Social Studies

November16, Monday

Objective

(Student will…)

1. Explore the housing, religion, and social structure of the Navajos and Apache through the Cornell notes system.
2. Recall the meanings of the following words: crop rotation, dry farming, adobe, kachina, clan, and polytheistic by reviewing the flashcards.

Teacher Activities & Strategies

BELLWORK: MATCHING

1. adobe                               A. blood relatives

2. pueblos                              B. spirit of ancestors

3. polytheistic                       C. town

4. Kachina                             D. mixture of water, clay, sand

5. Clan                                    F. many gods

LESSON:

Class flashcard review. A student will come up to the front of the room and review the flashcards with the class.

 (over dry farming, crop rotation, adobe, kachina, clan, polytheistic)

Cornell Notes: Chapter 3 (topic Navajo and Apache)

Start on Chapter 3 Review sheets!!!!

CLOSING ACTIVITY:

Pass forward worksheet (will finish tomorrow!)

Pick up paper off the floor!

REMINDER: PUEBLO INDIAN POSTER PROJECT DUE WED.

Student Activities

The student will:

1. Complete Cornell notes
2. Complete worksheet
3. Participate in the class flashcard review

Assessment/Evaluation

Summary of the notes,  worksheet

Academic Vocabulary (optional by dept.)

Crop rotation

Dry farming

Adobe

Kachina

Clan

Polytheistic

Tipi

Shaman

Hogan

Additional Resources

Overhead, review sheets, notes, flashcards

Social Studies

November 17, Tuesday

Objective

(Student will…)

1. Explain the housing, religion, and social structure of the Pueblos, Navajo, and Apache by completing the Chapter 3 Review Worksheet.
2. Recall the meanings of the following words: crop rotation, dry farming, adobe, kachina, clan, and polytheistic, tipi, shaman, and hogan by reviewing the flashcards.

Teacher Activities & Strategies

BELLWORK: True/False

1. The shaman was a Navajo medicine man that had the power to heal the sick.
2. Family that extended beyond two generations of parents and their children was called a clan.

Other questions for review:  What is a matrilineal society?  What is Crop Rotation?  What was the Navajo’s main crop?  What colors did they grow corn?  What did the Pueblos live in?  How big were their doorways?  What were their pueblos made out of?  What did they use from their turkeys?  When they made pottery they used the coiling method.  What is it?

LESSON:

Class Flashcard review- A student will come up to the front of the room and review the flashcards with the class.

Finish Chapter 3 Review Sheets

Grade in class!

CLOSING ACTIVITY:

Turn in review sheets!

REMINDER: PUEBLO INDIAN POSTER PROJECT DUE WED.

Student Activities

The student will:

1. complete the review sheet
2. participate in the flashcard review

Assessment/Evaluation

Review Sheet

Academic Vocabulary

SEE ABOVE

Additional Resources

Overhead, flashcards, review sheet, book

Social Studies

November 18, Wednesday

Objective

(Student will…)

1. Create a booklet revealing the

Teacher Activities & Strategies

BELLWORK:  True/false

1. The Navajos were from Canada. (t)
2. The Apache lived in Hogans. (f)
3. If a person died in a Hogan, the family would not live in the Hogan. (t)
4. Mescal is an agave plant with huge leaves. (t)

Review:  What are curing ceremonies?  What were the three apache tribes? (name one) Tribal groups were divided into what?

LESSON:

Class flashcard review: A student will come up to the front of the room and review the flashcards with the class.

Create a Review Booklet: Chapter 3:

1. Students will get out a blank sheet of paper
2. Fold the paper in half (hotdog style)
3. Cut half of the paper into 20 sections (cut every 3 lines)
4. Will write down the review questions on the front, open the book and put the answer inside.

CLOSING ACTIVITY:

Pick up paper off the floor!

PUEBLO POSTER PROJECT DUE!!!

