Happy holidays!
Thank you for the thoughtful poems today that made fabulous connections to our studies! If you weren't able to share your poem, you will be "in the spotlight" the first day after break. Don't worry about getting "caught up" during break, just enjoy your time off. I would suggest, though, if you need to finish Ties that Bind or Red Glass, please do that over break.
See you in January!
Thursday, December 19, 2013
Thursday!
Poem + Hot Chocolate = An awesome LA class...remember everything you need for our poetry share tomorrow! Hot chocolate packet, poem, and how your poem relates to our novel (p. 1,4) or POM (p.2,5,6)
P. 1,4: Today we got the mobile lab going and started typing the conclusions to the argument paper. Students were reminded that they need to slow down and take their time because conclusions are the most difficult, but most important part of the paper.
P. 5: Students finished up group responses to "Annabelle Lee," and then began a 3D project related to Red Glass. They were assigned a symbol from the novel, and they are constructing the symbol as a 3D model. Then, they are writing the significance of the symbol from a character's perspective, written in the voice of that particular character. Let the creativity flow!
P. 2,6: Today students took their cultural response questions and rewrote them in a style that would be helpful for Socratic Seminar. That involved picking out the most important part of their responses which addressed the question and marking their evidence in Ties that Bind... it is sometimes difficult to know exactly what are the most important pieces to be presented in Socratic.
See you tomorrow!
Poem + Hot Chocolate = An awesome LA class...remember everything you need for our poetry share tomorrow! Hot chocolate packet, poem, and how your poem relates to our novel (p. 1,4) or POM (p.2,5,6)
P. 1,4: Today we got the mobile lab going and started typing the conclusions to the argument paper. Students were reminded that they need to slow down and take their time because conclusions are the most difficult, but most important part of the paper.
P. 5: Students finished up group responses to "Annabelle Lee," and then began a 3D project related to Red Glass. They were assigned a symbol from the novel, and they are constructing the symbol as a 3D model. Then, they are writing the significance of the symbol from a character's perspective, written in the voice of that particular character. Let the creativity flow!
P. 2,6: Today students took their cultural response questions and rewrote them in a style that would be helpful for Socratic Seminar. That involved picking out the most important part of their responses which addressed the question and marking their evidence in Ties that Bind... it is sometimes difficult to know exactly what are the most important pieces to be presented in Socratic.
See you tomorrow!
Wednesday, December 18, 2013
Winter -white Wednesday!
**Please remember our "Poets' Coffee Shop" on Friday! Bring a packet of hot chocolate and your poem :)
P. 1,4: Students worked on the conclusion of their argument paper today. I reminded them that this is the a critical part of the writing because it is the last words the reader will process about their argument. They have learned the terms ethos, logos, and pathos and used them in their writing.
H/W: Finish the prewrite for your conclusion. Take another look at your body paragraph and see if it needs fine-tuning. Do you have three reasons that are followed by evidence and explanation?
P. 2,5,6: Periods 2 and 6 (already done in p.5) shared the group results of their plot line points for "Tell- Tale Heart." A few different ideas about the climax of the story because there are so many suspenseful points! We then took a look at the softer side of Poe, in one of his poems, of course. We analyzed as a group and then tomorrow students will do an artistic rendering of the analysis.
H/W: Period 5 - Red Glass chpt 20
H/W: P. 2,6: Novel questions tomorrow.
See you later!
**Please remember our "Poets' Coffee Shop" on Friday! Bring a packet of hot chocolate and your poem :)
P. 1,4: Students worked on the conclusion of their argument paper today. I reminded them that this is the a critical part of the writing because it is the last words the reader will process about their argument. They have learned the terms ethos, logos, and pathos and used them in their writing.
H/W: Finish the prewrite for your conclusion. Take another look at your body paragraph and see if it needs fine-tuning. Do you have three reasons that are followed by evidence and explanation?
P. 2,5,6: Periods 2 and 6 (already done in p.5) shared the group results of their plot line points for "Tell- Tale Heart." A few different ideas about the climax of the story because there are so many suspenseful points! We then took a look at the softer side of Poe, in one of his poems, of course. We analyzed as a group and then tomorrow students will do an artistic rendering of the analysis.
H/W: Period 5 - Red Glass chpt 20
H/W: P. 2,6: Novel questions tomorrow.
See you later!
Tuesday, December 17, 2013
Happy Tuesday!
**Don't forget hot chocolate packet and poems for Friday!
I had hard-working students today! Thank you for your attention and focus.
P. 1,4: We went to the computer lab to type the body paragraph of the argument paper. Students need to consistently remember that "evidence" means a direct quote and citation (in parentheses). In this paragraph, each reason was followed by evidence and then an explanation. This was done three times, right?
H/W: Take a look at your body paragraph, and then get out your transition list and see where they can be inserted. This will keep your paper from sounding like a robot wrote it! Transitions connect ideas and help your writing flow.
P. 2,6: Today students created a plot line for "Tell Tale Heart" in groups on the big boards (until we ran out of them!) They will present these tomorrow. Then they went to the computer lab to work on their novel study "culture" questions, which are due Thurs. This will lead to a Socratic.
H/W: Novel questions Thurs.
P. 5 Today students created a plot line for "Tell Tale Heart" in groups on the big boards (until we ran out of them!) They will present these tomorrow. After that we had a quick write and discussion about the ways cultures perceive each other, using Red Glass as support.
H/W: Chpt 20 Red Glass
See you tomorrow!
**Don't forget hot chocolate packet and poems for Friday!
I had hard-working students today! Thank you for your attention and focus.
P. 1,4: We went to the computer lab to type the body paragraph of the argument paper. Students need to consistently remember that "evidence" means a direct quote and citation (in parentheses). In this paragraph, each reason was followed by evidence and then an explanation. This was done three times, right?
H/W: Take a look at your body paragraph, and then get out your transition list and see where they can be inserted. This will keep your paper from sounding like a robot wrote it! Transitions connect ideas and help your writing flow.
P. 2,6: Today students created a plot line for "Tell Tale Heart" in groups on the big boards (until we ran out of them!) They will present these tomorrow. Then they went to the computer lab to work on their novel study "culture" questions, which are due Thurs. This will lead to a Socratic.
H/W: Novel questions Thurs.
P. 5 Today students created a plot line for "Tell Tale Heart" in groups on the big boards (until we ran out of them!) They will present these tomorrow. After that we had a quick write and discussion about the ways cultures perceive each other, using Red Glass as support.
H/W: Chpt 20 Red Glass
See you tomorrow!
Monday, December 16, 2013
Hello!
This Friday students will be participating in an "Coffee Shop/Open Mike" activity in language arts. They will be sharing poetry related to recent classroom topics, and we will have hot chocolate. I have asked them to bring in their own packet of hot chocolate, and I will provide the hot water. If they don't like hot chocolate, they may bring juice, chocolate milk, water or tea. They will be in the spotlight!
P. 1,4: Today students continued with their Argument Paper, specifically the body paragraph. Please remember to check and make sure your evidence and explanation support your claim. We will go to the computer lab tomorrow to start typing.
H/W: Find a poem related to a topic from Rules or FTM. It can be from the internet or a book. Please print it out and bring it in! Some ideas would be poems about disabilities, siblings, family, friends...
P. 5: Students went to computer lab to research Poe's life and find connections to "Tell Tale Heart." We also reviewed the novel study questions to Ties that Bind which have students explore how the cultural changes in China are relevant to our society today.
H/W: Novel questions about culture (green paper) due Thurs. Please do on googledocs if possible.
P. 2, 6 We reviewed Poe's life story to Tell Tale Heart to figure out his purpose in writing the short suspense! In groups students worked together to determine the specific word choice and symbols used to create the feeling they give the reader. This was shared large group.
P. 2: H/W: Novel questions about culture (green paper) due Thurs. Please do on googledocs if possible.
This Friday students will be participating in an "Coffee Shop/Open Mike" activity in language arts. They will be sharing poetry related to recent classroom topics, and we will have hot chocolate. I have asked them to bring in their own packet of hot chocolate, and I will provide the hot water. If they don't like hot chocolate, they may bring juice, chocolate milk, water or tea. They will be in the spotlight!
P. 1,4: Today students continued with their Argument Paper, specifically the body paragraph. Please remember to check and make sure your evidence and explanation support your claim. We will go to the computer lab tomorrow to start typing.
H/W: Find a poem related to a topic from Rules or FTM. It can be from the internet or a book. Please print it out and bring it in! Some ideas would be poems about disabilities, siblings, family, friends...
P. 5: Students went to computer lab to research Poe's life and find connections to "Tell Tale Heart." We also reviewed the novel study questions to Ties that Bind which have students explore how the cultural changes in China are relevant to our society today.
H/W: Novel questions about culture (green paper) due Thurs. Please do on googledocs if possible.
P. 2, 6 We reviewed Poe's life story to Tell Tale Heart to figure out his purpose in writing the short suspense! In groups students worked together to determine the specific word choice and symbols used to create the feeling they give the reader. This was shared large group.
P. 2: H/W: Novel questions about culture (green paper) due Thurs. Please do on googledocs if possible.
P. 5: Red Glass chpts. 18,19
See you tomorrow!
Friday, December 13, 2013
TGIF!
P. 1,4: Please read the introductory paragraph of your argument paper on googledocs and see if there is anything you need to fix. Have someone read it aloud to you. Check spelling and sentence structure. If you need to fix your T-chart for the second paragraph, please have that ready for Monday.
P. 2,5,6: POE! Love him! Sweet dreams everyone...the eye... :) Ties that Bind due Monday!
See you next week!
P. 1,4: Please read the introductory paragraph of your argument paper on googledocs and see if there is anything you need to fix. Have someone read it aloud to you. Check spelling and sentence structure. If you need to fix your T-chart for the second paragraph, please have that ready for Monday.
P. 2,5,6: POE! Love him! Sweet dreams everyone...the eye... :) Ties that Bind due Monday!
See you next week!
Thursday, December 12, 2013
Short day Thursday!
Remember the dance tomorrow! Fun, fun!
P. 1,4: Students started their argument papers today in the computer lab after reading two nonfiction articles for support.
H/W: Tonight you are to fill out your t-chart with your claim, reason, and evidence. Above your t-chart state your claim (we did this in class), then on the left write 3 reasons why you believe or do not believe intellectually disabled students should be placed in traditional classrooms. On the right of the chart, write evidence for each reason. Two pieces of evidence have to be from the articles, and one has to be from your novel.
