What we are learning this quarter.
SOCIAL STUDIES
We continue to talk about the events leading up to the American Revolution. The following standards will be covered over the next couple of weeks.
4.03 Analyze the causes and consequences of the French and Indian War and recognize Fort Loudoun’s role in it.
4.04 Evaluate how political, religious and economic ideas and interests brought about the American Revolution including:
Resistance to imperial policy (Proclamation of 1763)
The Stamp Act, 1765
The Townshend Acts, 1767
Quartering Act
Tea Act 1773
"Taxation without Representation (is Tyranny)"
Intolerable/Coercive Acts, 1774
The role of Patrick Henry
WE WILL HAVE AN ASSESSMENT TUESDAY, SEPT 17TH OVER STANDARDS 4.03 AND 4.04.
4.05 Explain the different forms of protest colonists used to promote change in British policies including: the Boston Tea Party, tarring, and feathering, letter writing, and boycotting.
4.06 Determine the historical and present-day significance of the Declaration of Independence, including the roles of Thomas Jefferson and John Hancock.
4.07 Contrast how the principles set forth in the Declaration of Independence clashed with treatment of different groups including: women, slaves, and American Indians.
4.08 Determine the importance of the following groups of the American Revolution: Loyalists (Tories), Minutemen, Patriots, and Redcoats.
WE WILL HAVE AN ASSESSMENT SOME TIME IN EARLY OCTOBER OVER THESE STANDARDS.
4.09 Examine major events and battles of the American Revolution, including: Midnight Ride of Paul Revere, Battles of Lexington and Concord, Battle of Bunker (Breed’s) Hill, Battle of Saratoga, Valley Forge, and the Battle of Yorktown.
4.10 Evaluate the contributions made by women during the American Revolution, including: Abigail Adams, Mary Ludwig Hays (Molly Pitcher), Betsy Ross, Phillis Wheatley
IN PLACE OF AN ASSESSMENT, STUDENTS WILL PRODUCE A POWER POINT OR POSTER PRESENTATION OVER ONE OF THESE EVENTS OR WOMEN. It will be due some time in late October, after Fall Break.
READING AND LANGUAGE ARTS (INCLUDING WRITING)
We continue to read literature and informational text, talk about what they read, and write for a variety of purposes.
We are discussing character traits, point of view in stories, and drawing inferences. Students should have a command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.
Students should...
We always talk about how to find evidence in text to answer questions.
Students will learn about and write narratives for the remainder of the quarter.
After Labor Day, we started our Word Study routine. New words are tested every seven days.
Students have selected books for independent reading. I keep a log of their reading as school.
We continue to talk about the events leading up to the American Revolution. The following standards will be covered over the next couple of weeks.
4.03 Analyze the causes and consequences of the French and Indian War and recognize Fort Loudoun’s role in it.
4.04 Evaluate how political, religious and economic ideas and interests brought about the American Revolution including:
Resistance to imperial policy (Proclamation of 1763)
The Stamp Act, 1765
The Townshend Acts, 1767
Quartering Act
Tea Act 1773
"Taxation without Representation (is Tyranny)"
Intolerable/Coercive Acts, 1774
The role of Patrick Henry
WE WILL HAVE AN ASSESSMENT TUESDAY, SEPT 17TH OVER STANDARDS 4.03 AND 4.04.
4.05 Explain the different forms of protest colonists used to promote change in British policies including: the Boston Tea Party, tarring, and feathering, letter writing, and boycotting.
4.06 Determine the historical and present-day significance of the Declaration of Independence, including the roles of Thomas Jefferson and John Hancock.
4.07 Contrast how the principles set forth in the Declaration of Independence clashed with treatment of different groups including: women, slaves, and American Indians.
4.08 Determine the importance of the following groups of the American Revolution: Loyalists (Tories), Minutemen, Patriots, and Redcoats.
WE WILL HAVE AN ASSESSMENT SOME TIME IN EARLY OCTOBER OVER THESE STANDARDS.
4.09 Examine major events and battles of the American Revolution, including: Midnight Ride of Paul Revere, Battles of Lexington and Concord, Battle of Bunker (Breed’s) Hill, Battle of Saratoga, Valley Forge, and the Battle of Yorktown.
4.10 Evaluate the contributions made by women during the American Revolution, including: Abigail Adams, Mary Ludwig Hays (Molly Pitcher), Betsy Ross, Phillis Wheatley
IN PLACE OF AN ASSESSMENT, STUDENTS WILL PRODUCE A POWER POINT OR POSTER PRESENTATION OVER ONE OF THESE EVENTS OR WOMEN. It will be due some time in late October, after Fall Break.
READING AND LANGUAGE ARTS (INCLUDING WRITING)
We continue to read literature and informational text, talk about what they read, and write for a variety of purposes.
We are discussing character traits, point of view in stories, and drawing inferences. Students should have a command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.
Students should...
- Produce complete sentences; recognize and correct inappropriate fragments and run-ons.
- Use correct capitalization.
- Use commas and quotation marks to mark direct speech and quotations from a text.
We always talk about how to find evidence in text to answer questions.
Students will learn about and write narratives for the remainder of the quarter.
After Labor Day, we started our Word Study routine. New words are tested every seven days.
Students have selected books for independent reading. I keep a log of their reading as school.