Ten Days to 8th Grade Social Studies TAKS - DOC - DOC

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					                              Ten Days to 10th Grade Social Studies TAKS
                                  (Please refer frequently to the TAKS TEKS)

Day 1—Categories               Day 1—Categories

1.) Bell ringer                1.) Bell Ringer (Preassessment)—In Warm Ups PPt.—Fold a sheet of
                               notebook paper in half like a hamburger. Tear along fold. Save half for
Warm Ups PPt.                  tomorrow. Put the eras in order and write one word or person next to that era
                               which describes the era. Turn in. (Glance through these to see what the class
2.) TAKS Warm Up               knows already.)

Warm Ups PPt.                  2.) TAKS Warm Up—See PPt.—Distribute Warm Up sheets to students
Copies of Warm Up Notes
                               3.) Eras Overview Activity
3.) Eras activity              Directions:
                               a.) Start with the 1st set of terms and definitions
One set of Day 1 terms         b.) Shuffle the terms and definitions
and definitions with terms     c.) Give each student a term and definition that don’t match
separated from definitions     d.)They should go give their definition to the student who as the matching term
                               e.) When they have a matching term and definition, they should stand around
For each class:                the outside of the room with the term and definition
15’ of butcher paper           f.) Once everyone is standing around the room, check and make sure they’re
divided into 3’ columns        correct
write eras in order in each    g.) Ask them to group themselves into categories. (Don’t give them any
column                         categories, let them figure it out.) After they’ve grouped themselves, have each
Markers                        group explain their category and how they each fit.
                               h.) Ask them to group themselves into new categories. Repeat the last step.
4.) Homework                   i.) Have them write their term on the correct era on the butcher paper
assignment                     j.) Distribute the 2nd set of terms and definitions
                               k.) Repeat steps (b) to (i)
Copies of Hmwk. Day 1          4.) Option if time allows:
Transparency of Hmwk                   Have each student choose 5 terms (fewer if time is short) s/he doesn’t
Day 1                          know or knows the least well. S/he should make flashcards for each term which
                               include a picture or symbol.
5.) Exit Slip
                               5.) Distribute and explain homework for Day 1
Copies of Exit Slip (Long
or Short)                      6.) Exit slip—Students fill out and hand to you as they leave. They may not
Optional: Transparency         leave without handing you a completed Exit Slip.
for demonstrating exit slip
Day 2—8th gr. Material        Day 2—8th gr. Material

1.) Bell Ringer               1.) Bell Ringer

2.) TAKS Warm Up              2.) TAKS Warm Up

3.) Overview of 8th gr.       3.) Overview of 8th gr.

   Optional: People Review   Optional: Quick Review PowerPt. (Consider having students take C-
    PPt.                      notes)

4.) Flashcard stations        4.) Flashcard stations

 Copies of flashcards        --Distribute stations contract—explain that their grade for the day will depend
 Scissors                    on how hard they work. Their learning is in their hands. They need to identify
 Materials for stations      their own gaps in learning and fill it in.
    chosen                    --Introduce the concept of stations, explain how they will be rotating.
                              Emphasize that students who do not take advantage of the stations will have a
5.) Day 2 Homework            separate activity in their desks.

Copies of Day 2               a.) Distribute 8th gr. Flashcards and have students cut apart with the back
Homework                      facing up.
                              b.) Divide students up into 4-5 stations
7.) Exit Slip—copies          Suggestions:
                               Coloring station—students use map pencils to add appropriate color to their
                                flashcards
                               Quiz station—students pair up and quiz each other on the information
                               Categories—students work to place the flashcards into different categories
                                (era, documents, etc.) to make connections
                               Puzzlemaker—students use the puzzle templates to create puzzles from
                                flashcard materials
                               Kids’ Book—students recycle children’s stories to go through material

                              5.) Trade and check Day 1’s homework. Distribute and explain Day 2
                              Homework.