P. 2,5,6 : We finished up determining theme and vocab. connections with "Through the Tunnel." I loved our symbol discussion! If you need to finish reading about Poe's life, here is the link:http://www.poemuseum.org/life.php
H/W: P. 5: chpts. 17 and 18 for Monday - Red Glass
See you tomorrow!
Remember the dance tomorrow! Fun, fun!
P. 1,4: Students started their argument papers today in the computer lab after reading two nonfiction articles for support.
H/W: Tonight you are to fill out your t-chart with your claim, reason, and evidence. Above your t-chart state your claim (we did this in class), then on the left write 3 reasons why you believe or do not believe intellectually disabled students should be placed in traditional classrooms. On the right of the chart, write evidence for each reason. Two pieces of evidence have to be from the articles, and one has to be from your novel.
P. 2,5,6 : We finished up determining theme and vocab. connections with "Through the Tunnel." I loved our symbol discussion! If you need to finish reading about Poe's life, here is the link:http://www.poemuseum.org/life.php
H/W: P. 5: chpts. 17 and 18 for Monday - Red Glass
See you tomorrow!
Wednesday, December 11, 2013
Wintry Wednesday!
P. 1,4: Today we officially started gathering information for our big argument paper! Students read an article about the pros and cons of mainstreaming intellectually disable students. They filled out a guided reading organizer to help them glean important main ideas and details to use in their paper. Some also presented their opinion on the topic, and I appreciated the respectful tone of the class. I know this may be a sensitive subject, but our essential focus is what the best learning environment is for the student. They will make a claim and use evidence from two articles and Rules.
H/W: Finish your guided reading sheet, and read the second article handed out today.
P. 5: Students continued with the topic of immigration and learning the pros and cons through a nonfiction article. They are realizing that there was so much more at stake for the characters in Red Glass. We discussed naturalization and took a look at the test for citizenship...wow, quite difficult! Students then wrote a response to the question: Once immigrants have citizenship, do you think it is good for them to become "Americanized" or retain their cultural identity?
H/W: Red Glass through chpt 16 for tomorrow
P. 2,6: We continued with "Through the Tunnel" and decided on vocab words through Keep It, Cloud It, Junk It. Students are preparing for a modified Socratic to discuss theme and symbols in the story, and also the possible biases of the author. We also took time to share students' stories of overcoming fears.
H/W: Ties that Bind for Monday
Thanks for a great teaching day! You're the best...
P. 1,4: Today we officially started gathering information for our big argument paper! Students read an article about the pros and cons of mainstreaming intellectually disable students. They filled out a guided reading organizer to help them glean important main ideas and details to use in their paper. Some also presented their opinion on the topic, and I appreciated the respectful tone of the class. I know this may be a sensitive subject, but our essential focus is what the best learning environment is for the student. They will make a claim and use evidence from two articles and Rules.
H/W: Finish your guided reading sheet, and read the second article handed out today.
P. 5: Students continued with the topic of immigration and learning the pros and cons through a nonfiction article. They are realizing that there was so much more at stake for the characters in Red Glass. We discussed naturalization and took a look at the test for citizenship...wow, quite difficult! Students then wrote a response to the question: Once immigrants have citizenship, do you think it is good for them to become "Americanized" or retain their cultural identity?
H/W: Red Glass through chpt 16 for tomorrow
P. 2,6: We continued with "Through the Tunnel" and decided on vocab words through Keep It, Cloud It, Junk It. Students are preparing for a modified Socratic to discuss theme and symbols in the story, and also the possible biases of the author. We also took time to share students' stories of overcoming fears.
H/W: Ties that Bind for Monday
Thanks for a great teaching day! You're the best...
Tuesday, December 10, 2013
Hello!
P. 1,4: Students reviewed their Socratic responses and were given the opportunity to respond if they didn't have a chance to say everything they wanted yesterday. They took their Keep it, Cloud it, Junk it vocab words and recorded them on a chart for test reference. In keeping with the themes of our novels, I asked student what we are calling our "Essential Question": Do you think students with special needs should be "mainstreamed" in our public school classrooms? This is a relevant topic that still stumps many educators and continues to be controversial. Students will be gathering information from their book and researching articles about the pros and cons of this topic.
H/W: Either using bullets or a t-chart, come up with 5 reasons that support your answer to the Essential Question. Finish your novels!
P. 2,5,6: Today we either started or continued with "Through the Tunnel" and our topic of overcoming fears (using power of the mind?). We continue to try and link the story with the author, Doris Lessing, as we discuss her purpose in writing the story. In p. 5, we started to take a look at Immigration through nonfiction
to relate to the gut-wrenching decisions the immigrant characters face in Red Glass.
H/W: P. 5: Red Glass - chpt 16 for Thurs.
P. 2,6: Ties that Bind for Monday
Have a good night!
P. 1,4: Students reviewed their Socratic responses and were given the opportunity to respond if they didn't have a chance to say everything they wanted yesterday. They took their Keep it, Cloud it, Junk it vocab words and recorded them on a chart for test reference. In keeping with the themes of our novels, I asked student what we are calling our "Essential Question": Do you think students with special needs should be "mainstreamed" in our public school classrooms? This is a relevant topic that still stumps many educators and continues to be controversial. Students will be gathering information from their book and researching articles about the pros and cons of this topic.
H/W: Either using bullets or a t-chart, come up with 5 reasons that support your answer to the Essential Question. Finish your novels!
P. 2,5,6: Today we either started or continued with "Through the Tunnel" and our topic of overcoming fears (using power of the mind?). We continue to try and link the story with the author, Doris Lessing, as we discuss her purpose in writing the story. In p. 5, we started to take a look at Immigration through nonfiction
to relate to the gut-wrenching decisions the immigrant characters face in Red Glass.
H/W: P. 5: Red Glass - chpt 16 for Thurs.
P. 2,6: Ties that Bind for Monday
Have a good night!
Monday, December 9, 2013
Snowy Monday!
Don't forget the holiday dance on Friday!
P. 1,4: Today was the Socratic Seminar, and I think we are off to a great start! It's not always easy to share and discuss with out a leader (or a teacher), and students were well prepared and interactive. The best part was when students changed their minds because of what something another student said, and then there was discussion. Good job to all! Talk Trackers and Idea Trackers, you had a tough job, and you were fabulous! I am thinking every day should be a Socratic... :)
H/W: Rules: chpts. 18, 19
FTM: chpts. 18,19,20
P. 5: We continued with Doris Lessing's "Through the Tunnel" which is a short story about overcoming fears. Since she is a South African author who was banished from her country for anti-apartheid beliefs, it ties in well with our discussions about Mandela. Discussion questions were done in a Socratic-type format which will lead students to arriving at a theme.
H/W: Red Glass chpts. 13, 14
P. 2,6: It was all about WordMasters today! Students took the test for WordMasters 1. Taking and grading the test took most of the class.Grades will be curved.
H/W: Ties that Bind... reading due next Monday.
See you tomorrow!
Don't forget the holiday dance on Friday!
P. 1,4: Today was the Socratic Seminar, and I think we are off to a great start! It's not always easy to share and discuss with out a leader (or a teacher), and students were well prepared and interactive. The best part was when students changed their minds because of what something another student said, and then there was discussion. Good job to all! Talk Trackers and Idea Trackers, you had a tough job, and you were fabulous! I am thinking every day should be a Socratic... :)
H/W: Rules: chpts. 18, 19
FTM: chpts. 18,19,20
P. 5: We continued with Doris Lessing's "Through the Tunnel" which is a short story about overcoming fears. Since she is a South African author who was banished from her country for anti-apartheid beliefs, it ties in well with our discussions about Mandela. Discussion questions were done in a Socratic-type format which will lead students to arriving at a theme.
H/W: Red Glass chpts. 13, 14
P. 2,6: It was all about WordMasters today! Students took the test for WordMasters 1. Taking and grading the test took most of the class.Grades will be curved.
H/W: Ties that Bind... reading due next Monday.
See you tomorrow!
Friday, December 6, 2013
TGIF!
Date to remember: Holiday Dance for 6th and 7th grades next Friday 4:00-5:30. Put on your dancing shoes!
P.1,4: Today we spent class preparing for Socratic Seminar on Monday. There are two essential questions, and you are to make a judgment on these and support it with evidence/details from their novels. Remember, for question #1 you are not writing a character's name...you are answering in terms of our society. So, your answer should be something such as siblings, parents, therapist, school, community. Then you support that response with evidence and details from the book.
H/W Socratic Seminar Monday. Your admission ticket is your completed yellow sheet!
P. 2,6: We had a brief discussion in remembrance of Nelson Mandela and watched an interview with Colin Powell expressing what he believes are Mandela's legacies. Students then worked in groups on Wordmaster activities/skits to prepare for the test Monday.
H/W: Monday... the big WM test!
Ties that Bind, Ties that Break due Dec. 16
P. 5: We had a brief discussion in remembrance of Nelson Mandela and watched an interview with Colin Powell expressing what he believes are Mandela's legacies. After that we began a story by South African author Doris Lessing, "Through the Tunnel" that connects with the inner power struggle of trying to fit in. Students chose their own content-specific vocab. for a "Keep It, Cloud It, Junk It" activity.
H/W: chpt. 12 Red Glass
Enjoy the weekend!
Date to remember: Holiday Dance for 6th and 7th grades next Friday 4:00-5:30. Put on your dancing shoes!
Thanks to so many of my students who emailed me last night expressing their feelings about Mandela's legacy. As a matter of fact, I heard the news first from a student while I was still at school! Your thoughts touched my heart. How exciting to be able to share sentiments about such a relevant topic in our news today. DMS has the best kids in the world.
H/W Socratic Seminar Monday. Your admission ticket is your completed yellow sheet!
P. 2,6: We had a brief discussion in remembrance of Nelson Mandela and watched an interview with Colin Powell expressing what he believes are Mandela's legacies. Students then worked in groups on Wordmaster activities/skits to prepare for the test Monday.
H/W: Monday... the big WM test!
Ties that Bind, Ties that Break due Dec. 16
P. 5: We had a brief discussion in remembrance of Nelson Mandela and watched an interview with Colin Powell expressing what he believes are Mandela's legacies. After that we began a story by South African author Doris Lessing, "Through the Tunnel" that connects with the inner power struggle of trying to fit in. Students chose their own content-specific vocab. for a "Keep It, Cloud It, Junk It" activity.
H/W: chpt. 12 Red Glass
Enjoy the weekend!
Thursday, December 5, 2013
Get ready for the cold blast!