Student Activities

The student will:

1. Create a Review booklet  revealing the housing, religion, and social structure of the Pueblos, Navajo, and Apache.

Assessment/Evaluation

Review Booklet

Academic Vocabulary

SEE ABOVE

Additional Resources

Construction paper,  scissors, pen/pencil, questions, book

SocialStudies

November 19, Thursday

Objective

(Student will…)

1. Evaluate their partner on the housing, religion, and social structure of the Pueblos, Navajo, and Apache through the study buddy system.
2. Identify the  housing, religion, and social structure of the Pueblos, Navajo, and Apache by playing a Jeopardy review game.

Teacher Activities & Strategies

BELLWORK:

1. Get out a blank sheet of paper.
2. Number 1-40
3. Title paper “Around the World” Chapter 3

LESSON:

Class flashcard review :A student will come up to the front of the room and review the flashcards with the class

Study buddy!  (Use your review booklet to test your partner for 2 minutes)

Around the Word Review: (station work)

Students will be partnered up and assigned a station.  For 1 minute they will work together to answer the questions on the Pueblo Indians at that station.  When 1 minute is up, they will go to a new station and answer questions.

Jeopardy Game (review)

Student Activities

The students will:

1. Participate in the flashcard review
2. Participate in the study buddy
3. Complete the questions on the Around the world station work.
4. Participate in the jeopardy game.

Assessment/Evaluation

Around the world, jeopardy game

Academic Vocabulary

SEE ABOVE

Additional Resources

Flashcards, jeopardy cards, station work papers, review booklet

Social Studies

November 20, Friday

Objective

(Student will…)

1. Choose the correct answers to the assessment over the housing, religion, and social structure of the Pueblos, Navajo, and Apache.

Teacher Activities & Strategies

BELLWORK: 

1. Get out a sheet of paper
2. Number 1-25
3. Title paper Chapter 3 Test

LESSON:

Give 5 minutes to cram for test by doing the class flashcard review

Turn in Notes

Take Test

Grade Test

Start on Definitions for Chapter 4 (page 94, use each definition in a sentence)

CLOSING ACTIVITY: pick up floor, straighten desks

Student Activities

The Students will:

1. Complete a Test
2. Write out the definitions for Chapter 4

Assessment/Evaluation

Test

Academic Vocabulary

Compass

Astrolabe

Cross staff

Conquistador

Viceroy

Cibola

Additional Resources

Test, book, paper, pen, overhead

Social Studies

Monday, November 9

Objective

(Student will…)

1. Research the Pueblo way of life on the computer websites.
2. Find pictures representing the Pueblo Indians.

Teacher Activities & Strategies

BELLWORK:

NONE

LESSON:

Students will arrive at the computer lab, receive the research question sheet from me,  and look for the seat with their name on it.  The students will be required to answer the 20 research questions over several websites on the Pueblo Indians.  After researching, the students will find 4 pictures/graphics related to the Pueblo Indians.  These four pictures will go on their poster project.

CLOSING ACTIVITY:

Finish printing out pictures.  Log off the computers and get ready

Student Activities

The students will:

1. Complete the research sheet by looking up the answers to the questions on the websites.
2. Find 4 pictures for their poster project.

Assessment/Evaluation

20 research questions must be answered (will go over answers the next day!)

Academic Vocabulary (optional by dept.)

Pueblo

Adobe

Dry Farming

Crop Rotation

Clan

Matrilineal Society

Polytheistic

Kachina

Moieties

Patrilineal Society

Additional Resources

Pueblo website, research questions sheet, seating chart, cards with student’s names on them.

Social Studies

Tuesday, November 10

Objective

(Student will…)

1, Create a poster that displays the culture of the pueblo farmers.

Teacher Activities & Strategies

BELLWORK: Lets Review! True or False:

1. A clan is a group of blood relatives.
2. The Pueblo farmers lived near rivers in order to farm.
3. The Pueblo Indians shared a common language.
4. The Pueblos made their homes out of adobe which was clay combined with hay.
5. A matrilineal society is where people trace their ancestors through their father’s side.

