
  • Learners will be able to understand and implement the rules and procedures for Mr. Duncan's classes.

Agenda for Today

  1. Bellringer: You will come in, sit down, and write a one paragraph description of your Spring Break.
  2. Mr. D will go through a PowerPoint presentation of the rules and procedures.

Friday, March 14, 2008

LAST DAY OF 3rd NINE WEEKS!

Mr. D wishes you a super, wonderful, awesome, spectacular, memorable, excellent, incredible, unforgettable, nice, great, fantastic, fun Spring Break. This is your LAST SPRING BREAK of your middle school career. Have fun. Be safe. Don't do anything I wouldn't do.... I love you!



HISTORY CLASS

"Opposing Slavery" (Chp. 15.2)

Objectives for Today
  • You will be able to explain how the antislavery movement began and grew.
  • You will describe how the Underground Railroad helped slaves reach freedom.
  • You will be able to discuss why many white northerners and southerns opposed the campaign to abolish slavery.

Agenda for Today

  1. Bellringer: Draw a picture of a cotton gin. If you don't know what it is, look it up in your book and then draw what you think it would look like.
  2. You will work on a crossword puzzle that will review the information we covered in class yesterday. This will serve as a test grade for this section!

READING CLASS

Core Reading Skill #9: Understanding Plot

Objectives for Today

  • You will analyze the development of plot in a narrative text.
  • You will recognize the basic situation of central conflict, the events or complications related to the central conflict, the climax, and the resolution.
  • You will know how cause-and-effect relation ships affect the plot.
  • You will understand where and when a story takes place, and trace the author's development of time and sequence.

Agenda for Today

  1. You will come in and finish this week's Readers Workshop.

Thursday, March 13, 2008

HISTORY CLASS

"Opposing Slavery" (Chp. 15.2)

Objective for Today
  • You will be able to explain how the antislavery movement began and grew.
  • You will describe how the Underground Railroad helped slaves reach freedom.
  • You will be able to discuss why many white northerners and southerns opposed the campaign to abolish slavery.

Agenda for Today

  1. Bellringer: Think about a situation that you consider to be unjust. You will write a two paragraph description of what actions or risks you would be willing to take to correct that unjust situation.
  2. Mr. D will teach everyone a song that arose from the times of slavery in the U.S.
  3. Mr. D will lecture on chapter 15, section 2 and you will take notes.

READING CLASS

Core Reading Skill #9: Understanding Plot

Objectives for Today

  • You will analyze the development of plot in a narrative text.
  • You will recognize the basic situation of central conflict, the events or complications related to the central conflict, the climax, and the resolution.
  • You will know how cause-and-effect relation ships affect the plot.
  • You will understand where and when a story takes place, and trace the author's development of time and sequence.

Agenda for Today

  1. You will come in and begin working on this week's Readers Workshop.

Wednesday, March 12, 2008

HISTORY CLASS

"Growth of the U.S. to 1853" (Chp. 13)

Objective for Today
  • Learners will be able to interpret a geographic map of the early U.S.

Agenda for Today

  1. Bellringer: You will come in, sit down, and write a one paragraph explanation of the map you labeled yesterday. Your paragraph should explain what each of the eight divisions on the map represent and why it is important to know about these.
  2. Mr. Duncan will talk briefly about your maps.
  3. You will work independently, answering the questions from the overhead that relate to your map.

READING CLASS

Core Reading Skill #9: Understanding Plot

Objectives for Today

  • You will analyze the development of plot in a narrative text.
  • You will recognize the basic situation of central conflict, the events or complications related to the central conflict, the climax, and the resolution.
  • You will know how cause-and-effect relation ships affect the plot.
  • You will understand where and when a story takes place, and trace the author's development of time and sequence.

Agenda for Today

  1. You will come in and write a definition of plot without looking it up in the book.
  2. Mr. D will read chapters 4 & 5 of Stepping on the Cracks.
  3. We will work on another exercise on learning to understand plot.

Tuesday, March 11, 2008

HISTORY CLASS
"The Industrial Revolution & Westward Expansion" (Chp. 11.1-2)
Objectives for Today
  • You will be able to identify the Industrial Revolution and explain its effects on the U.S.
  • You will be able to identify the important people, places and things from the westward expansion of the U.S.
  • You will be able to interpret a geographic map of the early U.S.

