Unit+2+-+Lesson+Plans

** WEEK 1 - The Silk Road and Trade - What is it? **
- Watch youtube (Crashcourse - Silk Road) video. As you watch, stop and take notes. Recommended: use subtitles, pause or re-watch confusing parts. - Finish Cornell Notes of SR video. Have at least 5 new words defined. 2-3 questions (what you want to know more) and a summary explaining the "so what?" of the Silk Road. - Introduce the Map of Asia and Jetpunk (game for learning countries in the continent of Asia) - Students have two weeks to learn countries - quiz will be set on a random day of the week before Winter Break. - Collect their first results google docs.
 * Day 2 - Monday, November 27, 2017**
 * Rollcall**
 * Resources**
 * // Mini-lesson 12: Good listeners take notes on key important words, main ideas and questions they have as they watch an informational video. //**

[|Silk Road Video]
__Homework__: ATH and FS - reading chapters.


 * Day 3 - Tuesday, November 28, 2017**
 * Rollcall -**
 * Resources: Response Journals, Posters for Socratic Seminars/rubrics. Social Studies books.**

ATH and FS - Reading Responses Introducing formal Socratic Seminar Protocols: What is the difference between Debate and Dialogue. Show how the seminar is set up, and the purpose for it. *[|Rules] to a Socratic Seminar. Types of [|Questions]/Participation.
 * Jetpunk Practice: Asia**

Preparation for the seminar tomorrow: // "Anything that just costs money is cheap." - John Steinbeck // // *Define key words: // (__**include**__: scarcity, quality, practicality, popularity, convenience, need vs. want, belief)

__Homework__: Talk to parents about *__Discussion Points__: (answer these, in preparation for discussion) - What is value? What does 'valuable' mean? How can you measure the worth of something? - Why are some objects worth more than others? Compare two examples and explain. - What are the most valuable things you have and why are they valuable? (__Think__: if you were able to only rescue three objects from a house fire, which would you take and why?)

//Objective: Understand what the concept of **value** is, and discuss the role it plays in **trading** and **exchange** along the SR in a Socratic Seminar format.// *Socratic Seminar! View the classroom setup. *Review rubric and expecations (see yesterday) *Where teacher writes your observational [|notes]: (See last year's Google [|.doc])
 * Day 4 - Wednesday, November 29, 2017 **
 * Rollcall, **
 * Resources - ATH and FS, **
 * Reflect on discussion, look at rubric. Self-grade.

__Homework__//: What is your understanding of value, now that you've discussed it with other students? Why do we trade or exchange things? What would happen without trade? How did you feel the socratic seminar went today? What do you think you did well? What could have been done better by your group and why?// //Complete this reflection of the socratic seminar in Social Studies books.// //ATH and FS - responses due on Friday.//

**Day 5 - Thursday, November 30, 2017** **Rollcall,** - Library time: Lauren introduces Battle of the Books/Book Week/ Visiting Author - students have time for book exchange. - Jetpunk Practice: Asia - Student introduced to the physical maps of where the Ancient Silk Road was found. - Divided into groups of three or two, students become experts on a section of the silk road - locations, type of terrain and rate of travel, dangers, interesting sights, using handouts and coloured papers. - Teacher demonstrates what to do:Task 1: READ THE COMPLETE DOCUMENT - USE POST ITS TO COLLECT MILES FOR EACH SECTION. TRACE THE MOVEMENT OF TRADERS ALONG THEIR SECTION BY LOOKING AT THE PHYSICAL MAPS OF THE SILK ROAD SECTION. - Task 2: together, students use one section of coloured paper, and choose a scribe to write down major locations within their section.. - Task 3: individually, students use a section of coloured paper each, to note take for one of the topics above. TITLE THE PAGE.
 * Resources: Lauren Elliott, library book for exchange, laminated notes re the Silk Road sections, coloured paper, laminated silk road mapsx2.**

This work is continued tomorrow.

__Homework:__ Take home handout 4: How long would it take you to walk the Silk Road? Screen shot the work completed today, and the post its with miles for each part of their Silk Road section.


 * Day 6 - Friday, December 1, 2017 **
 * Rollcall, **
 * Resources: **

//__Objective__: Learn about the movement of goods along the Silk Road by summarizing in Cornell Notes.// //Key words: caravan, bartering, haggle (negotiate)//
 * Day 7 - Monday, December 4, 2017 **
 * Rollcall, **
 * Resources: Cornell notes, Jetpunk - Asia **
 * // * Jetpunk //**
 * // * Students who were in class on Thursday and Friday are to share their work with their new team mates. //**
 * // * Each team is to share their work with the whole class, so that everyone can see the different sections of the Silk Road and become familiar with the terrain, and the names of locations all the way along the Silk Road. //**


 * // Mini-lesson 13: A good reader take useful notes for himself AS HE READS using various strategies: //**
 * // 1. Define/Highlight Key words //**
 * // 2. Use bullet points to organize ideas //**
 * // 3. Paraphrase (try not to look back at the text) //**
 * // 4. Make Drawings (simple, clear and labeled) //**
 * Read this [[file:SR.GameIntro.pdf|article]], take Cornell notes until the end. Work in teams or on their own.

__Homework__: Hand out the blank Silk Road maps with the rubrics - the next task to be done, once the Cornell notes have been completed:

Begin labeling the map, and answer the following questions on the **back** of the map: 1. Give two examples where you see the climate and terrain (shape of the landscape) influencing the routes along the Silk Road. Be specific! 2. How many miles separated Chang'an to Dunhuang? Baghdad to Antioch? (Bonus, convert them to Kilometers! hint: 1 mile = 1.6 kilometers) 3. How did people travel between Barbaricon and Aden? Why? 4. If you could live in one city to trade, which would it be and why?

__Homework__: Continue work with the Map - using colors and labelling correctly. Due on Friday. Practice for the Asia Map Quiz. ATH responses due on Wednesday.

LUNCHTIME ACTIVITY PRACTICE - SORTING OUT FOR TOMORROW'S BOOK BUDDY ACTIVITIES.

**Day 8 - Tuesday, December 5, 2017 - A DAY FOR BOOK BUDDIES - FIELD TRIP TO JINGSHAN** **Rollcall,** LEAVE AT 11:00 AM - ARRIVE AT 11:15 AM: 20 MINUTES FOR BOOK BUDDIES - IN FOUR GROUPS. JOIN UP INTO TWO GROUPS FOR SNEETCHES PERFORMANCE.
 * Resources: Books for buddies, Sneetches readiness.**

LEAVE FOR BAYSIDE 11:50 AM. Return to Ms. Walsh's class and **INTRODUCE** **THE TRADE GAME. (paper clip trading) via Mrs.** **Vithayatil.**

__*__ Take more Cornell notes (practice strategies from yesterday) on what you learn. (These notes will serve you for your project next week) Be mindful: Describe __How trade worked along the Silk Road.__ (5 W's) --- Who used it? --- Where did it go? --- What was traded, and how? --- Why did the SR exist? Why is it important to us? --- When did it begin and grow?
 * Day 1 - Wednesday, December 6, 2017**
 * Rollcall,**
 * Resources: Silk Road map**
 * Jet punk practice - record scores**
 * "Flipped" classroom: Explore the Silk Road resources on this [|padlet], understand how it improved the movement of people, ideas and goods.

2. "So what?" (end of notes): Why/How is the SR connected to our modern day lives? (__use these words__: trade, ideas, interdependence, goods, culture, globalization.) __Homework__: Complete notes in Social Studies book - title: __How Trade Worked Along the Silk Road__.