LESSON:

Check teaching and understanding by reviewing the 20 research questions answered on Tuesday.

5 SENTENCES:  Using the research questions and their notes.  The students will write down 5 COMPLETE sentences on what they learned about the pueblo Indians. (8 minutes: When finished, work on poster template)

CRITIQUE SENTENCES: Students will read another student’s sentences and make grammatical corrections if needed. (3 minutes)

POSTER TEMPLATE:  Using a blank sheet of note book paper, the student will try to brainstorm how they want their poster to look like (where the pictures will go, what facts to use, are the facts in complete sentences, etc.)  Once the template is approved, I will allow the students to start on the poster project.

POSTER PROJECT: Using the research questions and pictures from the website, the students will create a poster showing the Pueblo way of life.  The poster must have 5 accurate facts taken from the research questions, 4 pictures, and a title. 

DUE WEDNESDAY, NOVEMBER 18

CLOSING ACTIVITY:

Pick up paper off the floor and straighten desks

Student Activities

The students will:

1. Make corrections on their research questions   (if needed)

2. Create a Poster on the Pueblo Indians

Assessment/Evaluation

Rubric for Poster

Academic Vocabulary

See above

Additional Resources

Large construction paper, research questions, overhead, pictures, markers, glue, scissors, instructions, rubric, poster example, overhead projector

Social Studies

Wednesday, November 11

Objective

(Student will…)

Create a poster that displays the culture of the pueblo farmers.

Teacher Activities & Strategies

BELLWORK:

Fill in the blanks!

1. The Pueblo Indians had large ________ pens that held as many as 100 _____.

The Pueblo Indians worshiped in underground religions rooms called ______.

The Pueblo Indians were _______ where they worshiped many gods.

Word bank: polytheistic, kivas, turkey

POSTER PROJECT: Using the research questions and pictures from the website, the students will create a poster showing the Pueblo way of life.  The poster must have 5 accurate facts taken from the research questions, 4 pictures, and a title. 

If finish poster in class, they will be allowed to complete a wordsearch!

CLOSING ACTIVITY:

Tell them to study their notes for the quiz on Friday!

Student Activities

The students will:

1. complete their Pueblo poster
2. work on a wordsearch (if time)

Assessment/Evaluation

Rubric for Poster

Academic Vocabulary

See above

Additional Resources

Large construction paper, research questions, overhead, pictures, markers, glue, scissors, instructions, rubric, poster example, overhead projector

SocialStudies

Thursday, November 12

Objective

(Student will…)

1.        Demonstrate the appropriate behavior while performing group work by following directions, helping the members in their group, and listening to the teacher when she is talking.

2.        Complete a word puzzle explaining the importance of farming to the Pueblo way of life.

3.        Create a chart exploring the social structure, tools, and the domestication of plants and animals, houses, and religion of the pueblo farmers by drawing pictures that represent the Pueblo Indian’s culture

Teacher Activities & Strategies

BELLWORK:

 Copy down the following Jobs of the group:

Taskmaster (keeps the students on task, and reads instructions)

Reader (reads the sentences off of the puzzle paragraph and looks up words in the dictionary)

Writer (writes down the answer to the questions)

Artists (everyone in the group will be drawing a picture)

(you will have one minute to assign each person a job!)

LESSON:

Group Work: Students will be divided into groups of three and complete the following activities:

1.        Puzzle Paragraph:  The students will have 10 words on a separate sheet of paper. They will need to look up the words they do not understand in the dictionary. The students will have a paragraph where some of the words in the paragraph are missing.  They will need to write with a dry erase marker the words that they looked up on the appropriate spot in the paragraph.

2.        Answer Questions on Paragraph:  Students will answer 3 quick questions over the puzzle paragraph.

3.        Picture Cards: The students will be assigned 2 cards with questions on them.  They will need use a blank index card and draw a picture to answer the questions.

