Objectives: -- Summarize the Story of the Buddha Activities: -- Make 8-frame "story board" for Story of the Buddha -- Read the Story of the Buddha -- identify the most important part of each paragraph -- identify the least important part of each paragraph -- Combine the most important parts into a short, paraphrased summary that can be written in a caption and write on story board Independent Learning: -- Hinduism/Buddhism quiz Thursday -- Wear yoga-appropriate clothes tomorrow -- Story of the Buddha due Friday Notes/Handouts/Material covered in class:
0 Comments
Objectives: -- Describe the basic beliefs of Buddhism Activities: -- Complete notes on Buddhism in religimajig -- With partner, do Buddhism crossword -- Finish Hinduism crossword from last week if not already finished -- If you have time, work on religious terms crossword from day with substitute Independent Learning: -- Hinduism/Buddhism quiz on Thursday -- Wear yoga-appropriate clothing on Wednesday Notes/Handouts/Material covered in class:
Objectives: -- Describe the basic beliefs of Hinduism -- Describe the basic beliefs of Buddhism Activities: -- Reinforce Hinduism concepts by completing crossword -- Read about Buddhism in textbook, p, 633 - 635 -- Begin notes on Buddhism in religimajig Independent Learning: -- Weekly Weekend Work -- Check StudentVUE -- Do any missing work -- Check OG gmail account for any messages from teachers -- Clean out/organize backpack -- Restock supplies. If you don't have supplies at home, write in planner to stop in at office or Ms, Schaedler's room first thing Monday morning to pick up what you'll need for the week. Notes/Handouts/Material covered in class:
Objectives: -- Construct a note-taker -- Describe the basic practices and beliefs of Hinduism Activities: -- Make a "religimajig" (if you were absent, one has been made for you and put in your folder) -- Read p. 226-231 in textbook -- Take notes in religimajig (see below) -- Look over p. R66-R67 -- Add symbol to religimajig Independent Learning: -- Period 1: Get elective form signed and returned to school Notes/Handouts/Material covered in class:
Objectives: -- Identify work that needs to be completed or corrected -- Use necessary resources to fulfill responsibilities Activities: -- Choice day: -- Make corrections on Spec/S of L quiz or Hamm quiz using notebook paper (notes are on Jan 10/11/12 posting of website) -- Do UC half-sheet if not already turned in (see copy of wksht below) -- Do Tools of Historians wksht if not already turned in (see copy of wksht below) -- Finish IRV/BBC wksht which was due today (wksht is on Feb 3 posting of website) -- Complete "Gift" project if not already turned in (assignment is on Jan 20 posting of website) -- Work on article questions from yesterday (see yesterday's posting on website) -- Work on crossword puzzle from yesterday (see yesterday's posting on website) Independent Learning: -- Period 1: Elective form signed and returned Note/Handouts/Material covered in class:
Substitute today Objectives: -- Describe the benefits of studying religion in school -- Define some religious terminology Activities: -- Read article, "7 Reasons We Should Teach More Religion in Public Schools" -- Answer questions on wksht -- Begin crossword puzzle using provided religion terms Independent Learning: -- Indus River Valley (BBC) wksht due tomorrow -- Period 1: Elective Forms signed and returned Note/Handouts/Material covered in class:
Objectives: -- Describe ways to show respect while learning about religions -- Explain the essential understandings when learning about religions -- Categorize religious concepts -- Contrast terms within categories Activities: -- With partner, brainstorm a list of religions/belief systems; share -- Share CFSD social studies measurement topic regarding teaching about religions -- With partner, review the Panther Pride component of "Respect"-- what it means, what it looks like, what it sounds like, etc. -- With partner, discuss how to transfer the idea of respect to discussions about religion -- Listen to Ms. Schaedler's "fireside chat" of essential understandings about the study of religion -- Create a concept map/overview schema about religions (see below) Independent Learning: -- Complete Indus River Valley (BBC) worksheet and turn in by Wednesday, February 8 -- Period 1: Get electives form signed and return to school Notes/Handouts/Material covered in class:
Objectives: -- Describe the work of archeologists -- Demonstrate how the Indus River Valley people meet the 5 traits of a civilization Activities: -- (Some classes) Go over "moving the school" activity and show how it demonstrates the inferences an archeologist has to make -- Receive worksheet using the BBC website to learn about the Indus River Valley -- Get on website and fill out worksheet -- If worksheet is completed, turn in. If not, finish at home and turn in by Wednesday. Independent Learning: -- Complete worksheet and turn in by Wednesday, February 8 -- Weekly Weekend Work -- Check StudentVUE -- Do any missing work -- Check OG gmail account -- Clean out/organize backpack -- Restock supplies or write in planner to go to office or Ms. Schaedler's room first thing Monday morning to get needed supplies Notes/Handouts/Material covered in class:
Objectives: -- Describe the work of archeologists -- Explain the role of reasoning and inferences in the work of archeologists Activities: -- Go over what the artifacts from yesterday were -- Discuss kinds of reasoning and inferences. Use examples. -- Take notes on kinds of reasoning and inferences. -- Take notes on traits of civilizations. -- View evidence of the traits of civilization in the Indus River Valley Independent Learning: -- None Notes/Handouts/Material covered in class:
Objectives:
-- Describe the work of archeologists -- Explain the role of inferences in the work of archeologists Activities: -- In groups, brainstorm the positives and negatives of being an archeologist -- In groups, try to figure out what the artifact is that you were given. List the possible functions. Share with whole class. -- In groups, brainstorm and list what you would take from a classroom given one of two scenarios: you had 2 weeks to move or you had 30 minutes to move. -- (Some classes) Process the differences between the lists of the two scenarios. Show how archeologists make inferences. Independent Learning: -- None Notes/Handouts/Material covered in class: -- None |
AuthorCarol Schaedler has been with CFSD for 30 years. She loves teaching the kids in the middle. Archives
May 2017
Categories |