Loudon Elementary School

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Due:

Standard: 4.16 Map the exploration of the Louisiana Territory, and describe the events, struggles, and successes of the purchase, including the significance of: Meriwether Lewis, William Clark, and Sacagawea.

Lewis and Clark final project. 

Due:

Standard: 4.16 Map the exploration of the Louisiana Territory, and describe the events, struggles, and successes of the purchase, including the significance of: Meriwether Lewis, William Clark, and Sacagawea.
 
SSP.01: Gather information from a variety of primary and secondary sources, including timelines. 

Students will complete the Readworks article "Westward Expansion" with timeline.

Due:

4th Grade 4H Farm Day Field Trip

Due:

Standard: 4.16 Map the exploration of the Louisiana Territory, and describe the events, struggles, and successes of the purchase, including the significance of: Meriwether Lewis, William Clark, and Sacagawea.

Lewis and Clark Nearpod.
 
IXL skills Social Studies C.1 and C.2

Due:

Standard: 4.16 Map the exploration of the Louisiana Territory, and describe the events, struggles, and successes of the purchase, including the significance of: Meriwether Lewis, William Clark, and Sacagawea.
 
Lewis and Clark Nearpod.
 
Ticket Out the Door: What were 3 struggles the men faced during their journey?

Due:

Standard 4.16 Map the exploration of the Louisiana Territory, and describe the events, struggles, and successes of the purchase, including the significance of: Meriwether Lewis, William Clark, and Sacagawea.
 
Students will complete a web quest to gather information on Meriwether Lewis, William Clark, and Sacagawea.
 
Early finishers will work on IXL skills. 

Due:

Standard 4.16 Map the exploration of the Louisiana Territory, and describe the events, struggles, and successes of the purchase, including the significance of: Meriwether Lewis, William Clark, and Sacagawea.
 
Students will complete a web quest to gather information on Meriwether Lewis, William Clark, and Sacagawea.
 
This assignment will carry over into Friday. 

Due:

ELA Part 4 and Math Part 1 TNReady testing

Due:

ELA TNReady testing Parts 2 and 3

Due:

Standard: 4.39 Identify the major leaders of the Constitutional Convention and analyze the major issues they debated.

What was the purpose of the Constitutional Convention? How did the delegates compromise to create the Constitution?

Students will read Chapter 5 Lesson 2 pages 57-59.

Due:

Standard: 4.39 Identify the major leaders of the Constitutional Convention and analyze the major issues they debated.
 
What was the purpose of the Constitutional Convention? How did the delegates compromise to create the Constitution?
 
Students will read Chapter 5 Lesson 2 pages 53-56.
 

Due:

Standard: 4.37- Analyze the weakness of the Articles of Confederation, including no power to tax, weak central government, and the impact of Shay's Rebellion.

What were the Articles of Confederation? What were the weaknesses of the Articles of Confederation?

Students will read Chapter 5 Lesson 1 pages 48-50.

Due:

Standard: 4.37- Analyze the weakness of the Articles of Confederation, including no power to tax, weak central government, and the impact of Shay's Rebellion.
 
What were the Articles of Confederation? What were the weaknesses of the Articles of Confederation? 
 
Students will read Chapter 5 Lesson 1 pages 44-47.
 
 

Due:

4.34 Explain using supporting details how the Revolution affected the Watauga Settlement including Washington District, Cherokee War of 1776, Nancy Ward, John Sevier, and the Watauga Petitions. 
 
The students will have a quiz over Lesson 3 of Chapter 6.
Vocabulary:
~blaze
~defend
~preserve
~retreat
~route
~shoal
~survey
 
Students who finish early will work on IXL skills.
 

Due:

4.34 Explain using supporting details how the Revolution affected the Watauga Settlement including Washington District, Cherokee War of 1776, Nancy Ward, John Sevier, and the Watauga Petitions. 
 
Vocabulary:
~shoals
 
 
 
The class will read pages 222-225 from Lesson 3 of Chapter 6.
 
How did Nancy Ward help the settlers during the Cherokee War?

Due:

4.34 Explain using supporting details how the Revolution affected the Watauga Settlement including Washington District, Cherokee War of 1776, Nancy Ward, John Sevier, and the Watauga Petitions. 
 
