French Revolution Poem – Materials, Example, & Instructions

A quick reminder for the poetry assignment.

 

We will be working on the project in class next week but I’ve produced the following materials to help give students some additional assistance and ideas:

 

Materials – Download Link

 

 

If students read the instructions they will see that they can use up to 6 of the sections which I already wrote and then compose their own to fill in the gaps.  There is no penalty for doing this though I would still encourage students, if they feel able, to try to compose most of the work themselves.  Once students had in the work we will then work as a class to create a single version taking sections from multiple students to use in a performance/video.

 

BASIC RULES

 

  • The last word of each line of a couplet needs to rhyme.
  • Lines should have 8 syllables each : Once written it may be possible to slightly shorten or extend this but 8 is what students should be aiming for.
  • Lines within each couplet should follow the same rhythm.
  • Lines and rhymes should make sense.  Don’t just pick a word because it rhymes and go with it.

 

Students can use this website to help count syllables and find rhyming words.

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Weekly Plan – November 27th to December 1st

5th Grade

 

 

Monday – Ferdinand Magellan – Project Day

Wednesday – Ferdinand Magellan – Project Day

Thursday – Ferdinand Magellan – Project Day

Friday – Ferdinand Magellan – Project Day

 

 

This week, students will be completing their projects on Ferdinand Magellan by placing in their information and then completing their maps by adding additional details.

 

6th Grade

 

This week the 6th graders will continue working on their project on the French Revolution.

 

Monday – The French Revolution – Poem Review

Wednesday – The French Revolution – Poem Review

Thursday – The French Revolution – Poem Review

Friday – The French Revolution – Poem Review

 

Students will have until the end of the week to have a rough draft of their poem finished.  We will be sharing excerpts from students’ work in class during the week and then working on revisions with the goal that students can have a finished version due early next week.

 

7th Grade

 

This week students will continue working on their materials for Ancient Greece.

 

Monday – Ancient Greece – Level 3 Project Day

Tuesday – Ancient Greece – Level 3 Project Day

Wednesday – Ancient Greece – Group Meeting & Project Discussion

Friday – Ancient Greece – Group Project Work Day

 

Students will have until Friday to complete their level 3 project.  They will then begin work in their groups on their large project which we should finish by the Christmas break.

 

8th Grade

 

Monday – The Holocaust & Rwanda Genocide – Reading & Note Review

Tuesday – The Holocaust & Rwanda Genocide – Incorporating Quotations

Wednesday – The Holocaust & Rwanda Genocide – Essay Planning Day

Friday – The Holocaust & Rwanda Genocide – Essay Writing Day

 

As a reminder, the question students will be answering is:

“What similarities and differences existed between the Holocaust and Rwandan Genocides?”

The essay asks students to focus on the following sub-topics:

  • Long and short-term prejudices and hostility.
  • Dehumanization.
  • Methods of Killing.
  • Motivations of Perpetrators.
  • Efforts to maintain secrecy.
  • The Geopolitical situation at the time.
  • Involvement of civilians.
  • Elements of sadism/cruelty.

 

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Weekly Plan – November 13th to November 17th”

5th Grade

 

 

Monday – Ferdinand Magellan – Under Information Sheet Prep

Wednesday – Ferdinand Magellan – Under Information Sheet Prep

Thursday – Ferdinand Magellan – Project Day

Friday – Ferdinand Magellan – Project Day

 

Students will be continuing their project on the circumnavigation of Ferdinand Magellan.  Most groups have finished their maps and we will be going on to work on their information sheets.  This involves students working on the following sub-projects:

1 – Researching the voyage and identifying 7-9 key events which cannot be shown on the map.

2 – Working out how much space each event will need and then lightly marking that on the map.

3 – Creating a rough draft of the information and then placing it on the poster in the correct location using pins to mark through the map to the sheet below.

 

6th Grade

 

This week the 6th graders will continue working on their project on the French Revolution.

 

Monday – The French Revolution – Reading & Note Taking

Wednesday – The French Revolution – Project Instructions & Practice

Thursday – The French Revolution – Student Work Day

Friday – The French Revolution – Student Work Day

 

Students have been given an instruction sheet for creating a poem/performance piece on the French revolution in the style of Roald Dahl’s Revolting Rhymes.  We will finish going through the basic materials early in the week and we will then create a list of events/vocab words to help students construct draft their poems.

 

7th Grade

 

This week students will continue working on their materials for Ancient Greece.

