1. No work of any kind will be collected. Keep work in a safe place in your binder to turn in when Mr. Rodgers returns.
2. Be helpful with the substitute, informing them of basic class procedures.
3. Help the substitute with the DVD, stereo and projector so they can show the film effective.
4. Make sure the substitute reports the stop time on the film and that you write it down.
Start of Class:
1. Take Roll in my Roll Binder on the cart. Mark students absent or tardy.
A. Journal activity -
1. read the prompt to the students, then let them write for about 15 minutes.
2. Call on 4 - 5 students to share or summarize their journals.
3. Some students have finished the journal earlier this week. Allow them to work on other assignments until sharing time.
Journal Prompt - pick something important about your life and answer the following prompt: From this point in time, what comes next, or what came before. Make a prediction about more than one important thing in your life now that may happen in the future.
B. Work time in class - Allow students to manage their time by working quietly. Generally, students should work in their assigned seats.
1. Allow students to work on individual assignments that are due this week:
a. get and label their World Map. Students may ask for help from other students or may look at how maps from last year were completed on the front wall. (Label the map with Sharpie Pen. Ask a good helper in class if you are not sure what must be labeled. Use last years maps as samples for labeling ideas.)
b. finish the Final Draft Social Pyramid: (vertical 8-1/2 by 14 inch paper for the final product – inked, colored, fill the page, each layer labeled, title, name in lower right corner. Pictures of different people at each level with specific tools or items and clothes.)
c. Timeline notes:
1. make a text list of 9 events minimum about Olmec, Mayan, and Aztec Civilizations
2. Each list should have a minimum of three events per civilization minimum.
3. each event should have a year or date and one sentence of details (about 10 - 15 words).
d. finish the Journal (above)
e. finish the EQ for Chapter 24. Some people will be done.
f. Directions: (BTW - these were posted on Tuesday, Oct 2 on this Blog.
Each EQ must cover a different sections of the reading.
EQ questions should start with Why, How or Explain and focus on cause and effect, a sequence of events or a progression of ideas related to one section.
No EQ should ask simple Who, What, Where type questions, although this factual information should be incorporated into a more complex question and used in a thorough answer.
Rough Draft Answers:
Four point list minimum including:
Page number(s) where information was found
Explain the main concept OR big idea that answers the question and how it relates to the chapter
Three pieces of evidence, examples or details that support the explanation.
C. Extension - start in class only - for students that can show all work is done above:
1. Give a copy of the six square chart on the gray cart.
2. Pick six dream cards and arrange them in the best way to tell a complete story.
3. On the six square chart, draw a simple pencil picture in each box of each card in order - fill about 1/4 of each square.
4. In the rest of the box write about 2 - 3 sentences that give a good overview of your story in each box.
5. Try to relate the cards to each other throughout your story's plot - conflict, climax, resolution while showing protagonist and antagonist.
D. Show the film in DVD disc 2 - Breaking the Maya Code
3a. Film Starting points for each
Core 1 - 20:44 (ask students to verify - they will write it down each time - report time to them at end)
Core 2 - 28:24 (use the chapter selection menu to get to chapter 3 or 4 then REW or FF to the right point)
3b. If you need some students help with the DVD, ask.
4. This is a listening activity.
5. You should follow the note table a long with the film and pause the film from time to time to allow students to write down important information, paraphrase if necessary.
6. Make sure that you report the stop time to students FOR EACH CORE.
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