Vocabulary:
~survey
~preserve
 
 
 
The class will read pages 218-221 from Lesson 3 of Chapter 6.
 
Ticket Out the Door: Explain the events of the Cherokee War.

Due:

4.34 Explain using supporting details how the Revolution affected the Watauga Settlement including Washington District, Cherokee War of 1776, Nancy Ward, John Sevier, and the Watauga Petitions. 
 
Vocabulary:
~survey
~preserve
 
 
 
The class will read pages 218-221 from Lesson 3 of Chapter 6.
 
Ticket Out the Door: Explain the events of the Cherokee War.

Due:

4.34 Explain using supporting details how the Revolution affected the Watauga Settlement including Washington District, Cherokee War of 1776, Nancy Ward, John Sevier, and the Watauga Petitions. 
 
Vocabulary:
~blazed
~route
~defend
 
 
The class will read pages 215-217 from Lesson 3 of Chapter 6.
 
Ticket Out the Door: What were the Watauga Petitions requesting?

Due:

Goal: Students will describe the people involved in writing, events leading up to, and the ideas embedded within the Constitution.
 
Students will review all vocab from Chapter 6 Lesson 2.
 
Students will complete a quiz on Lesson 2. 
 
Early finishers will work on IXL.
 

Due:

Goal: Students will describe the people involved in writing, events leading up to, and the ideas embedded within the Constitution.
 
Vocabulary:
~strategy
~mutual
 
The class will read pages  from Lesson 2 of Chapter 6.
 
Make Connections: In what way has the American Revolution shaped your life today?

Due:

No School for Students! Have a great day off! :) 
 

Due:

Goal: Students will describe the people involved in writing, events leading up to, and the ideas embedded within the Constitution.
 
Vocabulary:
~depriving
 
The class will read pages 210-211 from Lesson 2 of Chapter 6.
 
Check for Understanding: Why do people today think the men who signed the Declaration of Independence were heroes? 

Due:

Goal: Students will describe the people involved in writing, events leading up to, and the ideas embedded within the Constitution.
 
Vocabulary:
~delegates
~congress
~petition
~independence
~constitution 
 
The class will read pages 206-209 from Lesson 2 of Chapter 6.
 
Check for Understanding: What was the difference between a Patriot and a Loyalist?

Due:

4.24 Explain the different forms of protests Americans used to try to change the British policies including the Boston Tea Party, tarring and feathering, letter writing, and boycotts.
 
The students will take a quiz on Lesson 1 of Chapter 6 over the Boston Tea Party.
 
Students who finish early will complete lessons on IXL Social Studies.  

Due:

4.24 Explain the different forms of protests Americans used to try to change the British policies including the Boston Tea Party, tarring and feathering, letter writing, and boycotts.

Lesson 1 Quiz

 

After students complete the quiz, they will work on IXL skills.

Due:

The students will have 4H Meetings today.
 
Their Picture Contest entries (if they chose to do one) is due. 

Due:

4.24 Explain the different forms of protests Americans used to try to change the British policies including the Boston Tea Party, tarring and feathering, letter writing, and boycotts.

Class will review all vocab from Lesson 1.

Class will read pages 201-205.

Students will think of an example of a law or rule in their lives that they think is "intolerable" and make an argument to present.

Due:

4.24 Explain the different forms of protests Americans used to try to change the British policies including the Boston Tea Party, tarring and feathering, letter writing, and boycotts.

Vocabulary words to know:

~intolerable

~protest

~boycotts

~repealed

~quartering

Class will read pages 197-200. 

Students will write a response to the question: In what ways do you think violent protests might have hurt the colonists' cause?

Due:

4.24 Explain the different forms of protests Americans used to try to change the British policies including the Boston Tea Party, tarring and feathering, letter writing, and boycotts.

Vocabulary words to know:

~revolution

~act 

Class will read pages 194-197. 

Students will explain, in their own words, what "No Taxation Without Representation" means.

Due:

4.24 Explain the different forms of protests Americans used to try to change the British policies including the Boston Tea Party, tarring and feathering, letter writing, and boycotts.  

Students will listen to a story about Abigail Adams to build background knowledge.