Agenda for Today

  1. Bellringer: You will have your 8 minutes to review chapter 11, sections 1 &2, specifically paying attention to the overall significance of the Industrial Revolution to American history and three innovations of the westward expansion of the U.S. (e.g. turnpikes, canals, steamboats).
  2. You will take a short quiz over chapter 11, sections 1 & 2.
  3. After the quiz, you will work on drawing two geographic maps of the early U.S. (pgs. 379 and 433).

READING CLASS

Core Reading Skill #9: Understanding Plot

Objectives for Today

  • You will review the characteristics of plot.
  • You will work in whole class, cooperative groups, and individually to read short stories.
  • You will demonstrate an understanding of plot structure by analyzing a several short stories.
  • You will use Plot Diagram interactive as prewriting activity for essay tracing plot structure in a short story.

Agenda for Today

  1. Bellringer: Write a defintion of plot and then write a description of the plot of "Goldilocks and the Three Bears."
  2. We will share our definitions of plot.
  3. Mr. D will do a short read aloud.
  4. We will look at our newest core reading skill and review a tip sheet on how to practice it.
  5. We will do at least one mini read today to practice this new skill.

Monday, March 10, 2008

Are the lines below straight or are they curved?
MAKE-UP DAY!
Today is a day for all of Mr. Duncan's classes to get make-up work done. All make-up and missing work is due Wednesday this week. Today you will have the entire class period to work on getting things turned in.
THIS IS NOT A FREE DAY!
For those of you who were diligent enough to get all of your work done on time, Mr. D has a special Tier 2 Project for you to work on in class. If completed, it will effectively rasie your overall grade. It will be an easy project that you can complete in class and you will have fun with it.

Friday, March 7, 2008

HISTORY CLASS
"Americans Move Westward" (Chp. 11.2)
Objectives for Today
  • You will be able to identify the important people, places and things from the westward expansion of the U.S.

Agenda for Today

  1. Bellringer: You will silently read Chp. 11.2.
  2. Mr. D will show a presentation on this section and you will takes notes as Mr. D lectures.

READING CLASS

Readers Workshop

Objectives for Today

  • Learners will demonstrate their understanding of Stepping on the Cracks and the core reading skills we've covered this year.

Agenda for Today

  1. You will come in and finish working on the Readers Workshop.

Thursday, March 6, 2008

HISTORY CLASS
"The Industrial Revolution" (Chp. 11.1)
Objectives for Today
  • You will be able to identify the Industrial Revolution and explain its effects on the U.S.
  • You will be able to discuss the impact the Industrial Revolution had on American cities.

Agenda for Today

  1. Bellringer: You will have your homework out to be checked and then silently read Chp. 11.1.
  2. Mr. Duncan will return the tests from yesterday and we will review the test together.
  3. you will takes notes as Mr. D lectures on Chp 11.1.

READING CLASS

Readers Workshop

Objectives for Today

  • Learners will demonstrate their understanding of Stepping on the Cracks and the core reading skills we've covered this year.

Agenda for Today

  1. You will come in and begin working on the Readers Workshop.

Wednesday, March 5, 2008

HISTORY CLASS
"The War of 1812" (Chp. 10.5)
Objectives for Today
  • You will be able to explain the causes and outcomes of the War of 1812.
  • You will be able to identify the major players in the the war and what side they fought on.

Agenda for Today

  1. Bellringer: You and one partner will study for the test.
  2. Mr. Duncan will show the video clip on the War of 1812 and will go over the worksheet from yesterday to prepare you for the test.
  3. You will take the test on the War of 1812.

READING CLASS

Readers Workshop

Objectives for Today

  • Learners will demonstrate their understanding of Stepping on the Cracks and the core reading skills we've covered this year.

Agenda for Today

  1. You will come in and begin working on the Readers Workshop.

Tuesday, March 4, 2008

HISTORY CLASS
"The War of 1812" (Chp. 10.5)
Objectives for Today
  • You will be able to explain the causes and outcomes of the War of 1812.
  • You will be able to identify the major players in the the war and what side they fought on.

Agenda for Today

  1. Bellringer: You need to write down the key terms for chapter 10, section 5.
  2. We will finish answering the questions for section 4.
  3. We will watch a short video on the War of 1812.
  4. Then you will work with a partner to complete a worksheet to prepare you for a test tomorrow.

READING CLASS

Stepping on the Cracks

Objectives for Today

  • Learners will demonstrate their understanding of Stepping on the Cracks.

Agenda for Today

  1. Bellringer 1: You will come in and read chapter 3.
  2. We will finish grading the test over the first two chapters of Stepping on the Cracks.
  3. We will read through chapter 3 together.