4.        Students will place their completed picture cards on the Pueblo chart on the wall on the classroom.

CLOSING ACTIVTY:

The students will put one thing down that they learned and one thing they were confused over on a 3 by 5 index card

Student Activities

The students will:

1.        Complete a paragraph puzzle

2.        Answer the questions on the paragraph

3.        Draw some picture cards

4.        Put their picture cards on the Pueblo chart

Assessment/Evaluation

Picture Cards, Chart, Paragraph questions, Card to put down something they learned and something they didn’t understand

Academic Vocabulary

See above

Additional Resources

Index cards, puzzle paragraphs (laminated), written instructions, dry erase markers,  color pencils, color markers, chart on board,  question cards, overhead

Social Studies

Friday, November 13

Objective

(Student will…)

1. Recall the social structure, tools, the domestication of plants and animals, houses, and religion of the pueblo farmers.
2. Explain on a written quiz the Pueblo way of life

Teacher Activities & Strategies

BELLWORK:

1. Get out a blank sheet of paper
2. Number 1-30
3. Title paper “Around the World- Pueblo Indians”

LESSON:

Around the Word Review: (station work)

Students will be partnered up and assigned a station.  For 1 minute they will work together to answer the questions on the Pueblo Indians at that station.  When 1 minute is up, they will go to a new station and answer questions.

Jeopardy Game (review)

Take a short 10 question quiz on the Pueblo Indians

Student Activities

The students will:

1. Answer the questions on the the pueblos at each station
2. Participate in a jeopardy game
3. Complete a written quiz on the Pueblo Indians

Assessment/Evaluation

Pueblo Quiz

Academic Vocabulary

See above

Additional Resources

Questions for each station (will be on white paper), Quiz, Index cards for Jeopardy game, Jeopardy Questions, overhead

Social Studies

Monday, November 2

Objective

(Student will…)

1. Explore the Anasazi Indian Culture.
2. Pretend to be part of the Big Game hunter’s lives by acting out a play.

Teacher Activities & Strategies

BELLWORK: (use notes to answer) Matching:

1.  wanderers                                                         a.  Mogollon Culture

2.  settled down and built permanent homes   b. Nomadic

3.  Built pit houses                                               c. Sedentary

Review Flashcards!!!!

LESSON:

Cornell Notes (Chapter 2 Continued  Anasazi culture)

Finish Drama: Across the Bering Strait (Students will act out a play on Big Game hunters.  The other students will answer questions during the play.)

Back Up plan: Define vocabulary on page 41 in book

CLOSING ACTIVITY:

Pick up paper on the floor

Student Activities

Notes, Drama

Assessment/Evaluation

Questions on Drama, Summary in Notes

Academic Vocabulary (optional by dept.)

Archaeologist

Artifacts

Culture

Kill Sites

Pit houses

Land bridge

Sedentary

Nomadic

Cliff Dwellings

Atlatl

Mano

Metate

Pueblo

Kiva

Additional Resources

Overhead, power point on drama, drama play, drama questions, notes, paper, pen/pencil

Social Studies

Tuesday, November 3

Objective

(Student will…)

1. Explain the following words: archaeologist, artifacts, kill site, culture, atlatl, pit houses, mano, metate, pueblos, kiva
2. Determine factors that caused the ancient people to come to America.
3. Describe the Anasazi and Mogollian cultures.

Teacher Activities & Strategies

BELLWORK: (use notes to answer) Matching:

1.  wanderers                                                         a.  Mogollon Culture

2.  settled down and built permanent homes   b. Nomadic

3.  Built pit houses                                               c. Sedentary

LESSON:

Drama on “A Day in Mesa Verde”

Create Flashcards for the Review

If time: Wordsearch on New Mexico’s Early People

CLOSING ACTIVITY:

Review with flashcards.

Pick up paper off the floor.