P. 1,4: We had some great vocab. connections for our novels today! Your choices of content- specific vocab is becoming very meaningful. Students continued with their discussion of conflict moving plot and shared in groups. I also introduced Socratic Seminar, and they will be participating in this on Monday. We watched a short video on the format, and students will work on their material for it tomorrow. They are so ready for this!
H/W: Get caught up on your reading, through chpt. 17, for both novels.
P. 2,6: Today students went to the computer lab to search for poems related to POTM. They will need to choose a poem they can connect with a POTM generalization and with literature we have read. We finished Talking Points (good insights here) and started our new novel Ties that Bind, Ties that Break.
H/W: Wordmasters test Monday. Finish novel by Dec. 16
P. 5: Today students went to the computer lab to search for poems related to POTM. They will need to choose a poem they can connect with a POTM generalization and with literature we have read. We also took an in depth look at the author of our current novel, Red Glass, and discussed responses to questions about author's purpose. Students also shared the theme they chose in groups for "Monsters on Maple St." and Emily Dickinson's "Poem 435."
H/W: Chpt 11 Red Glass
Have a wonderful evening!
P. 1,4: We had some great vocab. connections for our novels today! Your choices of content- specific vocab is becoming very meaningful. Students continued with their discussion of conflict moving plot and shared in groups. I also introduced Socratic Seminar, and they will be participating in this on Monday. We watched a short video on the format, and students will work on their material for it tomorrow. They are so ready for this!
H/W: Get caught up on your reading, through chpt. 17, for both novels.
P. 2,6: Today students went to the computer lab to search for poems related to POTM. They will need to choose a poem they can connect with a POTM generalization and with literature we have read. We finished Talking Points (good insights here) and started our new novel Ties that Bind, Ties that Break.
H/W: Wordmasters test Monday. Finish novel by Dec. 16
P. 5: Today students went to the computer lab to search for poems related to POTM. They will need to choose a poem they can connect with a POTM generalization and with literature we have read. We also took an in depth look at the author of our current novel, Red Glass, and discussed responses to questions about author's purpose. Students also shared the theme they chose in groups for "Monsters on Maple St." and Emily Dickinson's "Poem 435."
H/W: Chpt 11 Red Glass
Have a wonderful evening!
Wednesday, December 4, 2013
Greetings!
*** Remember to donate gently used books to the IMC for underprivileged children/readers!
*** This Friday you can wear Christmas socks and bring $1.00 to donate to the oncology unit at Riley.
Today all classes took the Predictive B language arts acuity. If you were absent there will be a make-up day.
H/W: P.1,4 - Read Rules chpts. 16,17 or FTM chpts. 16, 17. Add another conflict from tonight's reading to your green conflict sheet.
H/W: P. 2,6 - Wordmaster test Monday
H/W: P. 5 - Red Glass chpt. 11 . Author responses due tomorrow.
Have a great evening!
*** Remember to donate gently used books to the IMC for underprivileged children/readers!
*** This Friday you can wear Christmas socks and bring $1.00 to donate to the oncology unit at Riley.
Today all classes took the Predictive B language arts acuity. If you were absent there will be a make-up day.
H/W: P.1,4 - Read Rules chpts. 16,17 or FTM chpts. 16, 17. Add another conflict from tonight's reading to your green conflict sheet.
H/W: P. 2,6 - Wordmaster test Monday
H/W: P. 5 - Red Glass chpt. 11 . Author responses due tomorrow.
Have a great evening!
Tuesday, December 3, 2013
Hello!
Please remember that new or gently used books can be dropped off in the IMC for the "Bundle of Books" collection. Thank you!
Tomorrow all classes will take the Predictive B acuity assessment.
P. 1,4: Class started today with a reading of Frog and Toad: The Missing Button so we can determine why David in Rules has such strong connections with the story and characters. After reviewing Perf Task #2 question, we moved on to exploring conflict and how it moves the plot in out novels. Students learned six types of conflict in literature.
H/W: Rules: read chpts. 14, 15
FTM: read chpt. 15
Both novels: Chart the conflict in tonight's reading on your green paper. Fill out all sections for that one conflict.
P. 2,6: We reviewed Perf Task #2 response. After that, students responded to discussion question from "The Monsters are Due on Maple Street" and "Poem 435." This was done in Talking Points format so many opinions could be shared. Students also experienced taking a student-generated quiz and took the analogy quiz they created for their partners...you are tough teachers! :)
H/W: Analogy Practice B due tomorrow. Wordmaster test Monday.
P. 5: We reviewed Perf Task #2 response. Students then explored the common theme of "The Monsters are Due on Maple Street" and "Poem 435" and wrote about their theme choice by supporting it with evidence. They also spent some time reviewing analogies.
H/W: Chpt 10 of Red Glass. Author responses for Red Glass due Thurs. (see blog Dec. 2).
Thank you for a great day!
Please remember that new or gently used books can be dropped off in the IMC for the "Bundle of Books" collection. Thank you!
Tomorrow all classes will take the Predictive B acuity assessment.
P. 1,4: Class started today with a reading of Frog and Toad: The Missing Button so we can determine why David in Rules has such strong connections with the story and characters. After reviewing Perf Task #2 question, we moved on to exploring conflict and how it moves the plot in out novels. Students learned six types of conflict in literature.
H/W: Rules: read chpts. 14, 15
FTM: read chpt. 15
Both novels: Chart the conflict in tonight's reading on your green paper. Fill out all sections for that one conflict.
P. 2,6: We reviewed Perf Task #2 response. After that, students responded to discussion question from "The Monsters are Due on Maple Street" and "Poem 435." This was done in Talking Points format so many opinions could be shared. Students also experienced taking a student-generated quiz and took the analogy quiz they created for their partners...you are tough teachers! :)
H/W: Analogy Practice B due tomorrow. Wordmaster test Monday.
P. 5: We reviewed Perf Task #2 response. Students then explored the common theme of "The Monsters are Due on Maple Street" and "Poem 435" and wrote about their theme choice by supporting it with evidence. They also spent some time reviewing analogies.
H/W: Chpt 10 of Red Glass. Author responses for Red Glass due Thurs. (see blog Dec. 2).
Thank you for a great day!
Monday, December 2, 2013
Welcome back!
I hope everyone had a wonderful break with family and friends! A little time off is good for the spirit. :)
P. 1,4: We will be reviewing one Performance Task question per day, so today we reviewed question 1. Students noticed they needed to add topic and concluding sentences to their answers, and some also noticed they need an explanation after presenting evidence. This was worthwhile practice! I introduced analogies ( a needed acuity skill) and we practiced with online examples. We barely got started on discussing and analyzing the "conflicts" that drive the plots in the novels.
H/W: FTM - chpts 12-14
Rules - chpts. 12, 13
P. 2,6: We will be reviewing one Performance Task question per day, so today we reviewed question 1. Students noticed they needed to add topic and concluding sentences to their answers. We reviewed analogy practice sheet E and also discussed analogy types.
H/W: Write 12 analogies using 12 of your Wordmaster words; your partner should do the the remainder. Make sure you bring an answer sheet! Wordmaster test next Monday, Dec. 9.
P. 5: I introduced analogies and analogy types today as this was a low skill on acuity. Students also spoke in "Talking Point" format about the parallels between "The Monsters are due on Maple Street" and "Poem 435."
H/W: 1)Read next chpt of Red Glass chpt 9
2)Read about Laura Reseau and answer the following questions. Here is the link. http://www.lauraresau.com/
This is due on Thurs.. Use lined paper or type, please
1. What experiences make Resau so knowledgeable about different cultures?
2. Which cultures has she studied?
3. Look over the different novels she has written. What is a common thread you notice among the novels?
What insight does this give you about the author?
4. List three characteristics/qualities about the author that you see reflected in her writing.
I hope everyone had a wonderful break with family and friends! A little time off is good for the spirit. :)
P. 1,4: We will be reviewing one Performance Task question per day, so today we reviewed question 1. Students noticed they needed to add topic and concluding sentences to their answers, and some also noticed they need an explanation after presenting evidence. This was worthwhile practice! I introduced analogies ( a needed acuity skill) and we practiced with online examples. We barely got started on discussing and analyzing the "conflicts" that drive the plots in the novels.
H/W: FTM - chpts 12-14
Rules - chpts. 12, 13
P. 2,6: We will be reviewing one Performance Task question per day, so today we reviewed question 1. Students noticed they needed to add topic and concluding sentences to their answers. We reviewed analogy practice sheet E and also discussed analogy types.
H/W: Write 12 analogies using 12 of your Wordmaster words; your partner should do the the remainder. Make sure you bring an answer sheet! Wordmaster test next Monday, Dec. 9.
P. 5: I introduced analogies and analogy types today as this was a low skill on acuity. Students also spoke in "Talking Point" format about the parallels between "The Monsters are due on Maple Street" and "Poem 435."
H/W: 1)Read next chpt of Red Glass chpt 9
2)Read about Laura Reseau and answer the following questions. Here is the link. http://www.lauraresau.com/
This is due on Thurs.. Use lined paper or type, please
1. What experiences make Resau so knowledgeable about different cultures?
2. Which cultures has she studied?
3. Look over the different novels she has written. What is a common thread you notice among the novels?
What insight does this give you about the author?
4. List three characteristics/qualities about the author that you see reflected in her writing.
Wednesday, November 27, 2013
Happy Thanksgiving!
Ms. Burnette spoke to all classes today about "Overdrive," our new program for reading ebooks at no cost to the student. All students have information for signing up to use it. You can access Overdrive thorugh the PHM website or got to http://penn.lib.overdrive.com. This is an amazing opportunity for students to have the easiest possible access to books! We are so fortunate to be able to use the same program as our public libraries.
P. 1,4: Students reviewed author's purpose for their novel by finding evidence in the author's biography to support their purpose. This was a partner activity that was challenging! Nonfiction textual evidence continues to be a focus that takes practice to master, and we keep practicing! I am starting to see great progress.
P. 2,5,6: We read a Rod Serling teleplay "The Monsters are Due on Maple Street" to connect with the Emily Dickinson poem about "the majority." Thank you, voice actors! We will continue to compare these genres after break.
No homework for any classes...enjoy your time with family and friends :)
Tuesday, November 26, 2013
Happy Tuesday!
P. 1,4: Today we finished the performance task, and then read about the authors of our novels. We did this to determine author's purpose for writing their novels and to find evidence of that purpose. Students worked in pairs. We have found that most of the time authors have a personal connection to their topic.
H/W: Read and annotate chpt 10, 11 for both novels.