 

Monday – Ancient Greece – Test

Tuesday – Ancient Greece – Level 2 Project Day

Wednesday – Ancient Greece – Level 2 Project Day

Friday – Ancient Greece – Group Meeting & Project Discussion

 

Last week, students selected Ancient Greece as their next area of study with different groups selecting different projects.  They should remember to have their maps and vocab sheets ready for Monday when we will also do a short unit test.  On Tuesday and Wednesday they will be completing their level 2 projects before handing them in on Friday.  On that day their groups will also have a short meeting to begin discussing possible group projects which they can begin working on over the break if necessary.

 

8th Grade

 

Monday – World War 2 – Synopsis

Tuesday – The Holocaust & Rwanda Genocide – Reading

Wednesday – The Holocaust & Rwanda Genocide – Reading

Friday – The Holocaust & Rwanda Genocide – Organizer Preparation

 

On Monday I’ll be giving students a brief lecture to give them an overview of the course of World War Two up to the end of the war in Europe.  If they wish to gain a slightly more in depth knowledge there are several video series available on Youtube, including World War Two in Color.

 

On Tuesday, students will begin studying the Holocaust and Rwandan Genocides.  This is in preparation for an essay which will ask them to compare and contrast the two events.  The essay question itself is a basic one:

 

“What similarities and differences existed between the Holocaust and Rwandan Genocides?”

The essay asks students to focus on the following sub-topics:

  • Long and short-term prejudices and hostility.
  • Dehumanization.
  • Methods of Killing.
  • Motivations of Perpetrators.
  • Efforts to maintain secrecy.
  • The Geopolitical situation at the time.
  • Involvement of civilians.
  • Elements of sadism/cruelty.

I will also be showing students how to incorporate short quotes in their work.

 

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Weekly Plan – November 6th to November 10th

5th Grade

 

Students will be continuing their project on the circumnavigation of Ferdinand Magellan.  They have already finished marking their poster papers to help them draft their maps.  We will continue this over the next few classes before students begin working on identifying the information they will put on their under sheet.

 

Monday – Ferdinand Magellan – Map Drafting

Wednesday – Ferdinand Magellan – Map Drafting

Thursday – Ferdinand Magellan – Under Information Sheet Prep

Friday – Ferdinand Magellan – Under Information Sheet – Work Day

 

6th Grade

 

This week the 6th graders will conclude working on their timelines on despotism in England and then begin looking at the events of the French Revolution.

 

Monday – Despotism in England – Project Day

Wednesday – Despotism in England – Project Day

Thursday – The French Revolution – The Three Estates

Friday – The French Revolution – Reading & Note Taking

 

Students should make sure to have their despotism in England timelines completed by the start of class on Friday.  They should not stick any of their pages together as we will have time to do this in class.  On Thursday we will begin our study of the French revolution.  Students will have an organizer on the Three Estates which should be completed for Monday of next week.  We will then review the information they need to complete their next project:

 

FRENCH REVOLUTION PROJECT

 

Students will be working on creating a 5-10 minutes poem on the story/history of the French revolution in the style of Roald Dahl’s Revolting Rhymes.  Students will be given an additional information sheet to help them write the poem as well as come up with choreography for a performance.

 

7th Grade

 

This week students will conclude working on their Egyptian building projects.

 

Monday – The Decline of Ancient Egypt

Tuesday – The Decline of Ancient Egypt – Work Day

Wednesday – Egyptian Buildings – Project Work Day

Friday – Egyptian Buildings – Project Work Day

 

On Tuesday at the end of class I will be presenting students with options for the next unit.  I do not know which one they will select yet but they will have a choice between the following topics:

 

  • Ancient Greece
  • Ancient India
  • Ancient China

 

8th Grade

 

Monday – Nazi Party policies – Essay Planning

Tuesday – Nazi Party policies – Essay Planning

Wednesday – Nazi Party policies – Essay Draft

Friday – Nazi Party policies – Essay Writing Day

 

Students will continue working on their essays on the rise/policies of Nazi Germany.  The essay question will be:

 

“I what ways did the Nazi Party implement the key ideas of Fascism in Germany between 1933 and 1939?”

 

Students will be writing the essay this week in class with a 45 minute time limit.  They will be allowed to use a planning sheet which we will work on over the next few classes.

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Weekly Plan – October 30th to November 4th

5th Grade

 

Students will be continuing their project on the circumnavigation of Ferdinand Magellan.