Student Activities

Students will:

Answer questions and read the drama

Create flashcards

Complete a wordsearch

Assessment/Evaluation

Flashcard Review

Academic Vocabulary

See above

Additional Resources

Overhead, index cards, wordsearch, pen/paper, drama

Social Studies

Wednesday, November 4

Objective

(Student will…)

1. Explain the following words: archaeologist, artifacts, kill site, culture, atlatl, pit houses, mano, metate, pueblos, kiva
2. Determine factors that caused the ancient people to come to America.
3. Describe the Anasazi and Mogollian cultures.

Teacher Activities & Strategies

BELLWORK:

True or False

1. Houses with holes 3-4 feet in the ground were called pit houses.
2. The Big game hunters were the first people to live in New Mexico.
3. The Anasazi lived in pueblos.

LESSON:

Class Flashcard review: A student will go over the flashcards with the rest of the class by placing them on the overhead.

Around the Word Review: (station work)

Students will be partnered up and assigned a station.  For 1 minute they will work together to answer the questions at that station.  When 1 minute is up, they will go to a new station and answer questions.

Jeopardy Game for review

Back up plan:  complete the review sheet

Student Activities

Students will:

1. Participate in the flashcard review
2. Answer the questions on their Around the World sheet
3. Participate in the review game.

Assessment/Evaluation

Review Game, Around the World sheet

Academic Vocabulary

See above

Additional Resources

Flashcards, jeopardy cards, station work pictures

SocialStudies

Thursday, November 5

Objective

(Student will…)

1. Explain the following words: archaeologist, artifacts, kill site, culture, atlatl, pit houses, mano, metate, pueblos, kiva
2. Determine factors that caused the ancient people to come to America.
3. Describe the Anasazi and Mogollian cultures

Teacher Activities & Strategies

BELLWORK:

1. Get out a blank sheet of paper
2. Number 1-20
3. Title paper “Chapter 2 Test”

LESSON:

Take Chapter 2 Test

Grade Test

½ day today!  TEACHER IN SERVICE

CLOSING ACTIVITY:

Pick up paper off the floor!

Student Activities

The students will:

Take a test

Assessment/Evaluation

Test

Academic Vocabulary

Additional Resources

Test, overhead, pen/pencil, paper

Social Studies

Friday, November 6

Objective

(Student will…)

1.        Compare and contrast the life of the Pueblo Indians to their own lives.

2.        Explore the social structure, tools, and the domestication of plants and animals, houses, and religion of the pueblo farmers.

3.        Identify different the areas of the earliest Pueblo settlements and explain why they are located near rivers.

Teacher Activities & Strategies

BELLWORK:

Using the Map on page 45, answer the following questions:

1.         Most of the pueblo settlements were near

a.        Lakes

b.       Dry Land

c.        Rivers

2.        The triangles on the map represent what?

3.        The purple color on the map represents the different

a.        Language groups

b.       Cities

c.        Pueblo

4.        True or False Most of the pueblos were located in the Central part of NM.

LESSON:

Complete the Pre-Assessment on the Pueblo Indians (The students will take a quiz to determine how much they know about the Pueblo Indians…it will not be counted against them!)

Cornell Notes: (Topic: The Life of the Pueblo Indians)

Talk about computer lab expectations and what will be done.

CLOSING ACTIVITY:

Write a 3-4 sentence summary on what they learned about the Pueblo Indians

Announce that we will be going to the computer lab on Monday and to be on time! Tardies count!

Student Activities

The students will:

1.        Take notes on the Pueblo Indians

2.        Complete a 3-4 sentence summary on what they learned on the pueblo Indians

3.        Complete the questions on the bellwork.

Assessment/Evaluation

3-4 Sentence Summary

Academic Vocabulary

Pueblo

Adobe

Dry Farming

Crop Rotation

Clan

Matrilineal Society

Polytheistic

Kachina

Moieties

Patrilineal Society

Additional Resources

NM History book (map on page 45), overhead, power point, pre-assessment, Notes handout,  pen/paper