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  2. Johnson, Jessica

Johnson, Jessica

      Welcome to Ms. Johnson’s Online Classroom!

Please feel free to email me at jessicajohnson@opsb.net

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This Week’s Agenda- Unit 3: If Stones Could Speak

Week of 2/7- 2/11

Please check Google Classroom for all daily assignments including specific handouts and tests that you may miss while you are out of school.

You will use 3.1 Curriculum, 3.2 Curriculum, and Stone Field Journal for all assignments this week. 

You have also been given access to all the lessons this week under the Assignment titled 3.1 Teacher Lessons and 3.2 Teacher Lessons.

The teacher lessons are not for a grade, but they are for you to use as a resource. 
 

Monday 2/7- Lesson 4

  1. Writing Revolution: Note- Taking Week 1 Day 1

  2. Spelling Test

  3. Vocabulary Test

  4. Find the sections titled “Introduction” and “Material Culture” in “Archeology 101.”

    • Follow along as I read each section.

    • As I read, consider the job of an archaeologist.

  5. Excerpt 1: What is the meaning of the word “excavated” as it is used in the text?

  6. Excerpt 2: What is the meaning of the word “artifacts” as it is used in the text?

  7. Watch as I complete the summarizing handout for the section titled “Introduction.”

  8. With a partner, read the section titled "Material Culture.” 

  9. With your partner:

  10. Take notes in the "Material Culture" section of your summarizing handout.

    • Identify important details from the text.

    • Identify a central idea for the “Material Culture” section.

  11. Field Journal: 

    • Choose one section that you read today

    • Explain how the central idea is conveyed through specific details from the text.

 

 

Tuesday 2/8: LESSON 5

​

  1. Writing Revolution: Note-Taking Week 1 Day 2

  2. Read the remainder of “Archaeology 101” independently.

  3. Excerpt 1: What is the meaning of the word “preserve”?

  4. Excerpt 2: What is the meaning of the word “conserve”?

  5. Summarizing Handout    With your partner:

    • Reread and take notes on your assigned section of the text.

    • Identify important details from the text.

    • Identify a central idea for each of your assigned section(s).

  6. Accountable Talk:

    • What is the central idea of your section?

    • What details support your findings?

 

 

​Wednesday 2/9: LESSON 6

 

 

  1. Writing Revolution: Note-Taking Week  1 Day 3

  2. In a small group, review your partially completed summarizing handout.

  3. Write a summary of “Archaeology 101” in the appropriate section of the handout. 

  4. What is Archeology? video-

    • Field Journal: Reflections/ Discoveries 

    • As you are watching, think about:

      • What details have you  learned about the study of archaeology?

      • What are the different layers of soils and what can they teach us?

  5. Discussion: 

    • What new information did you learn about archaeology? 

    • What information from this video confirmed what you read in “Archaeology 101?”

  6. Discussion: How do archaeologists use the different layers of soil in order to learn more about the past?

  7. "The Excavation Process: How We Excavate" video:

    • As you are watching, think about: 

      • How do  archaeologists do their jobs? 

      • What new details have you  learned about the study of archaeology?

  8. Whole- Class Discussion:

    • How does archeology work?

  9. In your field journal, explain how the information from one of the videos contributes to your understanding of archaeology. 

    • Be sure to:

    • Explain the new information that you learned today.

    • Explain how the details from the video supports what you read in “Archaeology 101.”

 

Thursday 2/10: LESSON 7

  1. Writing Revolution: Note-Taking Week 1 Day 4

  2. ”Archeology 101” Open Note Test

  3. T- Chart: As you watch

  • Identify and record situations from the film that are realistic, or might have happened in real life.

  • Identify and record situations from the film that are unrealistic, or would not have actually happened in real life.

  1. Small Group discussion:

    • What details are fictionalized or sensationalized in the movie?

    • How would these details be different on an actual site?

  2. Small Groups: What additional information would you need to investigate to determine the accuracy of the episode? 

  3. Small Groups: Why might screenwriters and/or directors choose to fictionalize historical accounts?

  4. Field Journal: 

  • Respond to the following question in your field journal, under the key concepts and vocab tab:

    • What realistic information did I gain from viewing this clip that helps me to better understand archeology?

 

Friday 2/11: LESSON 8

  1. Writing Revolution: Note-Taking Week 1 Day 5

  2. Spelling Test

  3. Vocabulary Test

  4. As you finish watching:

    • Identify situations from the film that seem like they are realistic, or could have happened in real life and unrealistic, or would not have actually happened in real life 

    • Record your findings on your partially completed t-chart.

  5.  

  6. Compare your t-chart with a partner. 

  7. Reread “Travel,” by Robert Louis Stevenson independently.

    • As you reread the poem, think about similarities and differences between the movie and the poem.

  8. Small Groups: ​​​​​​​How has your understanding of the poem “Travel” changed after watching “Episode 1: My First Adventure”?

  9. Respond to the following question in your field journal, under the reflections and discoveries tab:

    • How has your understanding of the poem changed now that you have watched “Episode 1: My First Adventure”?​​​​​​​​​​

  10.  

 

ALL VOCABULARY, SPELLING WORDS, AND OTHER SPECIFIC ASSIGNMENTS WILL BE POSTED IN GOOGLE CLASSROOM ON THE DAY WE DO THE ASSIGNMENT IN CLASS. IF THERE IS SOMETHING MISSING THAT IS ON THIS AGENDA, THAT COULD BE THAT WE JUST DIDN’T GET TO IT YET OR I HAVEN’T HAD A CHANCE TO POST IT. 

THE ONLY THING YOUR STUDENT SHOULD WORRY ABOUT EACH DAY IS WHAT IS POSTED ON GOOGLE CLASSROOM.