 

Monday – Ferdinand Magellan – Map Preparation

Wednesday – Ferdinand Magellan – Timeline Draft

Thursday – Ferdinand Magellan – Project Day

Friday – Ferdinand Magellan – Project Day

 

Students will be working on their project on Ferdinand Magellan’s circumnavigation of the world over the next few weeks.  They will receive some special materials/instructions on Monday and will then be placed in their random pairs.

 

 

 

6th Grade

 

This week the 6th graders will begin working on their timelines on despotism in England.

 

Monday – Despotism in England – Reading Review

Wednesday – Despotism in England – Timelining Instructions

Thursday – Despotism in England – Project Day

Friday – Despotism in England – Project Day

 

Students have already read the materials and created short summaries of the question answers on the instruction page.  We will review these on Monday and then begin work on their timeline project.  The final version will be due on Wednesday of next week.

 

7th Grade

 

This week students will conclude working on their Egyptian building projects.

 

Monday – Egyptian Buildings – Project Work Day

Tuesday – Halloween – No Class

Wednesday – Egyptian Buildings – Project Work Day

Friday – Egyptian Buildings – Project Work Day

 

As students have been working very well on their projects (and due to some absences last week) they will have a few extra days to complete them.  I will accept the final versions on Monday of next week if students want to have any extra time to work on them.  I’ve decided not to actually have students create the timeline as they’ve been doing such a good job so far.

 

8th Grade

 

Monday – Nazi Party policies – Student Answer Review

Tuesday – Halloween – No Class

Wednesday – Nazi Party policies – Essay Planning

Friday – Nazi Party policies – Essay Planning

 

Students will continue working on their essays on the rise/policies of Nazi Germany.  The essay question will be:

 

“I what ways did the Nazi Party implement the key ideas of Fascism in Germany between 1933 and 1939?”

 

This essay requires students to read a large amount of material.  The key is to separate it into two key areas – those policies which brought in those considered to be German and those which excluded those considered to be outsiders.  I’ll post more details once we’ve gone through the planning lessons on Wednesday and Friday.

 

 

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Weekly Plan – September 25th to September 29th

5th Grade

 

Students will be continue their project about the travels of Marco Polo.

 

Monday – The Travels of Marco Polo – Project Day

Wednesday – The Travels of Marco Polo – Project Day

Thursday – The Travels of Marco Polo – Project Day

Friday – The Travels of Marco Polo – Project Day

 

 

In the previous week students worked on creating their own maps using grids and other measurement tools.  This week they will be learning how to add additional details such as geographical features, cities, lakes, and rivers.  We will then look at how they can begin organizing and arranging the information they already have about the life and travels of Marco Polo.  If students are working on parts of the project at home you should remember that:

 

  • Events should be placed in chronological order – the order in which they took place.
  • You do not need to write out large paragraphs of text to get to the main point of what happened.
  • You should use some kind of color or highlighting to make important names, places, or dates stand out.

 

 

6th Grade

 

This week the 6th graders will be working on their essay on the subject of enlightened despotism in France .

 

Monday – Despotism in France – Essay Planning

Wednesday – Despotism in France – Essay Drafting

Thursday – Despotism in France – Essay Review

Friday – Despotism in France – Essay Writing

 

The question students will be answer is :

 

“In what ways, and with what success, did French rulers create a system of enlightened despotism in their nation?”

 

As a reminder, the basic plan is along these lines:

 

Introduction : Students describe France during the Middle Ages.

Body Paragraphs : Students discuss examples of French rulers attempting to implement the ideas of enlightened despotism.

Conclusion : Students reveal the relative success of French rulers.

 

I am not looking for students to write about each of the three French rulers they have studied about in turn.  Instead they should, in all things, focus on the five major goals of enlightened despots:

 

  • Decreasing the power of nobles while increasing their own.
  • Increasing the collection of taxes.
  • Creating a bureaucracy loyal to the ruler.
  • Creating a professional army.
  • Imposing religious uniformity.

 

Rather than writing five separate paragraphs, I have told students that they need to begin thinking about which of these goals go naturally together.

 

  • Decreasing the power of nobles + Creating a bureaucracy : These go together because one is directly related to the other.  As kings worked to find ways to decrease the powers of their nobles, they gave many of their powers to newly hired bureaucrats.

 

  • Increasing the collection of taxes + Creating a professional army : One of the major expenditures for French kings was the military which was also then used to impose greater royal control over the nation.  Students should also remember that tax money was also used to pay for the growing bureaucracy.