Students will work in pairs to read a letter written by Abigail Adams to her husband. They will work together to complete questions that they will have to find text evidence for from the letter.  

Class will discuss answers together.

Due:

The 4H program is collecting cans of tuna for the local food charities! We would LOVE if every child could bring in 1 or 2 cans of tuna. This will greatly help people in need as the holidays approach. Thank you in advance!! 

Due:

4.13 Locate the first 13 colonies and explain how their location and geographic features influenced their development and settlement patterns.

4.18 Explain various reasons why people came to the colonies, including profit, religious freedom, slavery, and indentured servitude.

4.22 Describe the causes, course, and consequences of the French and Indian War, including the massacre at Fort Loudoun.

 

Today we will take our Chapter 5 assessment.

 

After students are finished, they will work on Social Studies skills on IXL.

Due:

4.22 Describe the causes, course, and consequences of the French and Indian War, including the massacre at Fort Loudoun.
 
***This lesson carried over from Monday. The kids needed additional time to complete their work.***

The class will watch a short video clip on Fort Loudon.

Students will visit the site TN History for Kids online. They will complete the virtual field trip for Fort Loudon. They will answer questions as they navigate the site.

They will complete a short writing assignment as a summary activity for today.

Due:

Parent/Teacher Conferences are Monday, November 12th from 3:30-6:30. Please feel free to drop in to talk about your child’s progress! We would love to see you! 

Due:

4.22 Describe the causes, course, and consequences of the French and Indian War, including the massacre at Fort Loudoun.
 
The class will watch a short video clip on Fort Loudon.
 
Students will visit the site TN History for Kids online. They will complete the virtual field trip for Fort Loudon. They will answer questions as they navigate the site. 
 
They will complete a short writing assignment as a summary activity for today.

Due:

4.13 Locate the first 13 colonies and explain how their location and geographic features influenced their development and settlement patterns.
 
Today we will take our Chapter 5 assessment. 
 
After students are finished, they will work on Social Studies skills on IXL.

Due:

4.13 Locate the first 13 colonies and explain how their location and geographic features influenced their development and settlement patterns.
 
Students will read Chapter 5 Lesson 3
 
They will review the vocabulary and we will pause for questioning throughout the lesson. 
 
They will complete a "Picture Events" page. The students will be given 3 different scenes or battles and they will have to summarize the event using descriptive writing to "paint a picture" in the head of their reader. 

Due:

4H Meeting Day!
 
Contests:
Tasty Treats
Poster Contest
Speech Contest
 
These are not required contests, but they are strongly encouraged. I would love I each child entered into at least 1 contest! We want to win a pizza party for the most involvement!!

Due:

No School ~ Election Day 
 
 

Due:

4.13 Locate the first 13 colonies and explain how their location and geographic features influenced their development and settlement patterns.

Today we will have a quiz over the 13 Original Colonies.
 
We will begin Chapter 5 Lesson 3 after our quiz on the Colonies.
 
The teacher will divide the classroom in half with a piece of tape on the floor. Students will be prompted to discuss what would happen if they needed something from the other side of the room? What if you needed to exit the class but were on the opposite side of the line? This will begin our explanation and discussion about the Proclamation Line
 
We will discuss our key terms for the lesson and the students will be asked to use three in a sentence about the Colonies as an exit ticket. 

Due:

4.13 Locate the first 13 colonies and explain how their location and geographic features influenced their development and settlement patterns.
 
Today we will have a quiz over the 13 Original Colonies.

Due:

4.13 Locate the first 13 colonies and explain how their location and geographic features influenced their development and settlement patterns.

Students will complete a teacher-led lesson on the 13 Colonies. They will then complete the Southern Colonies section of their interactive notebook.

Due:

4.13 Locate the first 13 colonies and explain how their location and geographic features influenced their development and settlement patterns.

Students will complete a teacher-led lesson on the 13 Colonies. They will then complete the Middle Colonies section of their interactive notebook.

Due:

4.13 Locate the first 13 colonies and explain how their location and geographic features influenced their development and settlement patterns.
 
Students will complete a teacher-led lesson on the 13 Colonies. They will then complete the New England Colonies section of their interactive notebook. 
 