Monday, March 3, 2008

Today is the greatest day of the year: it is Mr. Duncan's birthday! Don't forget to bring him a gift. ;-)

HISTORY CLASS

"The Road to War" (Chp. 10.4)

Objectives for Today
  • You will be able to explain why conflicts between white settlers and Native Americans increased during the early 1800s.
  • You will be able to describe the goal of Tecumseh's Native American confederation.
  • You will be able to discuss why the War Hawks pushed for war against Britain.

Agenda for Today

  1. Bellringer 1: You will come in and write 1 paragraph to wish Mr. Duncan a happy birthday.
  2. Bellringer 2: Without telling anyone that you realize the real assignment, you do not have to write a birthday note to Mr. D. Instead, you will write down the three questions from the overhead.
  3. We will spend 15 minutes silently reading section 4 of chapter 10.
  4. Then we will answer the questions at the end of the the section together and you will write the answers down to prepare you for a test tomorrow.

READING CLASS

Stepping on the Cracks

Objectives for Today

  • Learners will demonstrate their understanding of Stepping on the Cracks.

Agenda for Today

  1. Bellringer 1: You will come in and write 1 paragraph to wish Mr. Duncan a happy birthday.
  2. Bellringer 2: Without telling anyone that you realize the real assignment, you do not have to write a birthday note to Mr. D. Instead, review the first two chapters of Stepping on the Cracks.
  3. You will take a test over the first two chapters of Stepping on the Cracks.
  4. We will grade the test in class today and then read the third chapter together in class.

Leap Year 2008

The year 2008 is a leap year. If you look at a 2008 calendar, you will see that February has five Fridays–the month begins and ends on a Friday. Between the years 1904 and 2096, leap years that share the same day of week for each date repeat only every 28 years. The most recent year in which February comprised five Fridays was in 1980, and the next occurrence will be in 2036. February 29, the leap day, has been associated with age-old traditions, superstitions and folklore.

What is a leap year?

A leap year is a year in which one extra day has been inserted, or intercalated, at the end of February. A leap year consists of 366 days, whereas other years, called common years, have 365 days.

Which years are leap years?

In the Gregorian calendar, the calendar used by most modern countries, the following three criteria determine which years will be leap years:
  • Every year that is divisible by four is a leap year;
  • of those years, if it can be divided by 100, it is NOT a leap year, unless
  • the year is divisible by 400. Then it is a leap year.

According to the above criteria, that means that years 1800, 1900, 2100, 2200, 2300 and 2500 are NOT leap years, while year 2000 and 2400 are leap years.

It is interesting to note that 2000 was somewhat special as it was the first instance when the third criterion was used in most parts of the world.

In the Julian calendar–introduced by Julius Caesar in 46 BC and patterned after the Roman calendar–there was only one rule: any year divisible by four would be a leap year. This calendar was used before the Gregorian calendar was adopted.

Why are leap years needed?

Leap years are needed to keep our calendar in alignment with the earth's revolutions around the sun.

The vernal equinox is the time when the sun is directly above the Earth's equator, moving from the southern to the northern hemisphere. The mean time between two successive vernal equinoxes is called a tropical year–also known as a solar year–and is about 365.2422 days long.
Using a calendar with 365 days every year would result in a loss of 0.2422 days, or almost six hours per year. After 100 years, this calendar would be more than 24 days ahead of the season (tropical year), which is not desirable or accurate. It is desirable to align the calendar with the seasons and to make any difference as insignificant as possible.

By adding a leap year approximately every fourth year, the difference between the calendar and the seasons can be reduced significantly, and the calendar will align with the seasons much more accurately.

(The term "day" is used to mean "solar day"–which is the mean time between two transits of the sun across the meridian of the observer.)

From www.timeanddate.com/date/leapyear.html

Friday, February 29, 2008

HISTORY CLASS

"The Louisiana Purchase" (Chp. 10.2)

Objectives for Today

  • You will be able to discuss why control of the Mississippi River was important to the U.S.
  • You will be able to explain how the U.S. purchased Louisiana.

Agenda for Today

  1. Bellringer 1: You will come in and write 1 paragraph about what you know about Leap Year.
  2. Mr. D will return your Louisiana Purchase papers from yesterday.
  3. We will discuss the Louisiana Purchase.

READING CLASS

Readers Workshop

Objectives for Today

  • Learners will demonstrate their understanding of Stepping on the Cracks.

Agenda for Today

  1. Bellringer: begin working on today's Readers Workshop.