 

  • Imposing religious uniformity : This goal is more of a standalone topic as it is not directly related to the others.  However, students could point out that the imposition of such uniformity did require the use of the army and other government organizations.

 

I will be typing up some example paragraphs in class to show students the thought processes that go into :

 

  • Creating a short but succinct introduction which provides adequate background without going into too much detail.

 

  • Creating linking sentences both within and between paragraphs to transition between different topics.

 

  • Writing short, but concise conclusions which avoid repetition and personal opinion.

 

7th Grade

 

This week students will continue working on their projects on Egyptian Religion

 

Monday – Egyptian Religion – Project Work Day

Tuesday – Egyptian Religion – Project Work Day

Wednesday – Egyptian Religion – Project Work Day

Friday – Egyptian Religion – Project Work Day

 

The final version of the project will be due on Friday at the end of class.  A few reminders from last week :

 

  • Images can be used from the internet but make sure not to use too many.
  • You can include QR codes for any videos you find online which are relevant.
  • The poster pages are arranged like a large window.  Think how you can use this reveal effect and what spaces will require more space.
  • Remember to look up Egyptian religious symbols or other objects to add depth/interest to your work.

 

8th Grade

 

Students will conclude their study of the 1920s this week and begin looking at the twin topics of the Great Depression and New Deal eras.

 

Monday – The Great Depression & New Deal – Essay Drafting Day

Tuesday – The Great Depression & New Deal – Essay Writing Day

Wednesday – The Suffrage Movement – DBQ

Friday – The Suffrage Movement – DBQ

 

As a reminder, the current essay on the New Deal (please see last week’s plan for more details) will be due on Friday by 8 PM.

On Wednesday we will begin work on a special DBQ on the Suffrage movement.  This will involve students working for several weeks on a narrow but in-depth topic.  Activities which we will be doing over the next few weeks include :

 

  • Primary Source Analysis : Senica Falls Declaration / Pro & Anti Suffrage Pamphlets.
  • Open quiz/discussion sessions : Students will be expected to debate issues around the suffrage movement based on their own historical knowledge.
  • Statistical Interpretation : Students will be presented with data sets to be graphed and/or interpreted.
  • Report Creation : Students will be shown how to create an illustrated report using different software.

 

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Weekly Plan – September 18th to 22nd

5th Grade

 

Students will be continue their study of the Age of Exploration by learning about the travels of Marco Polo

 

Monday – The Travels of Marco Polo – Project Day

Wednesday – The Travels of Marco Polo – Project Day

Thursday – The Travels of Marco Polo – Project Day

Friday – Spirit Day

 

Students will continuing working on a map and poster on the travels and experiences of Marco Polo.  This will be their first pair work project and will be focusing on developing the following skills:

 

  • Dividing/delegating work and other tasks within a small group.
  • Creating maps showing routes and other important features.
  • Organizing and arranging events chronologically.
  • Researching and using relevant images.

 

Over the past few classes we have focused on the map section of the task which students are doing relatively well.  Towards the end of the week we will be looking at placing information/images in a logical and clear way.

 

6th Grade

 

This week the 6th graders will be looking at two important developments in constitutional government; Magna Carta and Enlightened Despotism.

 

Monday – Despotism in France

Wednesday – Despotism in France

Thursday – Despotism in France – Essay Writing

Friday – Spirit Day

 

 

This week, students will be looking at how the rulers of France implemented the ideas of enlightened despotism within their own nation.  This will be the basis for their first essay of the year in which they will be answering the question:

 

“In what ways, and with what success, did French rulers create a system of enlightened despotism in their nation?”

The structure of this essay is not complex but will require students to be judicious in their use of examples.  The basic plan will be :

 

Introduction : Students describe France during the Middle Ages.

Body Paragraphs : Students discuss examples of French rulers attempting to implement the ideas of enlightened despotism.

Conclusion : Students reveal the relative success of French rulers.

 

7th Grade

 

This week students will continue their study of ancient Egypt by working on their projects on Egyptian Religion

 

Monday – Egyptian Religion – Project Work Day

Tuesday – Egyptian Religion – Project Work Day

Wednesday – Egyptian Religion – Project Work Day

Friday – Spirit Day

 

Their group project on Egyptian religion will take up this weeks classes and we will also probably go into the subsequent week as students are, to this point, producing excellent work which deserves more time to bring to its full potential.  A few reminders for students for this project:

 

  • Images can be used from the internet but make sure not to use too many.
  • You can include QR codes for any videos you find online which are relevant.
  • The poster pages are arranged like a large window.  Think how you can use this reveal effect and what spaces will require more space.
  • Remember to look up Egyptian religious symbols or other objects to add depth/interest to your work.