 

Due:

4.18 Explain various reasons why people came to the colonies including profit, religious freedom, slavery, and indentured servitude.
 
Today we will read Lesson 2 from Chapter 5 of our Social Studies text.

Key Terms:
-acre
-constitution
-criticize
-debt
-devout
-diverse
-treaty
-wilderness
 
The class will read together as the teacher asks questions for understanding.
 
Students will complete page 177 ?s 1-5 for a daily grade.

Due:

4.18    Explain  various  reasons  why    people   came  to  the  colonies  including  profit,  religious   freedom,  slavery,  and  indentured  servitude.
 
Today we will read Lesson 1 from Chapter 5 of our Social Studies text. 
 
Key Terms:
assembly
charter
contract 
democracy
govern
indentured servant
representative 
slavery
 
The class will read together as the teacher asks questions for understanding. 
 
The students will complete pg. 165 ?s 1-7 for a daily grade.

Due:

4.4 Trace the routes of early explorers and describe the early explorations of the Americas.
4.5 Analyze the impact of exploration and settlement on the indigenous peoples and the environment, including military campaigns, Columbian Exchange, and European agricultural practices.  
 
Today we will spend part of class time reviewing our vocabulary words and the information we have been studying.
 
We will play a review game.
 
We will take our Chapter 4 Quiz.

Due:

4.4 Trace the routes of early explorers and describe the early explorations of the Americas.
4.5 Analyze the impact of exploration and settlement on the indigenous peoples and the environment, including military campaigns, Columbian Exchange, and European agricultural practices.
 
Design a Video Game:
Students will design a video game about the fur trade using the vocab words from the lesson. They will create a French trader character, an Indian trapper character, an adventure, and a plan for giving players points. They will have to complete the "Design a Video Game" page from the text. We will share these plans with the class.
 
 

Due:

4.4 Trace the routes of early explorers and describe the early explorations of the Americas.
4.5 Analyze the impact of exploration and settlement on the indigenous peoples and the environment, including military campaigns, Columbian Exchange, and European agricultural practices.
 
We will discuss the vocab words for the lesson and apply that knowledge to create sentences.
-abundant
-bluff
-immigrant
-mutiny
-pelt
-resistance
-rival
-surrender
 
We will read Lesson 3 today.

Due:

4.4 Trace the routes of early explorers and describe the early explorations of the Americas.
4.5 Analyze the impact of exploration and settlement on the indigenous peoples and the environment, including military campaigns, Columbian Exchange, and European agricultural practices.
 
Not Potatoes!
Students will use their background knowledge of the importance of potatoes in Europe due to the Columbian Exchange. They will read an article in pairs and mark the most important ideas and unfamiliar words. We will discuss the article as a class and talk about the unknown words the students underlined. 
 
The students will complete a writing assignment that will be for a grade. We will share out the writing pieces. 

Due:

4.4 Trace the routes of early explorers and describe the early explorations of the Americas.
4.5 Analyze the impact of exploration and settlement on the indigenous peoples and the environment, including military campaigns, Columbian Exchange, and European agricultural practices.
 
Not Potatoes!
Students will use their background knowledge of the importance of potatoes in Europe due to the Columbian Exchange. They will read an article in pairs and mark the most important ideas and unfamiliar words. We will discuss the article as a class and talk about the unknown words the students underlined. 
 
The students will complete a writing assignment that will be for a grade. We will share out the writing pieces. 

Due:

Please come out and join us for our Tomahawk Trot!

Due:

4.4 Trace the routes of early explorers and describe the early explorations of the Americas.

4.5 Analyze the impact of exploration and settlement on the indigenous peoples and the environment, including military campaigns, Columbian Exchange, and European agricultural practices.


We will discuss the vocab words for the lesson and apply that knowledge to create sentences.
-abundant
-bluff
-immigrant
-mutiny
-pelt
-resistance
-rival
-surrender
 
 
 

Due:

4.4 Trace the routes of early explorers and describe the early explorations of the Americas.
 
4.5 Analyze the impact of exploration and settlement on the indigenous peoples and the environment, including military campaigns, Columbian Exchange, and European agricultural practices.
 