Check on student's progress with physical maps and their Cornell notes. Time for Cornell notes from Padlet.
 * Day 1 - Thursday, December 7, 2017 - 8 students away for TOUCH RUGBY. Adjust program accordingly.**
 * Rollcall,**
 * Resources:**
 * **Concept Maps of the Silk Road** - set deadline, explain instructions and explain time-lapse for map presentations next week. Deadline is for completed maps on A4 - for Tuesday of next week. A3 map, which means that time-lapse is completed by Thursday 14th - no music yet.,.

__Objective__: Create a Visual Mind Map (Visual Notes) of what you have learned about trade, exchange and movement of ideas and goods along the Silk Road to demonstrate your understandings of the following: Key Questions:
 * //How and why does trade occur?//
 * //How is trade connected with peace and collaboration?//
 * //How does "supply and demand" and "opportunity cost" motivate trading?//

Knowledge:
 * //** Understand **how humans have become increasingly interdependent due to the desires for exchange of ideas, culture, trade, food, music, etc. (SR Trade Simulation)//
 * ** Clarify ** the terms of "Supply" and "Demand" and "trade" along the Silk Road and discuss how it compares to today. (SR trading Simulation)
 * **Understand** //what the concept of value is, and what discuss role it plays in trading and exchange along the SR. (Socratic Seminar)//

__Homework__: Practice for Asia Map test. Begin work on SR Concept map - using Cornell notes (A4 practice page first - also to be handed in) and watch other video clips on SR padlet.

__Homework:__ Continue map work


 * Day 2 - Friday, December 7, 2017,**
 * Rollcall,**
 * Resources: Hand in geography maps. Hand in ATH last responses.**


 * Introduce **Systems of Trade Vocabulary** - Students choose two words and use Freyer Model to complete word posters.
 * Posters to include: Definition that THEY can understand, an image, the word in a sentence, other related words.
 * Check in on SR concept maps.
 * Reminder about Asia Map Quiz - practice, practice. Record Jetpunk results from two practices - best result.

*Use this map ([|overview]) ([|physical] map).(previous years: 2015/2016)

__Homework__: Work on Concept Map. Asia Map practice.


 * Day 3- Monday, December 11, 2017 -**
 * Roll Call**
 * Resources: Vocabulary Lists, Map work, Pic** **Collage, Pages, A4 sheets**

Check on all Cornell notes(summary ) Put Brain Pop on screen re Silk Road from padlet and whole group model the notes then give them the quiz. Allow students time to work on their concept maps and posters.

Return graded geography maps, cornell notes and paper work - give students until Friday to improve on their work. Jet Punk practice if time

__Homework:__ Complete Concepts maps rough draft on A4 paper. Some students work on improving geography map, cornell notes and paper work.

__Objective__: Understand how Silk Road trade worked, and how goods were passed along the way. // Key words/concepts: profit, loss, net vs. gross profit, barter, negotiate, value, middleman, economic exchange, strategize, labor costs //

__Homework__ Work on Concept Map.


 * Day 5 - Tuesday, December 12, 2017 - Change of schedule with Jacob Scott - Half period of 7A and 7B**
 * Roll Call**
 * Set up Silk Road Folders and groups - make sure roles are understood, papers ready to go for tomorrow.
 * Complete reading of charts and get an understanding of the regions their groups will travel through and to.
 * Organise students to come dressed in teams - prizes for best dressed class, best dressed team. (Pizza for class) (ice-cream for teams)

__Homework__ No homework! Music Concert tonight.


 * Day 6 - Wednesday, December 13, 2017**
 * Play the Silk Road Trade Simulation! :)

The Silk Road Simulation: What did I learn about the Silk Road because of this simulation? What went well for my group and why? What was your perception of the other group's and how they did in this simulation? Use the following key words in your reflections: profit, loss, net vs. gross profit, barter, negotiate, value, middleman, economic exchange, strategies, labor costs. . __Homework__: Work on Concept map. ALL CONCEPT MAPS to be turned in tomorrow. Some students work on Geography maps, cornell notes and paper work to improve their grades.
 * Homework:** **REFLECTIONS -**

Ms. Walsh and Mr. Krouse return all graded Refugee Narratives to students. DEAR and students have time to read through their Modern Identity Project packets - read all notes. Students connect with teachers to talk about their grades and anything they don't understand. Asia Map Quiz. (Jet Punk) Discussion for Grades and End of Semester report cards.
 * Day 7 - Thursday, December 14, 2017: A3 Concept Maps, without music but with time lapse turn in.**
 * Asia Map Quiz.**

__Homework__ - Share graded MI projects with parents - get them signed. Complete Geography Map work. BRING IN THEIR LAST TRADED ITEM FROM THE PAPERCLIP TRADING GAME.

via Jetpunk. Hand out Africa Map papers. Those students who did not turn in Concepts Maps, MUST turn these. All Geography maps turned in.
 * Day 8 - Friday - December 15, 2017 - Jacob Scott switch periods so that 7A, 7B and 7C**
 * Return graded Asia Map Quiz.** Those students who need to be reassessed need to practice. Others start to learn for the Africa Map Test

ALL 7TH GRADE STUDENTS: Debrief of the Paper Trading Game. Work in class concentric circles to talk about their trading experiences. Outer circle move after 1 minute of speaking per student. Move to the next student - do this for three students. Change groups to the trade simulation groups and put two of these groups together. Hand out reflections papers with guiding questions. Allow time for discussions.

(Welcome back from Winter break! :)

** Unit 2, Lesson 2: What does Modern Globalized Trade look like? **
Objective: Become aware of global discrepancies/differences and project the implications of inequality for the citizens of the world.

YOU WILL NEED A COMPUTER.
 * Day 1 - Monday, January 8, 2018 -**
 * Resources: Pencils, post it notes, Document machine and projector, article links below, whiteboards and whiteboard market, reading books, Vocabulary lists.**

Get students into the classroom with their Humanities folders - they do NOT need devices (so no iPhones or iPads). Leave folders on desks. Have them come down on the floor in front of the sofa for Buzz group time - ask them how their holidays went, and share some of yours. Then give them 10 minutes to chat in groups - mixed groups (no choice) about their winter break.


 * DEAR time. 20 minutes. If no books with them, take from the class library on the back bench.**
 * What does "modern" mean? Title on an A4 paper. How is it different to ancient. Use the DOCUMENT machine, projector to write down students' thinking. If it's easier, divide the page in two, with headings - ANCIENT and MODERN. Example: Camels and Horses/carts for transport v Cars, Trucks, Trains, Planes, Rockets, Satellites, Submarines. __Do one or two examples only.__ **10 minutes max**


 * Put this up on the projector: Modern vs. "Traditional" Trade -- What's the [|difference]? Have students read the article and then using their Social Studies books make their own charts in pairs, dividing facts into modern and traditional. Anything that appears in both, can be written in both. They basically create a T-chart with the headings Traditional and Modern, and complete the activity. Allow no more than 10 minutes and use a timer if necessary. Any work incomplete can be finished at home.

we WANT to know, and then what we have LEARNED (this one kept blank for now.) Start a list going - have students PAIR/SHARE what they know about trade today, from their own experiences, and from what they understand about their parents work or the world in general. Use post it notes to stick up under the whiteboard headings - KNOW, WANT TO KNOW (Questions)
 * (KWL) What do we already know about trading and exchange during today's time? Use the whiteboards - one for what we KNOW now, one for what

Introduce the Article: =As wealth grows in African nations, so does hope for a better future - = https://newsela.com/read/africa-outlook/id/12163 ( place in the browser)

__Homework__: Read this [|article] As above - Cornell Notes. Review U2.L2 Globalization list, for understanding. Team Quizes coming up. Practice for Africa Map test. Take papers home.