P. 2,5,6: Finished performance tasks, and then we reviewed the answers for the Wordmaster analogy practice (periods 2,6). After that, we analyzed a poem by Emily Dickinson related to a very different kind of Power of the Mind - "mob mentality." Tomorrow students will group read a play by Rod Serling on the same topic. If you are going to be absent, please read the play at this link: http://www.jefftwp.org/middleschool/CoreTeams/LA/Required_reading/MDMS.pdf
H/W: P. 5 - Red Glass chpt. 8
P. 2,6: analogy sheet E due tomorrow (all of front and back)
See you tomorrow!
P. 1,4: Today we finished the performance task, and then read about the authors of our novels. We did this to determine author's purpose for writing their novels and to find evidence of that purpose. Students worked in pairs. We have found that most of the time authors have a personal connection to their topic.
H/W: Read and annotate chpt 10, 11 for both novels.
P. 2,5,6: Finished performance tasks, and then we reviewed the answers for the Wordmaster analogy practice (periods 2,6). After that, we analyzed a poem by Emily Dickinson related to a very different kind of Power of the Mind - "mob mentality." Tomorrow students will group read a play by Rod Serling on the same topic. If you are going to be absent, please read the play at this link: http://www.jefftwp.org/middleschool/CoreTeams/LA/Required_reading/MDMS.pdf
H/W: P. 5 - Red Glass chpt. 8
P. 2,6: analogy sheet E due tomorrow (all of front and back)
See you tomorrow!
Friday, November 22, 2013
TGIF!
P. 1,4: Today all students finished their Author's Purpose paragraph using claim, evidence, and explanation. This was based upon the author's purpose for the nonfiction article "Asperger's Disorder" in relation to our novel. It took some digging, but we got there!
No h/w
P. 2,5,6: We had another day in the computer lab to work on the Claim/Evidence based writing for "Invictus." This is ambitious writing, but I am so pleased with the work students have produced. Papers will be regraded by students highlighting which part of the paper they want me to regrade. You're getting there, kids!
H/W: p. 2,6: Analogy practice (all of both sides) due Tues. All revised papers due Monday - either on Goggledocs or you may hand it in.
Enjoy your weekend!
P. 1,4: Today all students finished their Author's Purpose paragraph using claim, evidence, and explanation. This was based upon the author's purpose for the nonfiction article "Asperger's Disorder" in relation to our novel. It took some digging, but we got there!
No h/w
P. 2,5,6: We had another day in the computer lab to work on the Claim/Evidence based writing for "Invictus." This is ambitious writing, but I am so pleased with the work students have produced. Papers will be regraded by students highlighting which part of the paper they want me to regrade. You're getting there, kids!
H/W: p. 2,6: Analogy practice (all of both sides) due Tues. All revised papers due Monday - either on Goggledocs or you may hand it in.
Enjoy your weekend!
Thursday, November 21, 2013
Hi there!
P. 1,4: We went to the computer lab today to start working on Acuity skills that need to be strengthened. Students started a log to keep track of their assignments and scores. This will eventually be part of their homework, but I wanted to make sure everyone was familiar with how it works.
H/W: Rules - read chpts 6 and 7. Remember to annotate and write main idea
Freak the Mighty - chpts 5 and 6
P. 2, 5, 6: Students continued with their writing piece: Claim writing supported by evidence and explanation. The writing is based upon watching the "Invictus" movie clip and analyzing the poem. This type of writing is a big challenge for 6th graders, and it is a work in progress. :) We went to the computer lab so that all students could type on Googledocs. I will meet with anyone who needs help during lunch tomorrow; bring your lunch to save time.
H/W: Analogy practice sheet due Tues. Work on your writing!
See you tomorrow!
P. 1,4: We went to the computer lab today to start working on Acuity skills that need to be strengthened. Students started a log to keep track of their assignments and scores. This will eventually be part of their homework, but I wanted to make sure everyone was familiar with how it works.
H/W: Rules - read chpts 6 and 7. Remember to annotate and write main idea
Freak the Mighty - chpts 5 and 6
P. 2, 5, 6: Students continued with their writing piece: Claim writing supported by evidence and explanation. The writing is based upon watching the "Invictus" movie clip and analyzing the poem. This type of writing is a big challenge for 6th graders, and it is a work in progress. :) We went to the computer lab so that all students could type on Googledocs. I will meet with anyone who needs help during lunch tomorrow; bring your lunch to save time.
H/W: Analogy practice sheet due Tues. Work on your writing!
See you tomorrow!
Wednesday, November 20, 2013
Hello!
P. 1, 4: Today we read another nonfiction article to go with our rules novel study about a family struggling to keep things "normal" when they have a child with autism. Yesterday students annotated an article about autism, and today they annotated an article about Asperger's Syndrome. Now they have a great deal of background knowledge to apply to the novel!
H/W: Rules and Freak the Mighty - read and annotate chpts. 3, 4. Write main ideas.
P. 2,5,6: The focus after the Wordmaster quiz today was writing. Students are to work on the revisions for their "Invictus" papers and include more details related to Power of the Mind. Please work on taking out the parts of your paper that specifically need revisions first, and I will check those. Don't rewrite your whole paper...it doesn't work that way. This takes time, but it is well worth it!
H/W: P. 5 Red Glass chpts. 2,3
Have a good evening!
P. 1, 4: Today we read another nonfiction article to go with our rules novel study about a family struggling to keep things "normal" when they have a child with autism. Yesterday students annotated an article about autism, and today they annotated an article about Asperger's Syndrome. Now they have a great deal of background knowledge to apply to the novel!
H/W: Rules and Freak the Mighty - read and annotate chpts. 3, 4. Write main ideas.
P. 2,5,6: The focus after the Wordmaster quiz today was writing. Students are to work on the revisions for their "Invictus" papers and include more details related to Power of the Mind. Please work on taking out the parts of your paper that specifically need revisions first, and I will check those. Don't rewrite your whole paper...it doesn't work that way. This takes time, but it is well worth it!
H/W: P. 5 Red Glass chpts. 2,3
Have a good evening!
Tuesday, November 19, 2013
Short on time today...just homework will be posted:
P. 1,4: In Rules read chpt 2 and 3. Text code, annotate and write main idea at end of each chapter.
Freak the Mighty: you decided on your reading assignment. Do the same text coding and main idea
P. 5: Begin Red Glass.
P. 2,6: Wordmaster quiz tomorrow - words 12-25
See you tomorrow!
P. 1,4: In Rules read chpt 2 and 3. Text code, annotate and write main idea at end of each chapter.
Freak the Mighty: you decided on your reading assignment. Do the same text coding and main idea
P. 5: Begin Red Glass.
P. 2,6: Wordmaster quiz tomorrow - words 12-25
See you tomorrow!
Monday, November 18, 2013
We made it through Monday!
P. 1,4: We revisited "theme" and connected it to The Mailbox by providing evidence to support the chosen theme. Our novel study has officially begun, and today students taped annotation symbols in their novels to use as they read. We began annotating chpt. 1 together.
H/W: Read and annotate chpt 1 of Rules and chpts. 1 and 2 of Freak the Mighty. At the end of each chapter, please write the main idea including who, what, when, where, why.
P. 2,5,6: All students wrote and shared what they though was the theme of the Shadow Dancing video, and they also used evidence from the video for support. We analyzed the poem "If" by Rudyard Kipling and shared guiding question responses in an informal Socratic setting. Did you figure out which ones are displayed at the Wimbledon entrance?
H/W: P 2,5 - Wordmasters quiz on words 12-25
Enjoy your evening!
P. 1,4: We revisited "theme" and connected it to The Mailbox by providing evidence to support the chosen theme. Our novel study has officially begun, and today students taped annotation symbols in their novels to use as they read. We began annotating chpt. 1 together.
H/W: Read and annotate chpt 1 of Rules and chpts. 1 and 2 of Freak the Mighty. At the end of each chapter, please write the main idea including who, what, when, where, why.
P. 2,5,6: All students wrote and shared what they though was the theme of the Shadow Dancing video, and they also used evidence from the video for support. We analyzed the poem "If" by Rudyard Kipling and shared guiding question responses in an informal Socratic setting. Did you figure out which ones are displayed at the Wimbledon entrance?
H/W: P 2,5 - Wordmasters quiz on words 12-25
Enjoy your evening!
Friday, November 15, 2013
TGIF!!
Thank you for your Food Drive contributions!
P. 1,4: After Friday Read, a quiz on homophones and commonly misspelled words was given. It looks like the students have really learned by slowing down and paying attention to their word choices when writing! After that, we explored "Theme" by viewing a Power Point presentation and discussing the 12 common themes in literature. I showed a beautiful, poignant shadow dance video (thank you, Ali Moore!) related to our Veterans unit, and we discussed possible themes of the video. You can't watch it just once...here is the link: http://www.youtube.com/watch?v=H8s97NiC2Ys.
P. 2,5,6: Today I introduced theme with a Power Point presentation, and then students shared in pairs what they thought were the strongest themes in RC. This was taken from a list of the most common themes in literature. We continued investigating theme by watching a "Shadow Dance" from X Factor. Students supported the theme by identifying details from the dance. We concluded that theme is in art forms and music as well as literature. Here is a link to the poignant video: http://www.youtube.com/watch?v=H8s97NiC2Ys
P. 6: Thank you for the fun, yummy pizza party you earned from your box top donations!
H/W: Wordmasters quiz on 12-25 next Wed.
Enjoy your weekend! Send positive thoughts to my Spell Bowl team going to state!
Thank you for your Food Drive contributions!
P. 1,4: After Friday Read, a quiz on homophones and commonly misspelled words was given. It looks like the students have really learned by slowing down and paying attention to their word choices when writing! After that, we explored "Theme" by viewing a Power Point presentation and discussing the 12 common themes in literature. I showed a beautiful, poignant shadow dance video (thank you, Ali Moore!) related to our Veterans unit, and we discussed possible themes of the video. You can't watch it just once...here is the link: http://www.youtube.com/watch?v=H8s97NiC2Ys.
P. 2,5,6: Today I introduced theme with a Power Point presentation, and then students shared in pairs what they thought were the strongest themes in RC. This was taken from a list of the most common themes in literature. We continued investigating theme by watching a "Shadow Dance" from X Factor. Students supported the theme by identifying details from the dance. We concluded that theme is in art forms and music as well as literature. Here is a link to the poignant video: http://www.youtube.com/watch?v=H8s97NiC2Ys
P. 6: Thank you for the fun, yummy pizza party you earned from your box top donations!
H/W: Wordmasters quiz on 12-25 next Wed.