                              6.) Exit slip (Perhaps the connections one?)
Day 3—Documents            Day 3—Documents

1.) Bell ringer            1.) Bell ringer

2.) TAKS Warm Up           2.) TAKS Warm Up

3.) Documents Analysis     3.) Documents Analysis

-Copies of Documents       a.) Distribute copies of Documents Student Notes
Transparencies Student     b.) Complete the “Magna Carta” and “English Bill of Rights” transparencies as
Notes                      a class.
-Documents Transpar-       c.) Group students and give each group a transparency.
encies (made into          d.) Set a timer for 8-10 minutes.
transparencies)            e.) Students then present their document while everyone else takes notes.
-Vis-à-vis markers
                            4.) 4 Corners discussion—Which of the following was the most important
4.) 4 Corners discussion   document in the making the U.S. what it is today: Constitution, Bill of Rights,
                           14th Amendment, Declaration of Independence ?
-Copies of 4 Corners
discussion                 5.) Trade and check Day 2’s homework. Distribute and explain
                           Homework Day 3
5.) Homework
                           6.) Exit slip
6.) Exit Slip
                           Options if time allows:
                           Quiz each other on flashcards
                           Display poems in hallway and do a gallery walk
                           Distribute the puzzlemaker and make one.
Day 4—8th grade               Day 4—8th grade Jeopardy
Jeopardy
                              1.) Bell ringer
1.) Bell ringer
                              2.) TAKS Warm Up and notes
2.) TAKS Warm Up
                              3.) Jeopardy
3.) Jeopardy                 a.) Each student gets a blank Jeopardy! Sheet. All students need to write down
                             the questions and answers on their own blank Jeopardy forms. (Easy grade for
   Choose a Jeopardy        you, great review for them, and they have to pay attention to every question.)
    game based on class’s b.) Divide class into two halves and flip coin.
    needs                    c.) Ask the first person in the first row of team #1 to choose a category and
   Cover questions and      point value (10-50 pts. From top to bottom). Only that person may attempt an
    answers with individual answer. Any help from the rest of the team will result in an automatic steal.
    sticky notes             d.) If the person gets the answer correct, that team gets the points, and the first
   Instructions for playing person in the first row of the other team gets to answer their choice of the next
    Jeopardy                 question.
   Copies of blank          e.) If the person gets the answer wrong, the other team gets to try to steal. On a
    Jeopardy game            steal, the entire team may discuss the best possible answer, but the final answer
                             must come from the next person who would get to choose a question.
5.) Homework—Copies          f.) Whether or not the steal is successful, the first person in the first row of the
of Day 4 homework            other team still gets to choose and try to answer the next question without help.
                             (Help is only allowed on a steal.)
6.) Exit Slip                g.) Go down the rows in order so that all (or most) students have a chance to
                             answer at least one question on his/her own.

                              5.) Homework—Trade and check Day 3 and distribute Day 4

                              6.) Exit Slip
Day 5—WG Review               Day 5—WG Review

1.) Bell ringer               1.) Bell ringer—Distribute Hard Stuff preassessment as they enter.

Copies of WG                  2.) TAKS Warm Up
preassessment
                              3.) Check Hard Stuff preassessment
2.) TAKS Warm Up
                              4.) World Geo Stations
3.) World Geo Stations
                               Economic systems
-Station labels                Methods of production
-Explanation sheets to         Standard of living
assist “expert”                Level of development

4.) Optional: If students     b.) Find one person who got all of the questions correct for that station and post
have learned all they need    him/her there.
to learn on the Hard Stuff,
they can choose to do a       c.) Students should go to a station that they missed questions for. “Expert”
station in their seat         teaches the students at the station. Expert needs to make sure that everyone
(puzzlemaker, cubing, t-      understands. Expert randomly chooses one person to stay behind to explain to
shirt, etc.)                  the next group.

                              d.) Everyone else changes to another station where they need to learn. Repeat
 5.) Homework—Copies          step (c).
of Day
                              5.) Optional: Stations in seats for students who finish
6.) Exit Slip (Probably the
stations contract)          6.) Homework

                              7.) Exit Slip
Day 6—WG and WH             Day 6—WG and WH Map Reading Game
Map Reading Game
                            1.) Bell ringer
1.) Bell ringer
                            2.) TAKS Warm Up
2.) TAKS Warm Up
                            3.) Map Reading Game
3.) Map Reading Game
                            (Similar to the game Balderdash. Students look at a TAKS map and write a
PPt. in Day 6               question or question stem for the map. Then they try to guess the real TAKS
Copies of maps for groups   question, and answer the question itself.)
Laminated voting papers
Dry erase markers           Points received when:
                             Another group chooses your question as the TAKS question
4.) Homework                 Your group correctly identifies the actual TAKS question
                             You answer the TAKS question correctly
5.) Exit Slip                Your group asks the same question that TAKS does