 * Day 2- Tuesday, January 9, 2018**
 * Rollcall,** YOU WILL NEED A COMPUTER.
 * Resources: Cornell notes from last night, iPads, Kahoot game, Large posters of different countries. (Split the posters between the two classes.) Graphic of Income and Health of Nations. (Copies in the Unit Container - Kevin knows where this is - the updated version of these copies is on Gapminder.org. Quickest way is to send kids n iPads to the website - check to make sure they have the right graphic).**


 * Let students know that they will be having a Kahoot quiz based on the Cornell notes they made from the Newsela Article they studied yesterday.
 * Randomly organise students into groups of 3, no bigger than 4, and have them study for the quiz, using their Cornell notes. Suggest that they each become experts on different parts of the article. **10 minutes and time them, so that they are aware of the time.**
 * Set up for Kahoot - students on the floor in their teams, in front of the screen. They know how this works and can help you set up. ONE working iPad per team. No Cornell notes - these need to be left on tables.
 * Play the game. 15 **minutes**
 * Debrief the game - Have them circle up in front of the sofa - iPads put on desks and bring their Cornell Notes. Ask them to share one thing each that they have learned about African countries and their economies?


 * Use your own knowledge of Africa to make connections for them. What do they know about South Africa's trade? What do they know about Kenya and how it makes money? What do they think adversely affects the economies of African countries? How do they know? Give them time to discuss this among themselves and then to share out. **20 minutes.**


 * Now tell students that they will be viewing posters to help them decide whether one country's economy is better than another country's economy.**
 * How can we describe the "standard of living" of a country? What does that even mean? Expect to hear them use these words - economy, health, education, food, technology, resources. (Write the words on the whiteboard) What do they think about their own country's standard of living? What about a country that is close to theirs? High standard or low standard?

Now it is time that they practiced, by describing the big country posters. Get students to clear their tables - things underneath or on the floor. Then have them group back into their Kahoot teams. Place 5 or more posters of countries of varied wealth on separate tables, and have teams rotate from table to table. They should practice inferring clues based on what they see -. Is this country a wealthy country or not? Is the standard of living high or low? How do they know? Discuss within their groups. 3 minutes per poster - time it. Check in on each group and encourage discussion. If groups are distracted, move students into other groups. **15 minutes.**

Back to the floor by the sofa. Ask a group or two to choose a spokesman, to order any three of the countries according to standard of living, and give some reasons why. Do the groups agree?


 * Then, take a look this [|Graphic], dissect and define all key words as a class or in teams. You can put this up on the screen OR have students go to the website and PLAY on gap minder.org. for the last 15 minutes of the lesson.

__Homework__: On your own, study the graphic for 10 minutes at home. Discuss with parents!! Get on to gapminder.org - try out the different interactive graphics. What can you share with the class tomorrow?
 * //Remember//**: Africa Map [|Quiz] in the next week, when Ms. Walsh gets back. (there are 50 countries!!)!!

https://www.youtube.com/watch?v=KBNnFgLppmk
 * Day 3 - Wednesday, January 10, 2018 -** YOU WILL
 * Rollcall**
 * Resources: Video clip below, jet punk, iPad, gapminder.org game,**


 * Option 1**: Review yesterday's work on the graphic - Have them share what they discussed with their parents - what did they learn? Did all parents think the same way about the data they were seeing or did some interpret the data differently? Ask them if they understand now what GDP means, what per capita means, and what life expectancy means. If they don't, get those who do, to explain to those who don't. Give them time to visit gap minder.org and play with the different combinations. Check in with individuals - what are they learning **20 minutes**

Send them to this graphic : https://www.gapminder.org/tools/#_chart-type=bubbles (place in browser) and have them choose different countries to see how changes have happened over time for different countries. They should be able to track a countries development over decades. Get them to work in pairs, so that they can discuss what they are seeing, and ask questions about this data. Stop them at 15 minutes, and ask them what they have learned, what questions do they have. Ask them what factors are not visible on the graphics, that might be responsible for a country's status regarding health and wealth. (War, famine, Corruption, change of governments, Dictatorships, growth of resources, diversification of businesses, increase in trading partners,)
 * 20 minutes**

Geography - where this country is, Geology - what the earth is like, Human Connections and interaction - who is there, Wildlife and Plant life - what lives there. Discuss what they learned in groups, then share out. How is that video clip related to what they've studied in the last two days? **20 minutes** Have students team up in pairs to choose a country in Africa (not Kenya). They must produce a slideshow - must have four slides ONLY to show the following: Geography - where this country is, Geology - what the earth is like, Human Connections and interaction - who is there, Wildlife and Plant life - what lives there. Include a title slide and a citations slide. They will share these with groups. This is not a LONG activity.
 * Option 2**: Have students watch the video clip about Africa, telling them that Africa is a continent with huge variations regarding countries, cultures, standards of living. In some countries huge poverty and in others great wealth. They should watch the video thinking about these things:
 * 20 minutes.**
 * 20 minutes.** (Finish for homework)

NOW GO TO THE ACTIVITY BELOW: Hand out the packets of cards but explain first (Use the instructions I sent yesterday via email)
 * Gapminder.org activity**: in teams of 3, __rank__ countries in terms of their "development". (take photo of final list and print; put team names on it and give to teacher.)

Any time left? Jet punk - Countries of Africa OR if you chose to do option 2, have students continue with the slideshows OR Dear.

__Homework__: Students to prepare for Africa quiz - tomorrow their best score out of 3 goes, will be recorded. Option 2 students to finish slideshow - no more time given.

Tell students they need their Social Studies books, their iPads and their pencil cases.
 * Day 4 - Thursday, January 11, 2018 -** YOU WILL NEED A COMPUTER
 * Rollcall,**
 * Resources: The cards for the** **gap minder.org activity, the sets of pictures that show a week's worth of groceries for each country,**
 * Social Studies section of Humanities Books. iPad dongle - you may need to find one: ask Carlos if you can borrow his.**

Do this quiz three times - change student scores if they improved. Write the scores on paper or I will send you a checklist to print and complete.
 * Activity 1: Jetpunk - Countries of Africa.** Have students in a circle on the carpet in front of the sofa. Get one student to run this as a class activity - everyone starts at the same time. Please record their results.
 * 20 minutes.**


 * Activity 2:**
 * If you did option 2 from yesterday** - Have the kids share in small groups, their slide shows OR use the projector and have pairs present their slideshows. Stop at **20 minutes.** This is not a graded activity, but more of a "grounding" for them, with their understanding of the countries of Africa. Any student pairs still needing to present can do this tomorrow. (Students should be seated on the floor in front of the screen for this activity.) If you use the projector - you may have students who want to ask questions. Try and relate their work back to the idea of a country's standard of living and whether they think the country they are looking at is a developed country or not.

Have students watch the video clip about Africa (link from yesterday), telling them that Africa is a continent with huge variations regarding countries, cultures, standards of living. In some countries huge poverty and in others great wealth. They should watch the video thinking about these things: Geography - where this country is, Geology - what the earth is like, Human Connections and interaction - who is there, Wildlife and Plant life - what lives there. Discuss what they learned in groups, then share out. How is that video clip related to what they've studied in the last two days? **20 minutes**
 * If you did option 1 from yesterday** -


 * Activity 3 for ALL classes:** Ask students what Globalisation means - have them check the definition, and give examples of it, that they have seen in the work they have done this week. ( Grocery cards - packaged food from different parts of the world - example: Coca Cola ).

Considering **the work they did using the Week's worth of groceries activity cards, redistribute the cards again, and have them complete the following reflection questions in their Social Studies books: Title: More Developed or Less Developed.** Make sure they have dated their work. You can copy and paste the questions on a pages document and then print copies for the kids.

//Using your notes and observations and inferences/conclusions from the activity, please answer the following questions COMPLETELY. (Graded work)// //1. What were some of the main signals to you that a country was more developed, or less developed? Using your notes, give three examples and three reasons or ‘signs’ that this was a more or less developed country.// //2. Using the key terms from the lesson (processed vs. ‘raw’ foods, agriculture, GDP, per capita income, urban vs. rural, standard of living), please explain how this activity was able to show you the current economic situation of different countries across the world.// //3. What were some inferences you were able to make about globalization and it’s effects on countries? Give three examples of where you could see globalization in the photos. Explain your thoughts.// //4. What are the two most interesting things you learned today?// Please make sure to check in with EAL students - making sure they understand the key terms above, and what they have to do.

