Michael J. Allen

Class of 2018 - 2019

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Teacher Plans

March 12th - 16th

Review

Obviously, the snow day hampered the plans.

The students are feeling pretty good about the Music project we're trying to complete 'inbetween the lines' - during specialist teacher times and lunch times.

The epic story of the American Revolution is generating interest in History in some students and I'm hoping that this interest will blossom and spread as we get ever deeper into the story.

The coding workshop is also exciting for the majority of the students, even as it has taken a turn towards being ever more challenging as Python reveals its coils and fangs!

The most exciting development for me, and a clear harbinger for the future of my approach in the second half of each year going forward, is the establishment and use of Google classroom. It's fantastic and powerful for me to be engaged very closely with the students as they write, catching issues as they happen across the group in much finer detail than I've ever been able to do in the past. What's more, all of you will have direct information about your student in a much more effective way than ever before. I'm looking forward to seeing what the effect of the detailed weekly summaries you'll be getting going forward each week will have on student performance!

 

This week

This week we will really be concentrating on the Tavern project. The main focus this week and next is on the main causes that led to the American Revolution.

I have detailed the plan for the American Revolution project below in the Project and Language sections.

Hopefully, I'll get to see some of you at the DARE graduation ceremony on Thursday.

 

Morning meeting

As part of the whole-school philosophy each class begins each day with a thirty-minute long class meeting.

The meeting is structured into four phases:

  • Greetings

  • Sharing - short news items from members of the class

  • Activities - short, fun community building activities

  • Message - topic of the day, often with academic angle.

This week our meetings will be short as we use the time to hear the stories associated with the lead up to Revolution.

 

Language

Reading and Writing

Students will understand and acquire/absorb the stories associated with the main causes of the American Revolution.

The students will continue writing daily fictional journal entries attempting to replicate and understand what life must have been like for the colonists leading up to the War.

Each of the four main Causes of the Revolutionary War will be acquired by the students from story-telling, video (the PBS 'Liberty' series) and the Journeys program (the Boston Tea Party).

 

Monday, March 12th:

The Stamp Act (1765)

Writing a diary entry about the Stamp Act. Focus on Point of view. Choose to write from a Colonist's point of view or write about the Stamp Act from Andrew Oliver's point of view.

 

Tuesday, March 13th:

The Boston Massacre (1770)

Writing a diary entry about the Stamp Act. Focus on Point of view.

Write about a Colonist's point of view of the Massacre. Or write about the Massacre from an English point of view.

 

Wednesday, March 14th:

Finish ELA essays on Google classroom.

The Boston Tea Party (1773)

Read about the Tea Party from the Journeys program. Diary entry from a Colonist's point of view.

 

Thursday, March 15th:

The Intolerable Acts (1774)

Write a diary entry about the Intolerable Acts.

 

Friday, March 16th:

Week 2 Tavern activities.

 

Math

This week we wrap up Unit 10 then move into the gorgeous netherworld of Unit 11

 

Monday, March 12th:

10-4: Adding Mixed Numbers

(Homework - P10-4)

 

Tuesday, March 13th:

10-5: Subtracting Mixed Numbers

(Homework - P10-5)

 

Wednesday, March 14th:

10-6: More Adding and Subtracting Mixed Numbers

(Homework - P10-6)

 

Thursday, March 15th:

Unit 10 review

(Homework - Practice assessment)

 

 

Project

The American Revolution

This is a three to four week plan for the next Social Studies unit, the American Revolution.

There are three main parts:

  • Causes of the War

  • The War itself

  • The Meaning of the War

This week we will be concentrating on life in the colonies. We will try to immerse ourselves in the language, dress, and style of the times. Students will be encouraged to come to school dressed in colonial-era fashions, and to use colonial-era language throughout the project.

 

Causes of the War

Life in the Colonies

The French and Indian war

The Stamp Act

The Intolerable Acts

The Boston Tea Party

The Boston Massacre

 

The War Itself

Lexington and Concord, Breeds Hill/ Bunkers Hill/ Dorchester Heights/ Ticonderoga

New York/ Trenton/ Princeton/ Winter in the war/ Franklin in France

The Grand Strategy/ Germantown/Brandywine/ Howe takes Philadelphia/ Gentleman Johnny and Saratoga- the turning point.

Yorktown

 

The Meaning of the War

The Declaration of Independence

The Compromise over slavery

The Constitutional Convention

 

The students will be working in teams of three or four. Each group will be formed around a ‘Tavern’ that they will create, using historical data to inform their choice. The 'Taverns' work on various projects each week and are rewarded using ‘Revolutionary dollars’ for completion and quality of finished products.

 

Activities for ‘The Causes of War’

Create a Tavern

Create a Tavern logo, sign, cheer, secret handshake, and scarf.

Create a fictional journal – based on Joseph Plumb Martin’s journal – life during the Revolutionary war

Find out about the Stamp Act, the Intolerable Acts, the Boston Tea Party, and the Boston Massacre

Make a timeline of the precursors

Watch DVD  'Liberty' part 1

Patrick Henry speech competition

Loyalist vs. Patriot – podcast

 

Activities for ‘The War itself’

Continue with timeline

Journal entry – on the battlefield

Making diagrams of the Grand Strategy

Revolutionary replicas – life sized portraits of famous characters

Disease and medicine – reading

Codes and Spies – inventing codes, Washington’s ‘mask’, and a real life spy mission!

 

Activities for ‘The Meaning of the War’

The musical ‘1776’

Jefferson, Adams, Franklin, Hancock

How to make a fair system – The House of Representatives and the Senate

Best form of Government?

Diagrams of the Constitution

The PBS series ‘Liberty’ is a main source of information for this unit. The students will watch and discuss selected pieces of the series.

 

Liberty - PBS website linked to the series.

 

Causes of the Revolution - pictures

 

 

Portraits of the Revolution

 

 

Battle Maps of the Revolution

Here are some maps we'll be using in class to show the early action in the Revolutionary War.

 

 

Homework 

The students will be receiving more homework through Google classroom - roughly twenty minutes each night this week, starting on  March 12th. Each writing prompt will be posted on Google classroom.

Check out the 'News’ page for the 'Parent's Guide to Homework', as well as other delicious treats for the start of the year!

See you back here after the vacation!

 

Science-class teacher plan

This is the route to the 'Specialist Class' page.

This page is for the students and parents of Ms. O'Donnell to find out about what happens during the Science class!