Enjoy your weekend! Send positive thoughts to my Spell Bowl team going to state!
Thursday, November 14, 2013
Hello!
Let's make the final day for the Canned Food Drive count!
P. 1,4: Students were busy writing the final draft for the summary paper using main ideas and transitions. What an improvement from where they started! They are realizing how misspellings can affect the content of their writing. They also practiced homophones and easily-confused words. New novels were distributed today! We will have two novel studies being run at the same time (for differentiation), but the same skills will be taught for both.
H/W: Quiz tomorrow on their, there, they're and lose, loss, loose
P. 2,5,6: "Isolation" Problem-Based Learning presentations were done today! Excellent! The focus was on presenting the steps involved in working towards the solution, which is a difficult concept for 6th grade.("Really? We just can't do a fun skit"?) It was exciting to see them working hard and attaining goals in such a short preparation time period.
H/W: Write a reflection on your group work: 1) What did you learn about trying to solve a problem with a group of your peers? 2) Was there equal participation with everyone in your group? Yes, I want you to mention specific names.
Thank you another great day at DMS!
Let's make the final day for the Canned Food Drive count!
P. 1,4: Students were busy writing the final draft for the summary paper using main ideas and transitions. What an improvement from where they started! They are realizing how misspellings can affect the content of their writing. They also practiced homophones and easily-confused words. New novels were distributed today! We will have two novel studies being run at the same time (for differentiation), but the same skills will be taught for both.
H/W: Quiz tomorrow on their, there, they're and lose, loss, loose
P. 2,5,6: "Isolation" Problem-Based Learning presentations were done today! Excellent! The focus was on presenting the steps involved in working towards the solution, which is a difficult concept for 6th grade.("Really? We just can't do a fun skit"?) It was exciting to see them working hard and attaining goals in such a short preparation time period.
H/W: Write a reflection on your group work: 1) What did you learn about trying to solve a problem with a group of your peers? 2) Was there equal participation with everyone in your group? Yes, I want you to mention specific names.
Thank you another great day at DMS!
Wednesday, November 13, 2013
Greetings!
Two more days to collect for the Canned Food Drive! Please show your support!
P. 1,4: We continued today with practice deciphering homophones. Then we continued taking the main ideas of a non-fiction article and writing them as summary with transition words. The skill is starting to click, and students are making progress. I must emphasize again the importance of having someone read your writing aloud to you; it always sounds different than what you think. Maybe it will even sound better!
H/W: Quiz Friday on "there, their, they're" and " loss, lose, loose."
P. 2,5,6:
P. 2,6 had their first WordMaster quiz. Don't forget to also familiarize yourself with variations of the word, such as "indulgant" or "indulgance" for "indulge."
P. 2,5,6: All classes worked in their Problem -Based learning project with the topic of "Isolation." Presentations will be tomorrow...no longer than two minutes, please. :) I will tape the presentations, and then you can evaluate how wonderful you were!
Have a wonderful evening!
Two more days to collect for the Canned Food Drive! Please show your support!
P. 1,4: We continued today with practice deciphering homophones. Then we continued taking the main ideas of a non-fiction article and writing them as summary with transition words. The skill is starting to click, and students are making progress. I must emphasize again the importance of having someone read your writing aloud to you; it always sounds different than what you think. Maybe it will even sound better!
H/W: Quiz Friday on "there, their, they're" and " loss, lose, loose."
P. 2,5,6:
P. 2,6 had their first WordMaster quiz. Don't forget to also familiarize yourself with variations of the word, such as "indulgant" or "indulgance" for "indulge."
P. 2,5,6: All classes worked in their Problem -Based learning project with the topic of "Isolation." Presentations will be tomorrow...no longer than two minutes, please. :) I will tape the presentations, and then you can evaluate how wonderful you were!
Have a wonderful evening!
Tuesday, November 12, 2013
Hello!
Please remember your canned food!
Spell Bowl Team: Practice tomorrow is cancelled. I will see you Thursday!
P. 1,4: Today we worked on writing a summary from the main ideas of the Veterans article. Our focus was connecting main ideas with transitions. These can be tricky! We also reviewed our homophone words with examples.
H/W: Assessment on homophones on Friday.
P. 2,5,6: We reviewed the 5 major scenes of RC and will look at those again when it's time for writing the scripts. Students continued with their Problem Based Learning activity and presentation.
H/W P 2,6: Wordmaster quiz tomorrow on words 1-11. If you don't have the words, they are in yesterday's blog.
Thanks for a great day!
Please remember your canned food!
Spell Bowl Team: Practice tomorrow is cancelled. I will see you Thursday!
P. 1,4: Today we worked on writing a summary from the main ideas of the Veterans article. Our focus was connecting main ideas with transitions. These can be tricky! We also reviewed our homophone words with examples.
H/W: Assessment on homophones on Friday.
P. 2,5,6: We reviewed the 5 major scenes of RC and will look at those again when it's time for writing the scripts. Students continued with their Problem Based Learning activity and presentation.
H/W P 2,6: Wordmaster quiz tomorrow on words 1-11. If you don't have the words, they are in yesterday's blog.
Thanks for a great day!
Monday, November 11, 2013
Hello! Looking like snow outside...
Canned Food Drive continues this week. Please bring in your donation!
P. 1,4: We are starting a unit on Homophones this week due to low acuity performance in this area. Lessons will be mini lessons at the beginning of class. Today was learned the usual suspects - their, there, they're. Expect quizzes on word groupings every few days. Students also explored the plot line of The Mailbox so that we can move on to identifying theme. After that, they wrote a summary of a nonfiction article after they identified the main ideas. It's hard to get your brain jump-started after a weekend!
H/W: Independent Reading
P. 2,5,6: In periods 2 and 6 we made Word Families for the Wordmaster words with common definitions. In all three classes students worked on the Problem Based Learning activity of Isolation in their groups. Period 5 met in groups to narrow down the 5 major scenes in RC for an upcoming skit.
H/W P. 2, 5, 6: List the 5 major scenes in RC. Write a sentence after each one that describes its importance to a major event. If it doesn't link to another major event, it is not a pivotal scene.
P. 2,6: Wordmaster quiz on Wed. on words 1-11. The words are: tremor, glean, discreet, blitz, supplant, vain, prig, digress, overbearing, sprint, indulge.
See you tomorrow!
Canned Food Drive continues this week. Please bring in your donation!
P. 1,4: We are starting a unit on Homophones this week due to low acuity performance in this area. Lessons will be mini lessons at the beginning of class. Today was learned the usual suspects - their, there, they're. Expect quizzes on word groupings every few days. Students also explored the plot line of The Mailbox so that we can move on to identifying theme. After that, they wrote a summary of a nonfiction article after they identified the main ideas. It's hard to get your brain jump-started after a weekend!
H/W: Independent Reading
P. 2,5,6: In periods 2 and 6 we made Word Families for the Wordmaster words with common definitions. In all three classes students worked on the Problem Based Learning activity of Isolation in their groups. Period 5 met in groups to narrow down the 5 major scenes in RC for an upcoming skit.
H/W P. 2, 5, 6: List the 5 major scenes in RC. Write a sentence after each one that describes its importance to a major event. If it doesn't link to another major event, it is not a pivotal scene.
P. 2,6: Wordmaster quiz on Wed. on words 1-11. The words are: tremor, glean, discreet, blitz, supplant, vain, prig, digress, overbearing, sprint, indulge.
See you tomorrow!
Friday, November 8, 2013
Ready for a wonderful weekend? Of course you are!
Canned Food Drive continues through next week. Let's remember to serve those who need our help.
P. 1,4: What a great feeling to hang up our honored Fallen Soldiers memorial. A special thank-you to Ryan for bringing in flowers, and also a big thank-you to Grace and Isabella for making a banner for our display. I also appreciate the respectful tone of my classes as we worked on this project. We annotated and text coded an article about the ongoing problem of homeless veterans; students were shocked to learn that on any given night there are 76,000 homeless veterans.
H/W: Snuggle up with your independent reading book!
P. 2,5: To further explore the theme of Isolation related to RC, we are starting a problem-based learning project about isolation in our society. To kick it off, students watched an excerpt from The Color of Friendship, a movie about apartheid. A quick-write and discussion followed, and students were asked to use Wordmaster words in their responses...good job! Groups met and brainstormed examples of Isolation in our society today.
H/W: Over the weekend, ponder the five most important scenes of RC to prepare for a skit summary!
See you Monday!
Canned Food Drive continues through next week. Let's remember to serve those who need our help.
P. 1,4: What a great feeling to hang up our honored Fallen Soldiers memorial. A special thank-you to Ryan for bringing in flowers, and also a big thank-you to Grace and Isabella for making a banner for our display. I also appreciate the respectful tone of my classes as we worked on this project. We annotated and text coded an article about the ongoing problem of homeless veterans; students were shocked to learn that on any given night there are 76,000 homeless veterans.
H/W: Snuggle up with your independent reading book!
P. 2,5: To further explore the theme of Isolation related to RC, we are starting a problem-based learning project about isolation in our society. To kick it off, students watched an excerpt from The Color of Friendship, a movie about apartheid. A quick-write and discussion followed, and students were asked to use Wordmaster words in their responses...good job! Groups met and brainstormed examples of Isolation in our society today.
H/W: Over the weekend, ponder the five most important scenes of RC to prepare for a skit summary!
See you Monday!
Thursday, November 7, 2013
Greetings on this pretty fall day,
Canned Food Drive continues through next week!
P. 1,4: Today students experimented with changing author's Point of View; it's one skill to be able to identify it, but it's another skill to write it! After that, students finished their soldier's memorial. They made a rubbing with the soldier's name, and then glued the summary of the soldier's combat history. We will be displaying these for Veterans' Day, so feel free to bring in flowers (real or plastic) or anything else to honor their memory. It is quite overwhelming to see all the young names and faces.
H/W: You should be into a good book for reading!
P. 2,6: After working with Point of View (changing narration), we reviewed Wordmasters to make sure we were all on the same page with the parts of speech and definitions. This took some time, and after that students sorted the words into categories, and this will lead them into making word families. Once they get the definitions understood, we will study the 16 different types of analogies...yikes!
H/W: Start to study your Wordmasters. You can expect many quizzes, and we will begin those next week.
P. 5: Students completed their writing piece today comparing how varying media presentation affect their learning style. We read the end of RC and discussed what we think could be the possible themes for the book. "Theme" is a tough 6th grade concept, so we will continue to study it as we progress with power of the Mind. RC is a multi-themed novel!