You can stop this activity 15 minutes before end of class and show students this article: [|pictures] of a week's worth of groceries.


 * NOTE: If you decide to replay the ranking of countries using the right cards, then ignore Activity 3 - just make sure kids know which teams got the most correct rankings. (Work that out using the graphic about health and wealth.)**

Have them do this reflection below (in their teams) in their Social Studies book titled: Ranking of Countries by Wealth and ask them to use the key vocabulary in their answers.

Reflection:
 * //Reflect//: Which teams had the //most// correct (of top 10) from their original guess?
 * What made you order the countries for wealth, in the way that you did? What were you thinking about each country? How could you be more accurate next time? What questions would you ask next time? In your opinion, which is more important, health or GDP? What other possible "factors" make it easier, or more difficult, to increase standard of living?

__ Homework __ : Finish reflection questions for homework. Jet punk practice. Final Quiz coming up next week.

__ Key vocabulary __ : economy, export/imports, free trade, embargo/sanctions, stock market, exchange
 * Day 5 - Friday, January 12, 2018 -** YOU DONT NEED A COMPUTER.
 * Rollcall -**
 * Resources: Trading Game Cards and instructions. Kids need library books.**
 * Activity 1:** Take students to the library - have them change their books, and use time to quietly read. **35** **minutes max.**
 * Activity 2:** Back to class to play the trading game. See below:


 * Modern Trading Game vocabulary activity (define the key words...) - 15 minutes
 * Play the [|game]! Ask students "How is this similar to the Silk Road game?") - 25 minutes


 * __Debrief__ (take notes) in groups: ( 0 minutes) - HOMEWORK
 * //Did any countries end the game richer or poorer than they started? Which ones?//
 * //What was it like to be a rich country? A poor country?//
 * //Was it easy or difficult to trade? Why?//
 * //Did any countries feel especially powerful or powerless?//
 * //Which items were most popular? Which were least popular? Why?//
 * Begin homework..

__Homework__: Complete reflections questions in Social Studies books: titled - The Trading Game. Make sure work is dated, and students include the questions in their work.

http://apps.npr.org/tshirt/#/title Students need only their pencil cases, clean cornell notes and clipboards. Much of this period will be watching the documentary, stopping and starting to take notes and discuss each part. .
 * Day 6 - Monday, January 15, 2018.** YOU WILL NEED A COMPUTER
 * Rollcall -**
 * Resources:** Cornell Notes and clipboards. PLANET MONEY MAKES A T-SHIRT documentary in parts:


 * DEAR Time: 20 minutes. (Please ask 7A students to hand in any Silk Road Cornell notes they may have to you. Leave on the projector table.)
 * Play one round of Jetpunk: Asia and one round of Asia. (Students know how to organise this.)

Have students sit on the carpet with notes on clipboards and pencils. Tell them that they've learned about the beginnings of globalisation through their study of the Silk Road. From now on we will really be looking at how globalisation works today, and we start that by taking a good like at the t-shirt industry. We started looking at that with John Green and his Crash Course. Here is the link [|website] about t-shirts. Tell them they do not need to write summaries for each chapter, and they do not need to take notes for chapter 5.

Begin the documentary - stop and start the video, where you think students have enough information to take notes. This will take time - it's okay not to finish. Check that students ARE making good notes. At the end of each chapter, have one or two summarise verbally what they have learned. Ask how this documentary is connected to the concept (idea) of globalization.

__Homework__: Students will play the game below: write the URL on the board: http://education.nationalgeographic.com/educati...et/?ar_a=1 Play the "What's in your Closet?" [|Activity] at home. Be ready to discuss on Wednesday. Take a screen shot of your closet map when you finish the activity. Those students who need to resit the Asia Map should be practicing for the final quiz this week. Africa Map quiz will be in the following week.

** Globalization: the Pros and Cons **
Check in with students about last week's program - what have they learned? What do they understand? Hand in homework.
 * Day 7 - Tuesday, January 16, 2018**
 * Rollcall,**
 * Resources: Vocabulary: Posters, Knowledge Rating word lists, iPads for Quizlet work.**
 * First activity to focus on vocabulary lists and definitions. Christine to run these activities.
 * Check in on the Planet Money T-shirt work and how far students have got with this work - continue with this video and note taking.

__Homework:__ Continue with the closet activity from yesterday. If finished with the T-shirt documentary, have students complete one big summary about the process of making a t-shirt, with the main ideas and supporting details taken from their notes. OR have them write short summaries per chapter. This work should be in their Social Studies books.

(twenty minutes) Vocabulary Quizlet number 2(collect late work) @https://quizlet.com/_4aevwo
 * Day 8 - Wednesday, January 17, 2018 **
 * Rollcall **
 * Resources: Cornel Notes, Ted Talk video, Student Africa Country Presentations, ****iPads, Dongle, Quizlet,**


 * Checkout: What is one strategy you will practice tonight?

__//Homework://__ Reflection? What is the relationship between trade and specialization? What seems to make the human species able to outgrow the natural limits of its environment without a population crash?

DEAR Quizlet 3. Africa map (final/practice) and Asia map(resit)
 * Day 1 - Thursday, January 18, 2017 **
 * Rollcall**
 * Resources:** Asia and Africa Maps, Reading Books, Ted Talk- When ideas have Sex.

* Watch [|video] TED talk: When Ideas Have Sex.Take Cornel notes * **Discuss**: How are our ideas multiplying, rather than the way they used to? Is this a good or a bad thing? Homework: Reading, Map revisions and T-shirt summary improvements.
 * *A good note-taker a) replays, b) uses subtitles (to learn new words) and c) pauses to write her ideas! **

DEAR
 * Day 2 - Friday, January 19, 2018**
 * Rollcall**
 * Resources: Ted Talk about Population Pyramids, Online Quizlet, link for studying pop pyramids:** populationpyramdid.net/world
 * Worksheets.**
 * Show Ted Talk - discuss pyramids and their meanings/purpose
 * Do online Quizlet together [|quizlet1]
 * Complete warmup activities in partnerships in a given time and grade as a class.
 * Complete the "flipped classroom" assignment. (.[[file:U2.L2PopPyramid.pages|pages]] version here - go to links inside!)

__Homework__: Finish follow-up at home. Ask parents, how did they decide to have (#) children? Why not more? :) - try to ask them individually.. - Find an example of sudden immigration into a country (like, for the refugee crisis) and make a prediction on it's impact on the population growth. Or, go back in time and find an example of such.. and a population pyramid to prove its effects!


 * Day 3 - Monday, January 22, 2018**
 * Rollcall**
 * Resources - iPads for Quizlet, Tedtalk video, Unit Two Lesson 2 handout, Warmup** **Quiz 1, Warmup Quiz 2, Map of Africa Test**

Students take Map of Africa test. Continue work on population pyramid work and associated handouts. __Homework:__ Complete Unit two lesson two warmup worksheet
 * DEAR time/Quizlet time - competitions [|Quizlet2]
 * Follow-up on Friday's homework: what did the parents say?


