Welcome to ESL, 12/5/11

1. Welcome to ESL, 12/5/11 • Warm Up • Pick up ESL notebook • Get out rough draft • Complete the writing warm up: “If you were the world’s biggest sports star, what sport would you play and how would you get famous? What would your path to success be?”

2. ESL I can statement/agenda • Today, 12/5, I can… • Know: Complete a final draft of my creepy classics book project that includes five paragraphs about the elements of a story. • Do: edit and revise my work and draft my final draft to be ready for tomorrow’s due date. Agenda • Warm up (10 minutes) • Review expectations (5 minutes) • Drafting time (35 minutes)

3. Is my paper meeting the basics? • Are there at least 5 paragraphs? • Are there at least 5 vocabulary words? • Do I have a paragraph for each element of a story? • 1 paragraph about Setting • 1 paragraph about Character • 1 paragraph about Conflict • 1 paragraph about Turning Point • 1 paragraph about Resolution

4. Work time expectations • Allow people who don’t have a home computer to use computer first • Use the adults to edit your paper • Use other students to edit your paper • If you are finished, silent read (don’t distract other students) • Final drafts are due at the beginning of class tomorrow

5. Welcome to Social StudiesMonday, December 5 • Sit in your current seat (change seats later this week) • Materials Managers: Please grab your SS notebooks and writers notebooks • Warm Up: • Label your S.S. table of contents: Indian Removal Act note taking • Label the next blank page in your S.S.: Indian Removal Act note taking

6. Social Studies: I can statement/agenda • Today, 12/ 5, I can… • Know: describe the basic history of the Indian Removal Act of 1830. • Do: boxes and bullets note taking of Indian Removal Act lecture. Agenda: • Update planners • Boxes and bullets note taking (Indian Removal Act) • Table group discussion

7. Update your Planner • Writing HW (1/2 page in writers): • If you were the world’s biggest sports star, what sport would you play and how would you get famous? • How do you feel about poetry? What’s your history with poetry? • Read (30 minutes w/ minimum 1 quick note) • Complete your summary of Indian Removal Act of 1830

8. Where we are in time…

9. Cherokee Indian Removal

10. Connect to Geography!How US got its shape: Indian removal • More land purchased by US government (remember the Louisiana Purchase) • More settlers moved from the original colonies westward seeking land • From Wisconsin to Florida

11. The conflict over land • http://www.pbs.org/kcet/andrewjackson/themes/indian_removal.html • Use boxes and bullets to note the WHO, WHAT, WHEN, WHERE & WHY

12. Who has the power in this situation? • Legislative? Pass laws and acts • Executive? Negotiate treaties, sign acts and laws • Judicial? Declare a law unconstitutional • The People? Contact their congress, protest

13. Indian Removal Act of 1830 (the Trail of Tears) • In 1830, Congress passed a law relocating Native Americans from all land East of the Mississippi River.

14. Indian Removal Act of 1830 • President Andrew Jackson signed the bill into law • The Removal Act was strongly supported in the South, states were eager to gain access to lands claimed by the "Five Civilized Tribes." • Cherokee, Chickasaw, Choctaw, Creek, Seminole • Georgia, the largest state at that time, was involved in land dispute with the Cherokee nation. • President Jackson said he signed the bill for “national security”

15. Why is the Indian Removal Act called the Trail of Tears? • The Trail of Tears refers to the forced removal of the Cherokee American Indian tribe by the U.S. federal government • This removal resulted in the deaths of about 4,000 Cherokee Indians. • The weather and trail conditions lead to widespread disease • In the Cherokee language, the event is called NunnadaulTsuny — "the trail where they cried."

16. Summary of learning • Start and finish for HW; on a blank piece of paper • This is NOT your writing homework • Main idea of the Indian Removal Act of 1830 • Detail or example supporting main idea • Another detail, story, or example supporting main idea • Conclusion sentence

17. Tomorrow… • Looking at this conflict through 5 perspectives: • Andrew Jackson (the president of the time) • Congress against the removal act • Congress for the removal act • Cherokee Indians • Women against the removal act

18. Break! Materials Managers: pick up Writers notebooks return social studies notebooks Warm up: label table of contents of your writers: MAP test prep label next blank page: MAP test prep List three ways you prepare for MAP testing

19. L.A. I can statement/agenda • Today, 12/5, I can… • Know: Develop strategies to excel on tomorrow’s Reading MAP test. • Do: Use boxes and bullets note taking on MAP test preparation lecture. Agenda: • Warm up (5 minutes) • Interactive lecture: MAP test prep (25 minutes) • Silent reading (15 minutes) • Clean up (5 minutes)

20. BOX: Tips and Tricks for Testing on the Computer BULLETS • Close your eyes for a few seconds • Using a piece of paper to track reading and reduce glare • Try not to skim. Read the text, the question, and each possible answer • Read the answer 1st! • It’ll help you guide your reading

21. Testing Stamina Directions: Determine the meaning of stamina in the sentence below. Write the correct answer in your Writers NB. The 3 hour test required the students to show off their stamina. • Their hair style • Their ability to not talk during the test • Their ability to do something for a long period of time • Their knowledge

22. How can we keep our stamina during testing? • Write an idea you have in your Writers notebook and share with a neighbor • Each table shares one idea to class

23. Preparing before the test • Draw a picture of the preparation you are going to do before you begin the MAP test today • Some ideas: • Drink some water • Do some stretching • Take 5 deep breaths • Tell yourself: “I got this!”

24. Eliminating answers/Choosing the best answer • There are four steps you should take when answering a multiple choice question • Read the question carefully • Read each answer • Eliminate the answers that are definitely wrong. • Choose the best answer out of the answers that are left. You can usually narrow it down to two. If you can’t decide, guess! • If you can’t eliminate any, choose “all of the above” or “none of the above”

25. Let’s try it! • What does the word legumes mean in the sentence below? There are many kinds of legumes you can use to make soup such as kidney beans and white beans. • A. cans • B. vegetable • C. lettuce • D. spicy

26. Let’s try another! • There were several confections on the table including chocolate chip cookies and cakes. Which of the following is the meaning of confections as it is used in this sentence? • A.    sweet desserts • B. sandwiches • C.    connoisseurs • D.    delicious 

27. And another! From the clues in the sentence below, what does the word appalling mean? • The thought of eating bugs is appalling to most people. • A.    enjoyable • B. difficult • C.    disgusting • D.    different

28. Relaxing during the test • Write down three things you do (or should do) when you get to a really hard question. • Share three ideas from your notebook with your table • 1 idea from each table shared with class • FYI: yes, you can have water, no, you can‘t bring food)

29. Key words to remember! • Inference • Personification • Best answer, most likely or main idea • Theme

30. Relaxing after the test • Don’t worry about it –it’s in the past! • Take a breath, and move on. • Don’t stress if you don’t finish, most people won’t (it’s a longgggg test!)

31. As you leave… • Bring everything with you and go to the library • Bring a book in case you finish early • No food • Enter room quietly, sit at a computer immediately, and start the test • When your score pops up, DON’T CLICK EXIT – raise your hand, please 