H/W: No h/w for you tonight. :)
Have a good evening!
Canned Food Drive continues through next week!
P. 1,4: Today students experimented with changing author's Point of View; it's one skill to be able to identify it, but it's another skill to write it! After that, students finished their soldier's memorial. They made a rubbing with the soldier's name, and then glued the summary of the soldier's combat history. We will be displaying these for Veterans' Day, so feel free to bring in flowers (real or plastic) or anything else to honor their memory. It is quite overwhelming to see all the young names and faces.
H/W: You should be into a good book for reading!
P. 2,6: After working with Point of View (changing narration), we reviewed Wordmasters to make sure we were all on the same page with the parts of speech and definitions. This took some time, and after that students sorted the words into categories, and this will lead them into making word families. Once they get the definitions understood, we will study the 16 different types of analogies...yikes!
H/W: Start to study your Wordmasters. You can expect many quizzes, and we will begin those next week.
P. 5: Students completed their writing piece today comparing how varying media presentation affect their learning style. We read the end of RC and discussed what we think could be the possible themes for the book. "Theme" is a tough 6th grade concept, so we will continue to study it as we progress with power of the Mind. RC is a multi-themed novel!
H/W: No h/w for you tonight. :)
Have a good evening!
Wednesday, November 6, 2013
Hello on this dark day!
P. 1,4: A few of you (mainly p. 4) need to finish your Talking Heads tonight so they are ready for the Gallery Walk tomorrow. I am impressed with how far you progressed in a short amount of time!
P. 5: Please try to have your final draft of the Power of the Mind Learning Style in tomorrow. I know some of you may still need a peer edit, or you would like another one. That's to those who volunteered to edit today! We will read chpt. 14 RC together.
P. 2,6: Please pass in the final draft of the Power of the Mind Learning Style in tomorrow. I know some of you may still need a peer edit. Everyone should have their Wordmasters flashcards tomorrow!
Enjoy the Band concert tonight!
P. 1,4: A few of you (mainly p. 4) need to finish your Talking Heads tonight so they are ready for the Gallery Walk tomorrow. I am impressed with how far you progressed in a short amount of time!
P. 5: Please try to have your final draft of the Power of the Mind Learning Style in tomorrow. I know some of you may still need a peer edit, or you would like another one. That's to those who volunteered to edit today! We will read chpt. 14 RC together.
P. 2,6: Please pass in the final draft of the Power of the Mind Learning Style in tomorrow. I know some of you may still need a peer edit. Everyone should have their Wordmasters flashcards tomorrow!
Enjoy the Band concert tonight!
Tuesday, November 5, 2013
Hello! Please remember to donate to the Canned Food Drive this week and next week. Let's show our community what caring students we have here at DMS!
P. 1,4: Today we finished up our Talking Heads (p.1 only) and both classes went to the computer lab to research and gather information about a Fallen Soldier. Students searched web sites and gathered statistics. This will turn into an activity honoring Fallen Soldiers that will be displayed for Veterans' Day. We couldn't help but think of the veterans we learned about in The Mailbox. Students were surprised at the very young ages of most of out heroes.
H/W: For period 1, Talking Heads should be completed for tomorrow. Period 4, we will continue to work on them in class.
P. 2,5,6: Students worked on their writing piece today which focuses on writing a claim and proving it by using support. This was done by students writing about their specific learning style when reading/discussing "Invictus" and watching the video. I am going to start making a big deal about spelling! This was a very low score on acuity, and those were everyday words that were incorrectly identified. Spelling counts, always. Slow down, take your time, and think about your spelling. If a word doesn't look right, take the time to look it up and correct it. Pay attention, ok? Every student should have had a peer editor who graded your rubric.
H/W: P. 2,6: 1) Your final drafts should be ready for class tomorrow. You may type or write these. We will do a self grade and labeling in class tomorrow. 2) Please bring in your Wordmasters flashcards tomorrow.
P. 5: Chpt 14 RC for tomorrow. Your final "Invictus" drafts should be ready for class tomorrow. You may type or write these. We will do a self grade and labeling in class tomorrow.
Thank you for a great day! :)
P. 1,4: Today we finished up our Talking Heads (p.1 only) and both classes went to the computer lab to research and gather information about a Fallen Soldier. Students searched web sites and gathered statistics. This will turn into an activity honoring Fallen Soldiers that will be displayed for Veterans' Day. We couldn't help but think of the veterans we learned about in The Mailbox. Students were surprised at the very young ages of most of out heroes.
H/W: For period 1, Talking Heads should be completed for tomorrow. Period 4, we will continue to work on them in class.
P. 2,5,6: Students worked on their writing piece today which focuses on writing a claim and proving it by using support. This was done by students writing about their specific learning style when reading/discussing "Invictus" and watching the video. I am going to start making a big deal about spelling! This was a very low score on acuity, and those were everyday words that were incorrectly identified. Spelling counts, always. Slow down, take your time, and think about your spelling. If a word doesn't look right, take the time to look it up and correct it. Pay attention, ok? Every student should have had a peer editor who graded your rubric.
H/W: P. 2,6: 1) Your final drafts should be ready for class tomorrow. You may type or write these. We will do a self grade and labeling in class tomorrow. 2) Please bring in your Wordmasters flashcards tomorrow.
P. 5: Chpt 14 RC for tomorrow. Your final "Invictus" drafts should be ready for class tomorrow. You may type or write these. We will do a self grade and labeling in class tomorrow.
Thank you for a great day! :)
Monday, November 4, 2013
Hello!
Remember the Canned Food drive this week! Let's make a difference!
P. 1,4: Please finish your Talking Heads project tonight. Remember that you must show some pieces of evidence from the book and article on the face or outside the head. These are looking good (but the content is sad...poor Smitty and Vernon).
P. 5: Read chpt 14 RC for Wed.
P. 2,6: Go to studystack.com. Log in, and type "DMS Wordmasters 2013" and my name should come up. Click on "flashcards," and then click "print." Choose how you would like to print your words and definitions; choose a style where you can fit many on one page.
Have a good night!
Remember the Canned Food drive this week! Let's make a difference!
P. 1,4: Please finish your Talking Heads project tonight. Remember that you must show some pieces of evidence from the book and article on the face or outside the head. These are looking good (but the content is sad...poor Smitty and Vernon).
P. 5: Read chpt 14 RC for Wed.
P. 2,6: Go to studystack.com. Log in, and type "DMS Wordmasters 2013" and my name should come up. Click on "flashcards," and then click "print." Choose how you would like to print your words and definitions; choose a style where you can fit many on one page.
Have a good night!
Friday, November 1, 2013
Happy Friday!
Remember the Canned Food Drive next week, Period 1! Let's show our community that DMS students care and WILL make a difference!
Bring a book for Monday Read... a good book that interests you, so you make good use of your time.
P.1,4: Students took the Point of View narrative quiz today, and after that they continued with their Talking Heads project which compares fiction and nonfiction. We also visited the IMC to return and check out books.
H/W: Independent Reading
P. 2, 5, 6: Students in these classes took the Point of View Narrative quiz. After that they continued with their Socratic Seminar from yesterday because they had more to share! Awesome! Some students went to the IMC.
H/W: P. 2, 6: Go to studystack.com. Search for "DMS Wordmasters 2013" and print out flashcards with words and definitions.
P. 5: Chpt 13 RC for Monday. Be prepared to answer questions.
Enjoy your weekend eating candy :)
Remember the Canned Food Drive next week, Period 1! Let's show our community that DMS students care and WILL make a difference!
Bring a book for Monday Read... a good book that interests you, so you make good use of your time.
P.1,4: Students took the Point of View narrative quiz today, and after that they continued with their Talking Heads project which compares fiction and nonfiction. We also visited the IMC to return and check out books.
H/W: Independent Reading
P. 2, 5, 6: Students in these classes took the Point of View Narrative quiz. After that they continued with their Socratic Seminar from yesterday because they had more to share! Awesome! Some students went to the IMC.
H/W: P. 2, 6: Go to studystack.com. Search for "DMS Wordmasters 2013" and print out flashcards with words and definitions.
P. 5: Chpt 13 RC for Monday. Be prepared to answer questions.
Enjoy your weekend eating candy :)
Thursday, October 31, 2013
Happy Halloween!!Be careful trick or treating... it is dark and dreary out there; the goblins might get you!
Congratulations to my period 6 for winning the PIZZA PARTY for box top collections! Wow! Thank you :)
P. 1,4: Today we reviewed Point of view for the last time before the quiz! No problem...you got this. Students worked on their fiction/nonfiction analysis with a common theme by creating Talking Heads. You are pulling out some fantastic symbolism. Can't wait for the finished product!
H/W: Point of View assessment tomorrow. Make sure you study your definition sheet and think of our examples and tips (such as not considering dialogue).
P. 2, 5, 6: Fish Bowl Socratic today! How exciting to see you in charge of your learning and discussion! Students came well prepared, and for many of them this format is unfamiliar; they stepped up and did a great job. Bring all your supplies tomorrow because we will continue.
H/W: Point of View assessment tomorrow. Make sure you study your definition sheet and think of our examples and tips (such as not considering dialogue).
P. 5: Chpt 13 RC Monday
Have fun tonight! Don't like Baby Ruth bars? This is a tough thing for me to do, but I will take those off your hands; someone's got to do it, right? I will make the sacrifice... :)
Wednesday, October 30, 2013
Hello!
Reminder: Food drive starts next week! On Monday you may begin to bring canned/boxed food to your period 1 class.
P. 1,4: Today we started creating a visual for all of the compare/contrast information about Uncle Vernon or Smitty and the Unknown Soldier (using facts from our PTSD article). We call this "Talking Heads," and we are realizing we have so much information to fit on one little head! In p. 4 students had to finish their acuity test because of the internet glitch we had last week.
H/W: Point of View narration assessment on Friday. Study your sheet of definitions, and we will continue to practice...you're getting it!
P. 2,5,6: Today students started their essay about their own unique learning style. They collected information about which media they gained deeper understanding - reading and analysis discussion or the poem video of "Invictus." The paragraph was a challenge because of the necessary details used to support their claim. We also went over the guidelines for Socratic Seminar for tomorrow.
H/W: P. 2,5,6: 1) Bring your thorough Socratic responses tomorrow. No responses, no ticket. 2) Point of View assessment Friday.
P. 5: Chpt 13 of RC due Monday.
Here is a link to the Invictus poem in Invictus
https://www.youtube.com/watch?v=FozhZHuAcCs&desktop_uri=%252Fwatch%253Fv%253DFozhZHuAcCs&app=desktop
See you tomorrow!