 * Day 4 - Tuesday, January 23, 2018 **


 * Rollcall **
 * Resources Reading Book,** **iPad for Quizlet, Blank political maps of the world, Reading Analysis Quiz**


 * DEAR time/Quizlet time - competitions [|quizlet3]

Pencil Factory Proposal [|Activity] (2 days) - Being a businessman in today's world. //Objective: Draft a strategic proposal that considers location, resources and costs when creating a pencil.// //Key Vocabulary: resources, transport(ation), labor cost, consumer, production, goods, logistics// //1. Look at this. Discuss materials/parts of a pencil. Where do they come from?// //2. Divide into 6 groups/countries: Groups of students choose a name for their company. Discuss different types of transport and their advantages, disadvantages, and associated costs. What kinds of// //[|transport]// //to move your resources to the USA?// __Homework__:


 * Day 5 - Wednesday, January 24, 2018**
 * Rollcall**
 * Resources -** **Library, Kahoot, "China One to Two Child Policy" article, Article** **Quiz, iPads**


 * 1) Students go to library for thirty minutes for book talks, exchange of books and DEAR.
 * 2) Choose teams for Kahoot competition: Systems of Trade Part 1 [|Kahoot 1]
 * 3) Students read the "China one to two child policy" article highlighting the positive aspects and negative aspects of the change in law's effects on the Chinese economy in different colors. Give students the Reading Analysis Quiz sheet with questions on the article.

__//Homework//__ Finish the quiz sheet as homework if not completed in class.

Check on homework - What did they learn? Discuss Reading analysis quiz as a whole group. 1.a Quizlet Work. 1.b Kahoot systems of trade part 2 [|Kahoot2] 2.Continue and finish the Pencil Factory Proposal Work. Students to chart the distance/routes of each of the other four raw materials they will need to complete their manufactured pencil. Students use web to try to approximate costs of transportation.[|Fedex]. The weight of the finished product shipment will be 800KGS. The weight of the shipment for raw materials is 1 tonne(KG). Use Fedex table tier 6 table to work out the costs. Compare: Pros and Cons of all types of transport. Find ONE example (in the news) of these. (For example - oil spill in the Gulf of Alaska, a CON (or RISK) of shipping via cargo ships: damage to the environment.) //3. Map the networks ("[|Logistics]") of transportation to the USA.// //4. Decide: Which country has the most competitive pencil? Companies present their proposals.//
 * Day 6 - Thursday, January 25, 2018**
 * Rollcall**
 * Resources - Pencil Factory Work, Turn in Reading Analysis papers. Company Logo Printed, iPads for Kahoot.**
 * Quizlet for Trade Vocab. Maps of the world per group.**

__Homework__: Finish the costing work begun in groups.


 * Day 7 - Friday, January 26, 2018**
 * Resources -** **iPad, Kahoot, Quizlet, Maps of Europe**

Finish with Logistics mapping activity. Get ready for presentations.
 * Dear
 * Quizelt
 * Kahoots

__Homework:__ 7C - resubmit their T-shirt summary and their unit 2 lesson (Pop pyramid work) 7A and 7B - Continue work on the Pencil Company.


 * Day 8 - Monday, January 29, 2018**
 * Rollcall**
 * Resources - Students' logistics work, iPads, Keynote slideshow**


 * DEAR
 * Kahoot 2 (7C)
 * 7A and 7B continue with the Pencil Factory work and preparing for their slideshows.

__Homework:__ 30 minutes of reading, sharing/discussing report cards with parents (7C) Finish slideshow presentations - (7A and 7B), sharing and discussing of report cards with parents


 * Day 1 - Tuesday, January 30, 2018**
 * Rollcall**
 * Resources: Kahoot, Pencil Presentations, iPads, T-Shirt summaries, Quizlet**


 * Kahoot 3 (7C)[|Kahoot 3]
 * Quizlet and partner competitions (7A, 7B and 7C)
 * Pencil Factory presentations.

__Homework:__ Work on South American and North American Maps (labelling countries), Continue work on Quizlet.

DEAR Quizlet and Kahoots
 * Day 2 - Wednesday, January 31, 2018**
 * Rollcall,**
 * Resources: Anticipation Guide for Illicit Trade Documentary, Country Maps, Visual Concept Maps, Physical Maps.**
 * Discuss Globalizations - lessons from their Pencil Factory work - using their knowledge rating scales.
 * Look at posters
 * Complete a revision of their knowledge rating scales for Trade Vocabulary
 * Anticipation guide - tell about illicit trade documentary and discuss using the guide to consider meanings of these words.

__Homework:__ 30 minutes of reading (all classes) Fixit strategies for T-shirt summaries (7A and 7B)

Jetpunk - North America map, Quizlet, Word poster sort, Anticipation guides - students in table groups discuss phrases, words, coming up with their own definitions or thoughts about them. ILLICIT TRADE: What's it like being an "illegal pirate" in today's world.. trading on the black market. //Objective: Understand the vast network of illicit trade and explore the problems that it causes throughout the world.// //Key Vocabulary: Illicit, counterfeit, contraband, barter, bribe, extortion// *Watch Illicit Trade video (DVD) ! *Along the way, Stop-and-Jot: respond to teacher's questions (wkst)
 * Day 3 - Thursday, February 1, 2018**
 * Rollcall,**
 * Resources: Illicti Trade Documentary - Quizlets, Definition posters and Jetpunk, iPads, Anticipation Guides.**

__ Homework: __ South America Map work, Quizlet.v

DEAR
 * Day 4 - Friday, February 2, 2018**
 * Rollcall,**
 * Resources: 7A and 7B to hand in Fix it Strategies on T-shirt summaries.**
 * Kahoot 1, (Back up will be Quizlet) Jetpunk on South America and North America
 * Illicit Trade Documentary.

__Homework:__ Reading time, practice for Map quizes.(7C) Discuss with your parents... what do they know about illicit trading? Find one news article that shows a scandal or big problem with counterfeit goods (medicines, electronics, fashion, food products, weapons/drugs, people) and bring prepared to share WHY it is important for us to learn about. Bring in a copy of the article. (online or printed or screenshot)

DEAR
 * Day 5 - Monday, February 5, 2018**
 * Rollcall,**
 * Resources: 7A and 7B to hand in Fix it Strategies on T-shirt summaries.** **Library,The Dark Trade Video, Cornell Notes.**
 * Take students to library for 35 minutes.
 * Continue work on Cornel notes on the Dark Trade DVD. Stop and jot

__//Homework//__ Read for thirty minutes. Practice for the North and South America Test

Play Word Sneak using the unit vocabulary words. REMEMBER - Stop-and-jot, use subtitles and REPLAY!!!!!!!!
 * Day 6 - Tuesday, February 6, 2018**
 * Rollcall,**
 * Word Sneak Cards, Crash Course videos and Cornell Notes.**
 * // Mini-lesson 15: A good writer brainstorms ideas for both sides of an argument before choosing a side. //**
 * Create t-chart watching Crashcourse [|Video 1] and [|Video 2] on Pros/Cons of Globalization - take notes!

__Homework:__ Reading 30 minutes - Complete Crashcourse notes. Survey parents: Is globalization a good thing or a bad thing? Why? Write into Social Studies books what parents say.

Preparations for Socratic Seminars - students into groups of 3. Students practice what they have to say about globalisation - making sure to use the vocabulary in their discussions.
 * Day 7 - Wednesday, February 7, 2018**
 * Rollcall,**
 * Resources: Text for Socratic Seminar, Posters for SS and Sentence Starters.**
 * Begin with Dear.
 * Stop and jot with the Crash Course videos focusing on the essential points for EAL students

Socratic Seminars - use the poster charts to remind students how seminars work, and share previous google docs evaluation form.
 * Text:** //Resources are unevenly distributed across the surface of the Earth, and no one country has all the resources it needs. Therefore, each country must trade with others, resulting in a world of global economic interdependence - an exchange between producers, who produce or manufacture goods, and consumers, who purchase or use the goods. Certain conditions encourage or discourage trade among countries.//

__Homework:__ Students use their Social Studies books to write in the quote, and take notes from all their work on globalisation, that will help to move the discussion along tomorrow. Use the text for what you will discuss tomorrow. Share that statement with your parents - what do they think? <span style="color: #839096; font-family: &#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif;">COME PREPARED WITH YOUR NOTES - What do you think about this statement? <span style="color: #839096; font-family: &#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif;">You can answer these questions: <span style="color: #839096; font-family: &#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif;">1. MUST countries trade with other countries? Why or Why not? <span style="color: #839096; font-family: &#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif;">2. Do countries trade fairly with each other? What do you think? <span style="color: #839096; font-family: &#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif;">3. What is it that encourages countries to trade? What impacts are there as a result of free trade? <span style="color: #839096; font-family: &#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif;">4. What is it that discourages countries to trade? What impacts are there as a result of these negative effects?

