Friday, November 5, 2010

Closing out strong: Not Just in Basketball!

As we head into the home stretch of the first trimester, we can start seeing the acceleration of the content, the assessments, and even the year. I can sense that the “transition” period is soon passing us and in its place are moments of maturation and comprehension. I see more kids asking for passes to work during lunch, understanding what it means to make use of time, and less obliviousness about the requirements about is needed on the road to scholarship.

7th grade emerging scholars
I use the term “obviously” in the following sentence in a deliberate manner. Obviously, students need to be working on their Chapter 5 Assessments. Two work samples and two defense pieces are due by the end of Tuesday’s class. At this point, I believe that process and product are going to be strongly related. Students who submitted rough drafts on a consistent basis, seeking clarification and advocacy for their learning will do well on this. I have no doubt about it. Conversely, students who have not fully grasped the notion of time management and how process plays a role in the creation of a work product will experience a “teachable moment” with the submission of these work samples. Since students selected two work samples out of four, the remaining two tasks are now open for extra credit. The maximum point values for these work samples will be 150 points each. Defense pieces will be worth a maximum of 75 points. Tuesday, then, becomes a big day. All work will be returned back to students on November 15 with all revisions due on November 22. After Tuesday, we move into Chapter 6 and Thomas Jefferson’s Declaration of Independence and Thomas Paine’s Common Sense. The intellectual formation of the Revolution will precede our study of how the Colonists defeated the British.

8th Grade Emerging Scholars
After assigning over thirty pages of reading over the weekend, the start of the week greets students with a quiz on Industrialization. We then progress with a lecture on Industrialization as well as the introduction of the writing of Identifications. These small paragraphs will assess students’ ability to identify specific concepts of the time period, explaining their relevance, and linking them to thematic content within the unit. They will take time to complete as students will have to compose ten of them from different concepts or ideas within the unit. These writing tasks are due on Tuesday, November 16. As we discuss industrialization and the different economic philosophies associated with it, I strongly encourage all students to take advantage of the variety of extra credit tasks that are available to them. Completing these tasks will not only assist with additional points towards their grade, but help in developing and furthering their bases of knowledge on a topic that is quite timely and, sadly, truly relevant to the modern setting.
As always, if I can be of any further assistance or help, please do not hesitate to contact me at school or at my home.

All best.
Mr. Kannan


  1. Words helped bring about the Revolution in many ways. Firstly, the taxes for the colonists were written statements that people went by. People announced the taxes, but without a official WRITTEN document signed by the English government, it meant nothing, so the colonists would not get mad. The people that non-violently stood up against British like The First Continental Congress made statements against Britain to get independence.
    B.H 1st period

  2. Words helped to bring about the American Revolution by being just as effective as a weapon. One example would be Thomas Pane's 50 page pamphlet called Common Sense. Where he openly ridiculed King George lll. Pane's work changed the minds of manny men. Another work of literature that helped to bring about the American Revolution was the Declaration of Independence. Thomas Jefferson of Virginia, wrote the document that formally announced that the colonies had intentions to dissolve ties with Britain. So basically, words helped to bring about the American Revolution by swaying the minds of colonists in favor of
    ~Mardy Hillengas

  3. 1. Who was the most important person in the American Revolution?
    I think the most important person was the Sons of Liberty because they were the main protestors against the british.
    2. What were more important to the british. Political Rights or Economic Rights?
    I think Political Rights because if the colonists were free and had the right to make their own laws, I think, they wouldn't mind paying taxes as long as they were going to support their own country!
    3. Do you think words can move people to do things or actions?
    i think words are a very important when moving people to actions because when Martin Luther King Jr. said his "I have a dream" speech he brought people of all color together to help fight against civil rights.

    ~M.A. Mr. Kannan's FAVORITE!
    Period 1