Reminder: Food drive starts next week! On Monday you may begin to bring canned/boxed food to your period 1 class.
P. 1,4: Today we started creating a visual for all of the compare/contrast information about Uncle Vernon or Smitty and the Unknown Soldier (using facts from our PTSD article). We call this "Talking Heads," and we are realizing we have so much information to fit on one little head! In p. 4 students had to finish their acuity test because of the internet glitch we had last week.
H/W: Point of View narration assessment on Friday. Study your sheet of definitions, and we will continue to practice...you're getting it!
P. 2,5,6: Today students started their essay about their own unique learning style. They collected information about which media they gained deeper understanding - reading and analysis discussion or the poem video of "Invictus." The paragraph was a challenge because of the necessary details used to support their claim. We also went over the guidelines for Socratic Seminar for tomorrow.
H/W: P. 2,5,6: 1) Bring your thorough Socratic responses tomorrow. No responses, no ticket. 2) Point of View assessment Friday.
P. 5: Chpt 13 of RC due Monday.
Here is a link to the Invictus poem in Invictus
https://www.youtube.com/watch?v=FozhZHuAcCs&desktop_uri=%252Fwatch%253Fv%253DFozhZHuAcCs&app=desktop
See you tomorrow!
Tuesday, October 29, 2013
Welcome back!
How wonderful to have four glorious days off! The cold is settling in, so long sweet summer, and back to reality :) You all did a great job making the transition back to school!
P. 1,4: Today we reviewed Point of View, and then we continued with our comparison of a common theme in fiction and nonfiction. We watched a video of the Changing of the Guard at Arlington for the Unknown Soldier as we pondered...was Uncle V. an unknown soldier? Is that how he felt about himself? Then we lightened the mood by watching a video of soldiers' responses when the audience is less than respectful at the ceremony; we felt embarrassed for some people! Students continued to fill in their triple- entry comparison chart.
H/W: 1) Finish your triple entry chart. You must have 10 bullets for Uncle Vernon, 10 bullets for the PTSD article, and as many similarities as possible for middle column. 2) Point of View Narration quiz Friday
P. 2,5,6: Reviewed Point of View with examples, and then we took another look at "Invictus." We recorded three strategies we used in class to help us understand the depth of the poem as it relates to Power of the mind. Then we watched the Invictus movie excerpt where the poem is recited, and recorded three ways the video helped us understand the poem. After that, students had to make a claim about which form of media, text or video, helped them deeply understand the meaning of the poem. They will write an essay tomorrow supporting their claim.
H/W: P. 2,5,6: 1) Socratic Seminar responses due Thursday. Point of View quiz Friday. 3) Finish RC
P. 5: Chpt 12 RC due tomorrow.
It was nice seeing you today!
How wonderful to have four glorious days off! The cold is settling in, so long sweet summer, and back to reality :) You all did a great job making the transition back to school!
P. 1,4: Today we reviewed Point of View, and then we continued with our comparison of a common theme in fiction and nonfiction. We watched a video of the Changing of the Guard at Arlington for the Unknown Soldier as we pondered...was Uncle V. an unknown soldier? Is that how he felt about himself? Then we lightened the mood by watching a video of soldiers' responses when the audience is less than respectful at the ceremony; we felt embarrassed for some people! Students continued to fill in their triple- entry comparison chart.
H/W: 1) Finish your triple entry chart. You must have 10 bullets for Uncle Vernon, 10 bullets for the PTSD article, and as many similarities as possible for middle column. 2) Point of View Narration quiz Friday
P. 2,5,6: Reviewed Point of View with examples, and then we took another look at "Invictus." We recorded three strategies we used in class to help us understand the depth of the poem as it relates to Power of the mind. Then we watched the Invictus movie excerpt where the poem is recited, and recorded three ways the video helped us understand the poem. After that, students had to make a claim about which form of media, text or video, helped them deeply understand the meaning of the poem. They will write an essay tomorrow supporting their claim.
H/W: P. 2,5,6: 1) Socratic Seminar responses due Thursday. Point of View quiz Friday. 3) Finish RC
P. 5: Chpt 12 RC due tomorrow.
It was nice seeing you today!
Thursday, October 24, 2013
Woo hoo! Ready for the long weekend...yay!
So wonderful to meet more parents last night at conferences. I appreciate all the support you give your child and expecting them to be accountable for their learning. The turn-out was fantastic!
P. 1,4: Today we reviewed some "can't miss" parts of the sad/not sad resolution to The Mailbox. My platform for this book is Veterans' awareness, so now we will combining fiction and nonfiction. We will be putting this info into an art project and researching Fallen Soldiers for Veterans' Day.
H/W: Nothing!! Enjoy your weekend!
p. 2,5,6: We reviewed the most recent Crusoe chapter and then had work time for reading and Socratic Seminar questions. Remember, more than one answer for each question!
H/W: P. 5: chpt. 12 for Wed
P. 6: Finish the book for Wed
You are all the best! Thank you for a great week.
So wonderful to meet more parents last night at conferences. I appreciate all the support you give your child and expecting them to be accountable for their learning. The turn-out was fantastic!
P. 1,4: Today we reviewed some "can't miss" parts of the sad/not sad resolution to The Mailbox. My platform for this book is Veterans' awareness, so now we will combining fiction and nonfiction. We will be putting this info into an art project and researching Fallen Soldiers for Veterans' Day.
H/W: Nothing!! Enjoy your weekend!
p. 2,5,6: We reviewed the most recent Crusoe chapter and then had work time for reading and Socratic Seminar questions. Remember, more than one answer for each question!
H/W: P. 5: chpt. 12 for Wed
P. 6: Finish the book for Wed
You are all the best! Thank you for a great week.
Wednesday, October 23, 2013
Spell Bowl Update: Go team!! We qualified for state competition and will be headed to Purdue Nov. 16! What an amazing team I have this year! Yay!!!
***Don't forget to wear blue tomorrow in celebration of our national Blue Ribbon award.
Today all classes took the acuity pretest for quarter 2. Thanks for your focus and attention.
H/W P.1,4: Finish The Mailbox tonight. I will give about 15-20 minutes of reading time tomorrow if you have conferences tonight and can't finish.
H/W P. 2,6: No reading tonight. Start working on your Socratic questions. I will also give class time tomorrow.
H/W P. 5: Chpt. 11 due tomorrow. I will give class time for Socratic questions tomorrow.
Looking forward to seeing students and parents tonight!
***Don't forget to wear blue tomorrow in celebration of our national Blue Ribbon award.
Today all classes took the acuity pretest for quarter 2. Thanks for your focus and attention.
H/W P.1,4: Finish The Mailbox tonight. I will give about 15-20 minutes of reading time tomorrow if you have conferences tonight and can't finish.
H/W P. 2,6: No reading tonight. Start working on your Socratic questions. I will also give class time tomorrow.
H/W P. 5: Chpt. 11 due tomorrow. I will give class time for Socratic questions tomorrow.
Looking forward to seeing students and parents tonight!
Tuesday, October 22, 2013
Greeting!
It was such a pleasure to meet many parents at the conferences last night. I am constantly reminded of the wonderful parents we have at DMS because of the investment they have in their child's learning...so many great questions and valuable insights. Thank you for your attendance, and I look forward to Wednesday evening as well!
Regional Spell Bowl meet in La Porte tonight! Wish my Spell Bowl team good luck!
P. 1,4: We had a casual assessment of Point of View Narration today. We need more practice and will continue to do so! Third-person objective is confusing us, and we'll keep at it until we get it! We began reading chpt. 19 as a class today...the funeral...we feel so badly for Gabe :(
H/W: Finish chpt 19 and be ready to answer questions tomorrow.
P. 2,5,6: After a white board assessment about Point of View, we continued with a jigsaw activity on the Robben Island article. Student answered essential questions in groups regarding the parallels between RC and Mandela and Mandela's perception of power. We discussed the long life of apartheid in South Africa and the role Mandela played. Who has more power of the mind- Mandela or RC?
H/W: P. 5: 1) Read chpt 11 in RC for Thurs. 2) Socratic questions due Oct. 31. 3) Make sure you have your questions for class work time tomorrow
P. 2,6: 1) Read chpt. 13 for Wed. 2) Socratic questions due Oct. 31. 3) Make sure you have your questions for class work time tomorrow
It was such a pleasure to meet many parents at the conferences last night. I am constantly reminded of the wonderful parents we have at DMS because of the investment they have in their child's learning...so many great questions and valuable insights. Thank you for your attendance, and I look forward to Wednesday evening as well!
Regional Spell Bowl meet in La Porte tonight! Wish my Spell Bowl team good luck!
P. 1,4: We had a casual assessment of Point of View Narration today. We need more practice and will continue to do so! Third-person objective is confusing us, and we'll keep at it until we get it! We began reading chpt. 19 as a class today...the funeral...we feel so badly for Gabe :(
H/W: Finish chpt 19 and be ready to answer questions tomorrow.
P. 2,5,6: After a white board assessment about Point of View, we continued with a jigsaw activity on the Robben Island article. Student answered essential questions in groups regarding the parallels between RC and Mandela and Mandela's perception of power. We discussed the long life of apartheid in South Africa and the role Mandela played. Who has more power of the mind- Mandela or RC?
H/W: P. 5: 1) Read chpt 11 in RC for Thurs. 2) Socratic questions due Oct. 31. 3) Make sure you have your questions for class work time tomorrow
P. 2,6: 1) Read chpt. 13 for Wed. 2) Socratic questions due Oct. 31. 3) Make sure you have your questions for class work time tomorrow
Monday, October 21, 2013
Hello!
I look forward to seeing you and your parents either tonight or Wed. at student-led conferences!
P. 1, 4: Today we reviewed the questions about characters moving plot from The Mailbox. Remember to read and answer each part of the question! Then we reviewed Point of View Narration and applied it to our novel. There are five different points of view you are responsible for knowing.
H/W: Get caught up on The Mailbox if you are behind. We will read chpt .19 together.
P. 2,5,6: We reviewed Point of View Narration and applied it to our novel. There are five different points of view you are responsible for knowing. It can be tricky! After that we took out "Robben Island" and annotated for understanding. This excerpt is from Nelson Mandela's autobiography and we can use it to make inferences about how he used Power of the Mind while in prison.
H/W: P. 5: Read chpt. 10 of RC for tomorrow (this was assigned last week)
P. 2,6: Read chpt 13 for Wed. Socratic questions due Oct. 31
Thank you!