                            4.) Homework—Trade and Check Day 5. Explain and distribute Day 6

                            5.) Exit Slip
Day 7—WH                    Day 7—WH

1.) Bell ringer             1.) Bell ringer

2.) TAKS Warm Up            2.) TAKS Warm Up

3.) World History Eras      3.) World History Eras

4.) World History Eras      Print out World History Eras sheets, place desks in small groups, put one era
Sorting                     sheet on each desk. Silently, students each write as many words as they can
                            remember that have something to do with that era. Groups switch desks and
5.) Supporting Idea         add to the next era. Switch desks again… Make sure that each group has
Chart                       looked at every era

Copies of Supporting Idea   4.) World History Eras Sorting
Chart
                            Have students put the descriptors and examples with each era
6.) Homework
                            5.) Supporting Idea Chart
7.) Exit Slip
                            Have students fill out a supporting idea chart (in groups or as individuals? on
                            the era they know the least?

                            6.) Homework

                            7.) Exit Slip
Day 8—Individual          Day 8—Individual Practice
Practice
                          1.) Bell ringer
1.) Bell ringer
                          2.) TAKS Warm Up
2.) TAKS Warm Up
                          3.) Practice Test—Relax and use your strategies on these 20 questions.
3.) Practice Test
Copies of Practice Test   For students who finish early:
Stations                  Stations in your seat

5.) Homework              5.) Homework—practice flashcards

6.) Exit Slip             6.) Exit Slip
Day 9—Checking             Day 9—Checking Practice
Practice
                           1.) Bell ringer
1.) Bell ringer
                           2.) TAKS Warm Up
2.) TAKS Warm Up
                          3.) Group game to check TAKS
 3.) Group game to check a.) Give a completion grade for finishing Final TAKS Practice to each student
TAKS                     b.) Put students into groups of about 4.
                         c.) Each group should select a leader.
 4.) Learning stations   d.) Each group goes through Final TAKS Practice talking through questions and
(see day 5)              deciding on a group correct answer.
                         e.) Game begins:
 5.) Homework                  Group #1 gets asked question #1. If correct, they get one point.
                               Group #2 gets asked question #2. If correct, they get one point…
 6.) Exit Slip           f.) Group with most points wins.

                           4.) Sorting Stations
                            Grievances
                            Federalism
                            Principles of the Constitution
                            Terms and Definitions
                            WH Eras
                            Puzzlemakers

                           5.) Homework—practice flashcards

                           6.) Exit Slip
Day 10—Jeopardy                Day 10—Jeopardy

1.) Bell ringer                1.) Bell ringer—What will you do tonight and tomorrow morning to prepare
                               for the Social Studies TAKS?
2.) TAKS Warm Up
                               2.) TAKS Warm Up
3.) Jeopardy
   Choose a Jeopardy           3.) Play Jeopardy!
    game based on class’s      a.) Each student gets a blank Jeopardy! Sheet. All students need to write down
    needs                      the questions and answers on their own blank Jeopardy forms. (Easy grade for
   Cover questions and        you, great review for them, and they have to pay attention to every question.)
    answers with individual    b.) Divide class into two halves and flip coin.
    sticky notes               c.) Ask the first person in the first row of team #1 to choose a category and
   Instructions for playing   point value (10-50 pts. From top to bottom). Only that person may attempt an
    Jeopardy                   answer. Any help from the rest of the team will result in an automatic steal.
   Copies of blank            d.) If the person gets the answer correct, that team gets the points, and the first
    Jeopardy game              person in the first row of the other team gets to answer their choice of the next
                               question.
 4.) Exit Slip—I can           e.) If the person gets the answer wrong, the other team gets to try to steal. On a
statement                      steal, the entire team may discuss the best possible answer, but the final answer
                               must come from the next person who would get to choose a question.
                               f.) Whether or not the steal is successful, the first person in the first row of the
                               other team still gets to choose and try to answer the next question without help.
                               (Help is only allowed on a steal.)
                               g.) Go down the rows in order so that all (or most) students have a chance to
                               answer at least one question on his/her own.

                               4.) Exit Slip—I can statement

				
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