 

8th Grade

 

Students will conclude their study of the 1920s this week and begin looking at the twin topics of the Great Depression and New Deal eras.

 

Monday – The Great Depression & New Deal – Essay Research & Planning Day

Tuesday – The Great Depression & New Deal – Essay Writing Day

Wednesday – The Great Depression & New Deal – Essay Writing Day

Friday – Spirit Day

 

As a reminder, the current essay will be based on both the Great Depression and New Deal with the question being;

 

“In what ways did the programs of the New Deal attempt to deal with the causes and consequences of the Great Depression”

 

The key to this essay is for students to recognize the difference between long and short term causes/consequences.  If they simply try to write a list of problems and government programs then the essay will be very repetitive.  As they read through the materials they should try to keep an organizer which differentiates between the New Deal programs which were designed to deal with immediate consequences vs those which attempted to make systematic/structural changes to the wider economy and society.

 

In the conclusion to this essay I will be asking students to independently research statistics to prove the efficacy of certain New Deal programs.  Among the things students can look are are:

 

  • The unemployment rate.
  • GDP
  • Birth and death rates.
  • Poverty rates
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Weekly Plan – September 11th to 15th

5th Grade

 

Students will be continue their study of the Age of Exploration by learning about the travels of Marco Polo

 

Monday – The Travels of Marco Polo – Reading Day.

Wednesday – Marco Polo – Project Day

Thursday – Marco Polo – Project Day

Friday – Marco Polo – Project Day

 

Students will be working on a map and poster on the travels and experiences of Marco Polo.  This will be their first pair work project and will be focusing on developing the following skills:

 

  • Dividing/delegating work and other tasks within a small group.
  • Creating maps showing routes and other important features.
  • Organizing and arranging events chronologically.
  • Researching and using relevant images.

 

6th Grade

 

This week the 6th graders will be looking at two important developments in constitutional government; Magna Carta and Enlightened Despotism.

 

Monday – Magna Carta – Reading

Wednesday – Magna Carta – In Class Timed Project

Thursday – Enlightened Despotism – Reading

Friday – Enlightened Despotism – Project Day

 

Students should have their projects on Democratic and Dictatorial systems of government completed by the start of class on Wednesday.  They will be completing a short in-class assessment on Wednesday designed to teach them how to plan/execute work in a limited time frame.  They will be receiving a more extensive work on the key goals of enlightened despots on Thursday with a class to work on it on Friday.  The final version will be due on Monday of next week.

 

7th Grade

 

This week students will continue their study of ancient Egypt.

 

Monday – The History of Egypt – Project Work Day

Tuesday – The History of Egypt – Project Work Day

Wednesday – The First Intermediate Period – Primary Source Analysis

Friday – Egyptian Religion

 

Students should have their history of Egypt timelines  completed by the start of class on Friday.  They will be working on another project starting Friday on Egyptian religion

 

8th Grade

 

Students will conclude their study of the 1920s this week and begin looking at the twin topics of the Great Depression and New Deal eras.

 

Monday – The Roaring 20s – Essay Writing Day

Tuesday – The Economic Boom of the 1920s

Wednesday – The Wall Street Crash & Great Depression

Friday – The Election of 1932

 

Students will have until Friday to complete their first essay on the following question:

 

“In what senses could a person describe 1920s America as a paradoxical society”?

 

The next essay will be based on both the Great Depression and New Deal with the question being;

 

“In what ways did the programs of the New Deal attempt to deal with the causes and consequences of the Great Depression”

The key to this essay is for students to recognize the difference between long and short term causes/consequences.  If they simply try to write a list of problems and government programs then the essay will be very repetitive.  As they read through the materials they should try to keep an organizer which differentiates between the New Deal programs which were designed to deal with immediate consequences vs those which attempted to make systematic/structural changes to the wider economy and society.

 

In the conclusion to this essay I will be asking students to independently research statistics to prove the efficacy of certain New Deal programs.  Among the things students can look are are:

 

  • The unemployment rate.
  • GDP
  • Birth and death rates.
  • Poverty rates
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Music Production – Robert Miles – One on One

Click here to download the sample Garageband file as well as song chords if you want to create your own version.  You can also try to learn the lyrics and do a vocal over the track.

Screen Shot 2017-09-07 at 7.50.37 PM

 

 

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