I look forward to seeing you and your parents either tonight or Wed. at student-led conferences!
P. 1, 4: Today we reviewed the questions about characters moving plot from The Mailbox. Remember to read and answer each part of the question! Then we reviewed Point of View Narration and applied it to our novel. There are five different points of view you are responsible for knowing.
H/W: Get caught up on The Mailbox if you are behind. We will read chpt .19 together.
P. 2,5,6: We reviewed Point of View Narration and applied it to our novel. There are five different points of view you are responsible for knowing. It can be tricky! After that we took out "Robben Island" and annotated for understanding. This excerpt is from Nelson Mandela's autobiography and we can use it to make inferences about how he used Power of the Mind while in prison.
H/W: P. 5: Read chpt. 10 of RC for tomorrow (this was assigned last week)
P. 2,6: Read chpt 13 for Wed. Socratic questions due Oct. 31
Thank you!
Thursday, October 17, 2013
Hello!
My DMS Spell bowl team placed first at the Invitational in Concord! On to the Regionals on Tues.!
P. 1,4: Visited the Book Fair and practiced more "Evidence" writing with The Mailbox. We also did a review of Point of View narration because it was a low are in the students' acuity results. There is a great video about this topic that we watched today.
H/W: Read Mailbox chpt. 16
p. 2,5,6: Went to the Book Fair, and then revisited the "Invictus" analysis with a literature web done in groups. We also did a review of Point of View narration because it was a low are in the students' acuity results. There is a great video about this topic that we watched today, and I have added that to my weblinks.
H/W: Period 5: finish chpt 9
H/W: Periods 2, 6: No h/w!
Have a good Friday. I will have a guest teacher tomorrow, so please have integrity and respect, and show her what a 4 star school is! Thank you everyone!
My DMS Spell bowl team placed first at the Invitational in Concord! On to the Regionals on Tues.!
P. 1,4: Visited the Book Fair and practiced more "Evidence" writing with The Mailbox. We also did a review of Point of View narration because it was a low are in the students' acuity results. There is a great video about this topic that we watched today.
H/W: Read Mailbox chpt. 16
p. 2,5,6: Went to the Book Fair, and then revisited the "Invictus" analysis with a literature web done in groups. We also did a review of Point of View narration because it was a low are in the students' acuity results. There is a great video about this topic that we watched today, and I have added that to my weblinks.
H/W: Period 5: finish chpt 9
H/W: Periods 2, 6: No h/w!
Have a good Friday. I will have a guest teacher tomorrow, so please have integrity and respect, and show her what a 4 star school is! Thank you everyone!
Wednesday, October 16, 2013
Hello!
Wish my Spell bowl team good luck tonight as we go to Concord for our first meet! :)
Period 1: You know who you are if I don't have a conference slip from you yet! Please return to me tomorrow!
I am short on time today because of the meet, so I am just listing the homework:
P. 1,4: Read chpts. 14 and 15 of The Mailbox. Write main ideas!
P. 5: Read chpt 9 of RC for Friday
P. 2,6: Read chpt 11 of RC for tomorrow
Thank you!
Wish my Spell bowl team good luck tonight as we go to Concord for our first meet! :)
Period 1: You know who you are if I don't have a conference slip from you yet! Please return to me tomorrow!
I am short on time today because of the meet, so I am just listing the homework:
P. 1,4: Read chpts. 14 and 15 of The Mailbox. Write main ideas!
P. 5: Read chpt 9 of RC for Friday
P. 2,6: Read chpt 11 of RC for tomorrow
Thank you!
Tuesday, October 15, 2013
Greetings!
Period 1: Please remember your Student Led Conference slip that you received in the mail. It is due to me by Wednesday! Thanks!
Book Fair: All classes will be going on Thursday! Bring money to purchase books or other items.
For all classes, today was a day spent preparing and organizing for student- led conferences. Students reflected on ISTEP scores, Acuity Predicitive A, and SRI Reading level scores. These will all be shared by students at conferences. It took a lot of concentration and patience, and I appreciate your great attitudes and work ethic!
H/W: No new homework for tonight. P. 2,6: Remember your Wordmaster word tomorrow.
Later!
Period 1: Please remember your Student Led Conference slip that you received in the mail. It is due to me by Wednesday! Thanks!
Book Fair: All classes will be going on Thursday! Bring money to purchase books or other items.
For all classes, today was a day spent preparing and organizing for student- led conferences. Students reflected on ISTEP scores, Acuity Predicitive A, and SRI Reading level scores. These will all be shared by students at conferences. It took a lot of concentration and patience, and I appreciate your great attitudes and work ethic!
H/W: No new homework for tonight. P. 2,6: Remember your Wordmaster word tomorrow.
Later!
Monday, October 14, 2013
I hope everyone enjoyed the wonderful weekend weather!
Period 1: Please remember your Student Led Conference slip that you received in the mail. It is due to me by Wednesday! Thanks!
Book Fair: All classes will be going on Thursday! Bring money to purchase books or other items.
P. 1,4: Today students learned how to officially cite evidence using parenthetical citation. We did this using our written responses to chapter 12. Most of the writing for the rest of the year will be based on proving claims through evidence and explanation. We took out our article on PTSD and voted on the important vocabulary that connects with The Mailbox.
H/ W: Read chapter 13 in The Mailbox. It is an awesome chapter!! So many surprises!
P. 5 : We did a "musical chairs" type of activity to share our RC fiction/nonfiction maps and for student feedback. It was a great way to share the students' fantastic work!
H/W: Read chpt. 8 of RC
P. 2,6: We did a "musical chairs" type of activity to share our RC fiction/nonfiction maps and for student feedback. It was a great way to share the students' fantastic work! Wordmasters lists were handed out today, and everyone is responsible for a designated word on their Cobb Web. Please have that ready for Wednesday.
H/W: Read chpt 10 of RC
Thanks so much for a great day! You are good kids!
Period 1: Please remember your Student Led Conference slip that you received in the mail. It is due to me by Wednesday! Thanks!
Book Fair: All classes will be going on Thursday! Bring money to purchase books or other items.
P. 1,4: Today students learned how to officially cite evidence using parenthetical citation. We did this using our written responses to chapter 12. Most of the writing for the rest of the year will be based on proving claims through evidence and explanation. We took out our article on PTSD and voted on the important vocabulary that connects with The Mailbox.
H/ W: Read chapter 13 in The Mailbox. It is an awesome chapter!! So many surprises!
P. 5 : We did a "musical chairs" type of activity to share our RC fiction/nonfiction maps and for student feedback. It was a great way to share the students' fantastic work!
H/W: Read chpt. 8 of RC
P. 2,6: We did a "musical chairs" type of activity to share our RC fiction/nonfiction maps and for student feedback. It was a great way to share the students' fantastic work! Wordmasters lists were handed out today, and everyone is responsible for a designated word on their Cobb Web. Please have that ready for Wednesday.
H/W: Read chpt 10 of RC
Thanks so much for a great day! You are good kids!
Friday, October 11, 2013
Happy Friday!
**The Book Fair will start next week. All classes were able to go today and "scan the scene" for books of interest. They were supposed to note prices so they know how much money they may want to bring when we go next week. It looks like we might go on Tues. I will let you know.
Today we had a guest teacher so I could participate in a lang. arts plan day. Thanks to all my classes for showing integrity, respect, and AIMing High! She had a great day, so get those Archer Cards ready. You are the best!
P.1, 4: Students answered written review questions for chpt. 12 of The Mailbox, and then they participated in a partner read for chpt. 13. They marked main idea at the end of each page. The story is getting suspenseful! After that, they went to the Book Fair.
H/W: Read chpt. 13 for TUES.
P. 2, 5, 6: Today was a quiz on the most recent RC chapters. After that, they began to partner read their next chapter. Then they a trip to the Book Fair.
H/W P. 5: Read chapter 8 for Tuesday
H/W P. 2,6: Finish chpt. 9 and read chpt. 10 for Tues.
Please remember your RC Island Maps- due Monday!
Enjoy your weekend! You have worked very hard this week.
**The Book Fair will start next week. All classes were able to go today and "scan the scene" for books of interest. They were supposed to note prices so they know how much money they may want to bring when we go next week. It looks like we might go on Tues. I will let you know.
Today we had a guest teacher so I could participate in a lang. arts plan day. Thanks to all my classes for showing integrity, respect, and AIMing High! She had a great day, so get those Archer Cards ready. You are the best!
P.1, 4: Students answered written review questions for chpt. 12 of The Mailbox, and then they participated in a partner read for chpt. 13. They marked main idea at the end of each page. The story is getting suspenseful! After that, they went to the Book Fair.
H/W: Read chpt. 13 for TUES.
P. 2, 5, 6: Today was a quiz on the most recent RC chapters. After that, they began to partner read their next chapter. Then they a trip to the Book Fair.
H/W P. 5: Read chapter 8 for Tuesday
H/W P. 2,6: Finish chpt. 9 and read chpt. 10 for Tues.
Please remember your RC Island Maps- due Monday!
Enjoy your weekend! You have worked very hard this week.
Thursday, October 10, 2013
Hello!
P. 1,4: We took a quick assessment on The Mailbox today, and then we revisited the PSTD article to pick vocab that connects to the book. We began chpt. 12 together...we're going to find out some interesting information!!
H/W: Read chpt. 12. Please interact with your text! Write notes and main ideas! Ask questions as you read!
P. 2,5,6: Reviewed reading from last night and revisited the nonfiction/fiction island activity. In groups students answered questions about the relevancy of the articles and how they enhanced the story.
H/W: P. 5: Finish chpt 7, and there is a short assessment on chpt. 7 tomorrow. You will be allowed to use your book.
H/W: P. 2,6: Read to page 156 of chpt. 9. short assessment on chpts. 7,8 tomorrow. You will be allowed to use your book.
Bye!
P. 1,4: We took a quick assessment on The Mailbox today, and then we revisited the PSTD article to pick vocab that connects to the book. We began chpt. 12 together...we're going to find out some interesting information!!
H/W: Read chpt. 12. Please interact with your text! Write notes and main ideas! Ask questions as you read!
P. 2,5,6: Reviewed reading from last night and revisited the nonfiction/fiction island activity. In groups students answered questions about the relevancy of the articles and how they enhanced the story.
H/W: P. 5: Finish chpt 7, and there is a short assessment on chpt. 7 tomorrow. You will be allowed to use your book.
H/W: P. 2,6: Read to page 156 of chpt. 9. short assessment on chpts. 7,8 tomorrow. You will be allowed to use your book.
Bye!
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