The Socratic Seminar. focus question 1: //We base our trade on wants and needs through the process of supply and demand but, if we really think about it, can we survive on needs alone? Think about pre-globalization times.//
 * Day 8 - Thursday, February 8, 2018**
 * Rollcall,**
 * Resources: Text for Socratic Seminar, Posters for SS and Sentence Starters. Social Studies book.**

__Homework__: Socratic Seminar Reflection. //What is your understanding of the importance of trade today, now that you've completed the Seminar. How did you feel the socratic seminar went today? What do you think you did well? What could have been done better by your group and why?// //Complete this reflection of the socratic seminar in Social Studies books// //- responses due tomorrow.//


 * Day 1 - Friday, February 09, 2018 -**
 * Rollcall,**
 * Resources:Poster paper, Map** **quizzes, markers, social studies books, organiser for pros and cons.**


 * Resources: Organizer for pros and cons - posters, Opinion Sheets, List of topics from last year. North America and South America Quiz.**
 * Complete Map quizzes.
 * Share with students the topics that were covered last year for globalisation essays. Topics are grouped in threes. Work out whether they are for globalisation or against.
 * Have students in table groups, write on posters where they think these topics should be - T-chart to show for and against. Share out and discuss - is there anything that they think they could do?
 * Tell them that they can choose one BIG topic for a five paragraph essay, or THREE big topics that will be a bigger essay with more detail.
 * Use the boards to begin shaping their essays - demonstrate how this works.

__Homework__: Declare your decision to either be FOR or AGAINST globalisation in your essays. Discuss with parents. Use the blank opinion sheet to declare your side - for or against globalisation. Make sure you have three clear reasons that are linked to a big idea - Because of .......these three things are happening. Example: Because of improved communication networks, these three things are happening: Free Trade, Social Media, Health Care systems.

DEAR View one third of movie Play Kahoot number 2
 * Day 2 - Monday, 12 February, 2018,**
 * Rollcall,**
 * Resources: Kahoot, An** **Inconvenient Truth Sequel, Independent Reading Books, Opinion Page Document, Persuasive Rubric, Globalization Survey**
 * Check in with students on 5 paragraph topics

__Homework__ <span style="color: #839096; font-family: &#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif;">1. Show parents your rubric - get them to sign it. <span style="color: #839096; font-family: &#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif;">2. Do the survey with your parents - write in the answers <span style="color: #839096; font-family: &#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif;">3. Search for good websites that support your reasons - place them in the Opinion Document.


 * Day 3 - Tuesday, 13 February, 2018,**
 * Rollcall,**
 * Resources**
 * An** **Inconvenient Truth Sequel, Independent Reading Books, Quizlet,** **Kahoot**

1. Quizlet number 1 2. Continue watching documentary 3. Cahoot number 1 4. 7a 7b Discuss globalization survey

Homework: Read thirty minutes


 * Day 4 - Wednesday, 14 February, 2018,**
 * Rollcall,**
 * Resources**
 * An** **Inconvenient Truth Sequel, Independent Reading Books, Quizlet,** **Kahoot**

1. Dear*7c collect rubrics 2. Finish watching Documentary 3. 7c discuss Globalization survey

=<span style="color: #ed0c5d; font-family: arial,helvetica,sans-serif;">(CNY Break! woohoo!) =


 * Day 5 - Monday, 26 February, 2018,**


 * Rollcall,**

Return to class. - What side is each student taking for the essay? Each student to share their chosen three reasons and the strategy they are choosing to their essay - Strategy one: A 5 paragraph essay with introduction, three reasons for their pro/con essay and a conclusion. - Strategy two: Several paragraphs: Introduction, three broad reasons for their pro/con essay and two to three pieces of evidence for each reason, plus a conclusion.
 * Resources: Rubric for Essay, iPads, library books. 40/40 with library.**
 * Students head up to the library - Lauren to work with them on key research methods - school sites that they can use.
 * Change library books and time to read.
 * Share essay Rubric a second time: Globalisation - Is it a Good Thing or a Bad Thing?* Make sure students understand what is required.
 * Identify working groups of three from before CNY - move into groups for working discussions:

__Homework:__ Finish framework and continue research using their tables. Come prepared to share websites and frameworks.

Discuss with students what they already know about crafting a thesis statement. Show students the "How to Write a Thesis Statement for Beginners video". [|thesis] Students practice writing two thesis statement examples from the opinion sheet. Students then create their own thesis statement. Discuss with students the importance of being critical about the websites they use.[|CAPOW video] Students are given two CAPOW websites to CAPOW in their Social Studies books. (See pages doc with selection of websites) Share their learning from their CAPOW work. Spend time on carrying out research for good information about their three topics. Collect at least TWO websites per topic. Place links in their Opinion template. (No written research yet.)
 * Day 6 Tuesday, 27 February 2018,**
 * Rollcall**
 * Resources: Thesis Statement Video, CAPOW chart, CAPOW websites, Social Studies books, Opinion Sheet, iPads, Folders with Globalisation notes.**

__Homework:__ finish thesis statement and CAPOW work

Bookmark thesaurus.com Discuss the difference between summarizing and paraphrasing. Introduce RAPP: Model **RAPP** using the keynote. Do one guided example. Intext citation 101.
 * Day 7- Wednesday, 28 February, 2018**
 * Roll Call**
 * Writing Notebooks, iPads, RAPP keynote,thesaurus.com**
 * R**ead each sentence.
 * A**sk yourself what it means
 * P**ick different words
 * P**olish

__Homework:__ take one CAPOW/ed source and pick one quote. Paraphrase the quote in student's SOC notebook.


 * Day 8-Thursday 1 March 2018**
 * Roll Call**
 * Resources: iPads, Paraphrasing Template.**

Research work day. Students need to complete 9 paraphrased quotes supporting their topic paragraphs.

__Homework:__ Finish 9 paraphrased quotes in their template.


 * Day 1-Friday 2 March 2018**
 * Roll Call**
 * Resources:iPads, Paraphrasing Template, Cornell note blanks**

Research work day. Students need to complete 9 paraphrased quotes supporting their topic paragraphs. Students are to use Cornell notes on at least 6 of their sources.

__homework__ Finish research work on quotes with Cornell notes.


 * Day 2-Monday 5 March 2018**
 * Roll Call**
 * Resources: Past year student's body pro/con paragraphs, Laminated Peel handouts, Peel template handouts, highlighters, Essay map.**

Students fill in the scaffold sheet with their outline of their pro/con essay. Introduce PEEL paragraph
 * P**oint: make your point
 * E**vidence: back it up: support your point with evidence & examples
 * E**xplanation: explain how the evidence supports your point
 * L**ink: this point to the next point in the following paragraph

Students fill in the PEEL template using past years student's work identifying which sentences belong to which part of the PEEL paradigm. Students work through two paragraphs. Students then highlight additional examples of each step of PEEL.

__Homework__ Students prepare their final resources to be ready for drafting their pro/con body paragraphs in class on Tuesday.


 * Day 3 -Tuesday 6 March 2018**
 * Roll Call**
 * Resources: Cornell notes, Paraphrasing Template, Essay map, iPads,**

Students begin drafting their first two body paragraphs. Students use the PEEL format to organize their work. Students need to submit at least two paragraphs to Edmodo in class.