 
We will discuss the vocab words for the lesson and apply that knowledge to create sentences. 
-ally
-conquistador
-empire
-expedition
-interpreter
-missionary
-plantation
-venture
 
We will then read the Chapter 4 Lesson 2 section in our text book.
 
 
 

Due:

4.4 Trace the routes of early explorers and describe the early explorations of the Americas.
 
4.5 Analyze the impact of exploration and settlement on the indigenous peoples and the environment, including military campaigns, Columbian Exchange, and European agricultural practices.
 
Students will create a compass and we will talk about how the explorers used the tool to assist them with their navigations. 
 
We will discuss the vocab words for the lesson and apply that knowledge to create sentences. 
-circumnavigate
-colony
-convert
-devastating
-enslaved
-immunity
-merchant
-sponsor
 
We will then read the Chapter 4 Lesson 1 section in our text book.

Due:

4.4 Trace the routes of early explorers and describe the early explorations of the Americas.
 
We will complete 2 entries into our interactive notebook about 2 of the 7 most important explorers.
 
We will talk about Henry Hudson and Robert de la Salle. The class will talk about reasons the explorers travelled, who funded their journeys, what the results of the exploration were, and study the different routes that were taken.
 
There will be check questions at the end of every explorer's section to check for understanding.

Due:

4.4 Trace the routes of early explorers and describe the early explorations of the Americas.

We will complete 2 entries into our interactive notebook about 2 of the 7 most important explorers.

We will talk about Jacques Cartier and Hernando de Soto. The class will talk about reasons the explorers travelled, who funded their journeys, what the results of the exploration were, and study the different routes that were taken.

There will be check questions at the end of every explorer's section to check for understanding.

Due:

4.4 Trace the routes of early explorers and describe the early explorations of the Americas.
 
We will complete 3 entries into our interactive notebook about the first 3 of 7 most important explorers. 
 
We will talk about Christopher Columbus, Amerigo Vespucci, and Ferdinand Magellan. The class will talk about reasons the explorers travelled, who funded their journeys, what the results of the exploration were, and study the different routes that were taken. 
 
There will be check questions at the end of every explorer's section to check for understanding. 
 
 

Due:

4.4 Trace the routes of early explorers and describe the early explorations of the Americas.
 
 Who was Christopher Columbus and what was his role in early exploration?
 
Today we will be analyzing a photograph that shows Columbus meeting with the natives in the Bahamas. The students will first talk with their partner about the observations they make when viewing the photo. 
 
The students will be given a writing assignment that asks them to imagine that they have just stepped into the picture and describe the observations they make using their 5 senses. They will also explain how the natives must have felt when they saw Columbus and his crew arrive. We will share these with the class. 
 
We will wrap up class by looking at a journal entry written by Columbus that describes his feelings after being at sea for many days. The class will analyze the feelings and thoughts of Columbus and his crew. 
 
**They will have a homework assignment. If they did not finish in class.**

Due:

Progress reports were sent home today (Sept. 5). If your child has missing assignments in SkyWard or on their progress report, I sent home blank copies of the paper. They have until this Friday, September 7th to complete the work and get it turned in. We had a conversation in each class today about making sure that they are turning in their completed assignments when they are due because no one wants to receive a zero. Please let me know if you have any questions about their progress reports or missing assignments. 

Due:

4.4 Trace the routes of early explorers and describe the early explorations of the America.
 
Who was Christopher Columbus and what was his role in early exploration?
 
Today we will be reading one of our primary source books, "Christopher Columbus." As we read, we will stop and talk about the events that took place up to and including Columbus' famous voyage.
 
The students will then complete a Stop, Drop, and Write where they will reflect on the information from the book and share out 3 facts they will identify as important.
 
We will look at a map that shows Columbus' 4 most famous voyages and compare/contrast them.
 
As a wrap up activity, we will analyze a cartoon created due to Columbus' misguided voyage. 

Due:

This week we will be learning about the first people to have lived in Tennessee. We will spend Monday-Thursday talking about the 4 different groups of people and on Friday we will have a quiz over the information. 
 
Here is a link for the kids to explore to read more on our topic!
 

Due:

I have assigned the kids a social studies interest questionnaire. They need to complete both sides and have it turned in by Friday, August 10th.