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CLASSROOM GUIDELINES:
1.
Be on time to class with all of your learning tools:
** History workbook
** Spiral notebook
** Writing utensil
2.
Class begins when you walk through my door.
3.
Always use good manners
4.
Do not talk or get out of your seat without
permission.
5.
Always show respect to Mrs. Braden and
classmates.
6.
Always use proper grammar when speaking
in class.
7.
Never make fun of others or laugh at their
mistakes.
8.
class ends when Mrs. Braden dismisses you.
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Sneed Middle School’s School-wide
Behavior Management System
The SMS Behavior Management System is intended to
recognize and reward students who abide by all school-wide rules; while
providing consequences to discourage misbehavior and ensure a safe and
nurturing school climate.
Here at Sneed we want our students to
adhere to Squires’ Standards:
v
Be
polite and walk to the right.
v
Follow
directions the first time given.
v
“Level”
yourself:
Level
one-inside voice
Level
two-voice is too loud
Level
three-voice is unacceptable
v
Respect
themselves, others, and property.
v
Dress
for success.
Rewards
and Incentives
Students will
receive rewards for good attendance, high academic achievement, and
respectable behavior. The following rewards/incentives will be
given:
Squire
badges-honor roll, perfect attendance, good citizenship, etc…
Good news phone
calls/notes
Admittance to
special programs-pep rallies, called assemblies, etc…
Squire bucks
(earned from faculty and staff for just being “good’-to
purchase rewards
during specified times)
Consequences for Misbehavior
The following consequences are to be taken before a student is
referred to the office.
·
Verbal Warning
·
Student conference
(privately)
·
Parent Contact (phone call
and/or conference)
·
Time-out (send student to ISS
monitor-call parents at work/home to explain why they are in time
–out)/conflict resolution checklist
·
Office Referral
·
Any child behaving in a
manner that is extreme or out of control will be sent to the office
immediately.
LESSON PLANS AND
HOMEWORK!!!!!!!!! C.
Braden Lesson Plans
November 16 - 20 , 2009 
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Week
of
November
16
|
Student/Teacher Activities
|
Assessment
|
Homework
|
Materials
|
|
Monday
|
1. Bellwork: Define the following terms in your
notebook: Peninsulares, creoles, mestizos, caudillos, mulattos
2. Introduction of Latin American
Independence section – Brainstorming exercise: Students will say words that
come to mind when they think of Latin America.
3. Streamline Video Segment on the Struggle
for Mexican Independence.
4. Geography Exercise: Students will fill in and color a map of
Mexico and Latin America.
B – V, K, A
|
Teacher
Observation
|
none
|
Streamline
Video Segment, printed map for Geography exercise.
|
|
Standards
and
Indicators
|
Standard
7-3: The student
will demonstrate an understanding of political, social, and economic
upheavals that
occurred throughout the world during the age of revolution, from 1770
through 1848.
7-3.3 Compare the development of Latin
American independence movements, including the Haitian revolution, the role
of Simón Bolívar in different independence movements, and the role of
Father Miguel Hidalgo in the Mexican Revolution of 1810.
|
|
Tuesday
|
1. Bellwork – Define the following people in
your notebooks:
Toussaint-Louverture, Miguel Hidalgo, Jose’ Maria Morelos, Jose’ de
San Marti’n, Simo’n Bolivar
2. Smart board presentation on Latin
American Independence.
3. Students will fill in Cornell Notes at
their desks during presentation.
B – V, K, A
|
Teacher
observation
|
Read
over notes at home.
|
Smartboard,
printed student notes, Stream line video
|
|
Standards
and
Indicators
|
Standard
7-3: The student
will demonstrate an understanding of political, social, and economic
upheavals that
occurred throughout the world during the age of revolution, from 1770
through 1848.
7-3.3 Compare
the development of Latin American independence movements, including the
Haitian revolution, the role of Simón Bolívar in different independence
movements, and the role of Father Miguel Hidalgo in the Mexican Revolution
of 1810.
|
|
Wednesday
|
1. Bellwork:
Find the following places on your desk map: Santo Domingo(Haiti), Mexico, Venezuela,
Colombia, Peru, Bolivia, Brazil
2. Students will fill in chart at their desks
on Latin American Liberators.
3. Smartboard presentation on Latin American
Independence completed.
4. Students will fill in Cornell Notes at
their desk,
5. Smartbaord interactive review assessment
on Latin American Independence.
B – V, K, A
|
Teacher Observation
|
Read
over notes and chart at home. Be
studying map of Mexico and Latin America.
|
Textbooks,
Workbooks, printed Cornell notes, smartboard,
|
|
Standards
and
Indicators
|
Standard
7-3: The student
will demonstrate an understanding of political, social, and economic
upheavals that
occurred throughout the world during the age of revolution, from 1770
through 1848.
7-3.3 Compare the development of Latin
American independence movements, including the Haitian revolution, the role
of Simón Bolívar in different independence movements, and the role of
Father Miguel Hidalgo in the Mexican Revolution of 1810.
|
|
Thursday
|
1. Bellwork: Define the following terms in your
notebooks: industrialism,
Agricultural Revolution, enclosure movement, textile, crop rotation,
domestic system.
2. Indroductory Video on the Industrial
Revolution.
3. Students will complete exercise on the
video at their seats during the video.
4. Assessment on the video –
Question/Answer/Brainstorming.
B – V, K, A
|
Teacher
Observation
|
Complete
notebooks for notebook check tomorrow!!
STUDY
REVIEW GUIDES ON THE Us S. CONSTITUTION AND NAPOLEON BONAPARTE!!!!!
TEST
TOMORROW
|
Smartboard,
Projector, printed cornell notes, video segment on Napoleon
|
|
Standards
and
Indicators
|
Standard
7-3: The student
will demonstrate an understanding of political, social, and economic
upheavals that
occurred throughout the world during the age of revolution, from 1770
through 1848.
7-3.4 Explain the causes and course of the
Industrial Revolution in Europe, Japan, and the United States, including
the reasons that England was the first nation to industrialize, the impact
of the growth of population and the rural-to-urban migration, the changes
in the organization of work and labor, and the development of socialism. (E,
H, G)
|
|
Friday
|
1. Bellwork – Define the following terms in
your notebook: urbanization,
monopoly, industrial capitalism, partnership, corporation.
2. Webb Diagram/Chart Exercise on the
Industrial Revolution and important Inventors.
3. Smartboard Presentation on the Industrial
Revolution.
4. Students fill in Cornell notes at their
desk during presentation,
|
Teacher
Observation
|
Have
a great weekend!!!
|
Printed
exercise, smartboard, projector, printed student notes.
|
|
Standards
and
Indicators
|
Standard
7-3: The student
will demonstrate an understanding of political, social, and economic
upheavals that
occurred throughout the world during the age of revolution, from 1770
through 1848.
7-3.4 Explain the causes and course of the
Industrial Revolution in Europe, Japan, and the United States, including
the reasons that England was the first nation to industrialize, the impact
of the growth of population and the rural-to-urban migration, the changes
in the organization of work and labor, and the development of socialism.
(E, H, G)
|
|
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