 * Day 4- Wednesday 7 March 2018**
 * Roll Call**
 * Resources: Cornell notes, Drafts, Paraphrasing Template,Essay map, iPads, Task sheets**

Students continue drafting in class using the PEEL format. Students need to submit their in class work to Edmodo.

*Post your **intro** paragraph [|here] (7A) and [|here] (7B) and [|here] (7C).
 * Day 5 -Thursday 8 March 2018**
 * Roll Call**
 * Resources:Cornel notes, Drafts, Paraphrasing template, Essay map. iPads, Task sheets**
 * // Mini-lesson 17: A good writer creates an introduction that "hooks" the reader, summarizes the main ideas of the essay, as well as states a clear and convincing claim. //**
 * 5-sentence structure. *More advanced: Look at this [[file:MentorPersuasive.pages|worksheet]]: compare the introduction paragraphs, use rubric to give a grade, then re-write the one that needs the most work on the back of the worksheet. (50 min)

__Homework__: For fun: Compare two intro paragraphs from last year's [|padlet 7B] or [|padlet 7A] and give feedback to teacher - what grade would you give them, and why?


 * Day 6 - Friday, March 9, 2018**
 * Rollcall,**
 * Resources: Student example of conclusion, iPads, PEEL papers,**
 * Use student examples to explain conclusion in an essay.
 * Students use the time to complete conclusions and any other work they need to do in the PEEL documents
 * Upload completed Introductions, Body Paragraphs into Edmodo.


 * Day 7 - Monday, March 12, 2018**
 * Rollcall,**
 * Resources: iPads, Argumentative Checklist, Printed copies of completed drafts,, Edmodo, Using Transitional Words paper**


 * Print completed drafts
 * Check conclusions
 * Remind students about the goal of an argumentative essay. i.e involving the reader and working to convince them of an argument.
 * Introduce transitional words
 * Working time - conclusions, transitions, checking for trade vocab,

__Homework:__ Continue to polish essays, look at their Argumentative checklists.


 * Day 8 -Tuesday March 13 2018**
 * Rollcall**
 * Resources:ipads, argumentative checklist, using Transitional Words Paper**

DEAR Drafting time focusing on transitional language revision.

__Homework:__ Continue to revise essays focusing on argumentative language.

Divide students into pairs and have each read and check each other's work according to the checklist.
 * Day 1- Wednesday March 14 2018**
 * Rollcall**
 * Resources: iPads, argumentative checklist, Peer review sheets**

__Homework__ Revise essay's according to the feedback given


 * Day 2-Thursday March 15 2018**
 * Rollcall**
 * Resources: iPads, Peer review sheets, Noodle Tools, Final Checklists, Lib guide**

Students create their MLA Citation page using Noodle tools.

__Homework:__ Students finalize their drafts and organize materials


 * Day3- Friday March 16th**
 * Rollcall**
 * Resources:iPads, Peer Review Sheets, Noodle tools, Narrative checklists, Final checklists**

Final Paper collation and organization day. Students to turn in their completed packet by the end of the period.

*5-paragraph Argumentative structure: referemce. *Write Introduction.
 * What makes "good" evidence? Numbers, data, statistics!! REAL facts!!
 * Find the "real" evidence you need to support your ideas.
 * // Mini-lesson 16: A good writer makes a clear claim that she believes in and then gives convincing reasons why. //**
 * Explain: How to make a __**claim**__... and what is that?? (//Practice: Why we shouldn't have homework tonight? - 25 min; bonus for creativity!!)//

__Homework__: Find all 3 examples / arguments for each of your paragraphs.

//** Mini-lesson 18: A strong thesis statement ensures that the reader will understand what the essay is about and that they will want to continue reading. **//
 * Day 1 - Tuesday, February 14, 2017 **
 * * ** Write up Essay Maps on whiteboard, and conduct a gallery work - do the big ideas resonate (fit) with the three reasons? Using the + and - posters about globalisation, add in the supporting details - topics that will act as evidence for the claim.

* Using the thesis statement sheets to help, go back to whiteboards and write statements next to their essay maps - making sure they take a stand, use strong language and contain the big idea and three reasons. * Rewrite introduction paragraphs with the addition of thesis statements or improved thesis statements. * Research - making sure to find facts and data.

__Homework:__ Continue with research.
 * Deadline tomorrow for research tables - to be completed in class
 * Make sure to collect and record websites.

//** Mini-lesson 19: A good body paragraph connects the argument to the main claim, uses factual, academic language and clearly connects their ideas to specific, "real" examples. **// *Look at/compare student samples of body paragraphs from worksheet. *(//Step 2// -//if you're ready// - How to weave in statistics/facts into body paragraph sentences? (See teacher's example..)
 * Day 2 - Wednesday, February 15, 2017 **
 * Look at previous year's body paragraphs [|here] (7A) or (7B) [|here].


 * Continue with research
 * Complete research tables
 * Begin writing body paragraphs.

__Homework__: Finish a second body paragraph that also includes specific facts. Post body paragraphs [|here] (7A) and [|here] (7B)

= =
 * Hand out starter papers for collecting Opinions/Reasons/Resources

* Complete note taking

__ Homework __ : Take photos of 3-5 illicit goods you see around you (next weekend). Describe them - ask where they come from! Due - Monday next.


 * Note taking from Illicit trade, using the organiser paper.
 * Set up Socratic Seminar topic: a broad statement about globalization.
 * Advise students about the following two weeks: Final Assessment for Unit - Monday, Feb 20, 2017
 * Hand out Europe Map papers.


 * Share rubric with parents and have them sign
 * Work on notes for Socratic Seminar
 * Finish illicit trade notes

__Homework:__ Parent Survey/Discussion


 * (40 minute) Select/rank/match the best evidence for each argument (Use graphic [[file:5parGO.pdf|organizer]] to organize ideas)

__Homework__: Ask parents for at least 2 ideas/suggestions? **Background reading**: General Introduction and Pros/Cons... to [|begin] Find "real" examples for each of your arguments' evidence. ("real" means names, statistics, numbers, data from the recent years from all of the sources we have used in the whole unit)

- Make sure that intro paragraphs connect.
 * Day 3 and 4 - Thursday and Friday, February 16 and 17, 2017 **
 * - ** Work on body paragraphs.

__Homework:__ Weekend work is to complete draft essays - use padlets with example paragraphs, Use padlets for writing your conclusions. DEADLINE FOR DRAFTS - Monday 20th, come with drafts in hand.

- Focus on body paragraphs - work in pairs to highlight facts, have students articulate their arguments. - Look at the Point and Explanation parts of their arguments - do they connect back to the reason and to the big idea? Use a post it - what are three things I need to work on tonight in my body paragraphs?
 * Day 5 - Monday, February 20, 2017**
 * -** Show that drafts have been completed.

__Homework__: Improve body paragraphs. Read the conclusion sheet. Annotate your own work onto that sheet.

- Final revisions and edits - Thursday: publishing and making sure all pieces are on. - Friday: Collect work.
 * Day 5 - Monday, February 21 to Friday, February 24 - 2017**
 * -** Work on conclusions,

//*Student groups//: compare the worksheet examples -- what do they need to fix in my body paragraphs? //Check-out slip//: What are three things I need to work on tonight in my body paragraphs?
 * Day 1 - Monday, February 29, 2016**
 * Submit RRJ notebooks for a grade.
 * Continue work on body paragraphs. UPLOAD TO THE PADLET (from Wednesday's homework)..

__Homework__:Finish 3 body paragraphs. //Bonus: Make a first-attempt at a conclusion!//


 * Day 2 - Tuesday, March 1, 2016**
 * How to do MLA citations?
 * Practice using this website reference [|link] (From p.26), you can download to your iBooks, and in partners, solve some of the exercises the teacher gives you. Work in pairs to check your work!
 * In the end, begin making MLA citations for at least 3-5 of your sources from your essay.

__Homework__: Complete a Works Cited page at the end of your first draft.

//*Warm-up: In pairs, watch one [|argument] and try to organize the main thoughts using the Essay Map graphic organizer. What feedback would you give? (25 MIN)//
 * Day 3 - Wednesday, March 2, 2016**
 * How to write a conclusion? Check out [|WikiHow].
 * Craft your own.. submit to padlet: (7A [|Here], 7B [|here])

Day 6 - Monday, March 7, 2016**
 * DEAR time: Turn in notebooks, record page #s for Beat the Teach, read.
 * Work on Concluding paragraphs!

__Homework__: Conclusions paragraphs will be put onto padlet and finish MLA citations.

__Objective__: Understand and apply the rules to using commas in our writing.
 * Day 7 - Tuesday, March 8, 2016**
 * Review conclusions one last time.
 * Watch this video on [|Commas] ("Schmoop" style).
 * How to correctly use [|commas] (MLA's rules) -- Save this page to your humanities folder on your iPad's home screen (Label: "Commas"). Then go over, in boy-girl pairs, the basic rules aloud.. Make sure you understand each one!!
 * Complete the side of the [[file:CommasWksts.pdf|worksheet]] individually, then go over the answers as a class. (20 min)
 * (Watch this conjuctions [|video]: rules about: and, so, but and or) - complete the 2nd side of the worksheet. Check answers as a class.

__Homework__: Quiz on Edmodo - please complete this individually using a .PDF annotation app, then upload to Edmodo before 12am tonight!!! Good luck :)


 * Day 8 - Wednesday, March 9, 2016**

__ Key Vocabulary: __ GDP, per capita income, agriculture, developed vs. undeveloped [|countries], urban vs. rural, "raw' vs. "processed" foods (or unrefined vs. refined) //Objective: Understand the interdependence of people and countries caused by globalized trade practices.// Have students go to the tables - make sure they are mixing up - girls and boys at a table but not always the same groups and at the same tables. In their Social Studies Books, find a clean page and title it: A Week's Worth of Groceries. (There are 19 picture (food) posters in the next activity. There is one set of these as larger cards that I think are at the back of my classroom - if you use these, then run the activity using the jigsaw strategy: means spread the pictures around the tables, and student pairs can start at a different point, then move them along, visiting each picture, or as many as possible - make this a. --- record/observe what you see for each country..what do you notice? (what "clues" give you ideas about their life styles?) --- question/infer: what does this make you wonder? what can you guess about the lives of these people? --- make connections: how does this compare to your life? places you've been? where do you see globalization impacting these countries?
 * Study [|pictures] of a week's worth of groceries in a jigsaw activity format.. (1 hour) USE the words from the lesson!!)

= = = PUNCTUATION PRACTICE: =

__Objective__: Understand and apply the rules to using commas in our writing.
 * Day 4 - Thursday, January 22, 2015 **
 * Watch this video on [|Commas] ("Schmoop" style).
 * How to correctly use [|commas] (MLA's rules) -- Save this page to your humanities folder on your iPad's home screen (Label: "Commas"). Then go over, in boy-girl pairs, the basic rules aloud.. Make sure you understand each one!!
 * Complete the side of the [[file:CommasWksts.pdf|worksheet]] individually, then go over the answers as a class. (20 min)
 * (Watch this conjuctions [|video] : rules about: and, so, but and or) - complete the 2nd side of the worksheet. Check answers as a class.

__Homework__: Quiz on Edmodo - please complete this individually using a .PDF annotation app, then upload to Edmodo before 12am tonight!!! Good luck :)


 * Day 5 - Friday, January 23, 2015**
 * DEAR time -- RRJ A
 * Review rules to commas, then peer-revise quizzes.
 * Comma Quiz 1 ([|easy]), Quiz 2 (optional: more [|advanced])


 * Day 6 - Monday, January 26, 2015**
 * DEAR time - Check for author's use of commas. What patterns do you see? Choose 2-3 examples, pick one of the 10 rules that apply. Explain in your own words -- RRJ #A.
 * Review use of commas.
 * Correct Comma Quiz.

Homework: Self-correct at least one story for comma usage in your Writing Notebook.


 * Day 6 - Tuesday, January 27, 2015**
 * Self-evaluate: reading and ESLR's.
 * Share out what you noticed about your favorite use of commas in your own writing.
 * How to use [|semi-colons] (vs. [|commas])
 * Semi-colon [[file:Semicolons.pdf|worksheet]] (with rules)

__Homework__: (finish) Semi-colons vs. commas .. when to use? Upload to Edmodo.

*Mid-year reading survey and ESLR's self-evaluation. //**DEAW time: writing to videos!!**// //Choose one of the following videos, and write the story leading up to or following the main event. How do you SHOW the feelings of a character, instead of tell them? How can we guess from whom's perspective it is about?// //[|Video 1] - Awkward Meal// //[|Video 2] - Kid getting caught passing note// //Book: Page 1 of The Maze Runner//
 * Day 7 - Wednesday, January 28, 2015**

//__Requirements__: Plot only lasts 3-5 minutes (is a "moment"), has a clear setting, there is a consistent TONE/feeling to the experience; uses 2 commas in a new way as well as 2 semi-colons.//

1. Come up with test questions in groups // Should have one example from each rule (semi-colons): (__4 total__) // // ---semicolon before a linking adverb (however, moreover, otherwise, nevertheless, consequently) // // ---introducing an example (for example, in other words, that is, in fact) // // ---joins two independent clauses that are related // // ---join items in a list that already has commas in it // // Should also have at least 4 examples of using commas (different rules!!)... you c an also combine both! :)// 2. Separate the correct answers into a Key document (e-mail that to the teacher, with all students' names on it), 3. Upload the Quiz document (missing punctuation) to Humanities' wall as a document on the homework.
 * Day 8 - Thursday, January 29, 2015**
 * Review Commas vs. Semi-colons worksheet.
 * (A good [|link] for studying! Bookmark this and add to your Hum folder!!!!)
 * Instructions for Student Quiz Activity:

__ Homework __ : Complete one of the quizzes from another group in your class, then upload to the assignment on Edmodo to the assignment before 8:15am tomorrow. Study for quiz (there are several quizzes online for commas/semi-colons)

1.[|Apostrophes] - to show possession( They're vs. Their vs. There; possession, etc.. = Bookmark this simple [|website].) 2. 10 rules of [|Capitalization] (bookmark this and the MLA [|webpage]) 3. [|Ellipses] (...) and [|Hyphens] (-) 4. ? 5. How to use [|quotation marks] (and where to put [|punctuation] - [|in vs. out] ?) Complete this.
 * Day 1 - Friday, January 30, 2015**
 * DEAR time - 25 minutes.
 * Help prepare the 6 stations of activities:

__Homework__: Collect resources for group presentation on your particular punctuation mark.


 * Day 2 - Monday February 2, 2015**
 * DEAR time - 25 minutes. (RRJ #B)
 * (students absent on Friday take quiz)
 * Plan 5 minute presentations on your punctuation. (Use resources from Friday).
 * Grade Quizzes

__Homework__: Quiz tomorrow! Use this [|website] (very good explanation of rules!)


 * Day 3 - Tuesday, February 3, 2015**
 * Prepare for mini-lessons.
 * 7A: Give mini-lessons, [[file:7A Punctuation Practice.pages|practice worksheet]] and [[file:7A Punctuation Practice KEY.pages|key]]
 * 7B: [[file:7B - Punctuation Practice.pages|Practice worksheet]].

__Homework__: Study for quiz!

(Switch over to Unit 3 Lesson Plans page!!)
 * Day 4 - Wednesday, February 4, 2015**