Go Patriots! My hometown team!



The One Book One School kickoff started today!! Introducing Steelheart! Read and enjoy! This is not required reading, but as I always say, it is more fun to be involved than not.

All classes today analyzed and annotated a compare and contrast exemplar for format. After this, students created their Venn diagrams for finding a common theme between two anchor texts. We will go from there to a prewrite, and then they will begin writing their compare/contrast 4 paragraph papers. I also gave reading time so that students could start to feel invested in Steelheart.

H/W: Read you OBOS novel! Steelheart!

P. 3: Venn Diagram for LWTW and your novel choice due Monday.
P. 2,6: RC guiding questions due Monday. Don't forget to use evidence when indicated.

Have a wonderful weekend! Have fun in the Super Bowl fury!

Hello!

Today I quickly reviewed the eLearning assignment to point out a few areas that most students overlooked. After that, we worked on common theme between two texts, and we found this is going to be a bit challenging for compare and contrast! Come to class ready to think!

H/W:
Period 2,6

• RC Guiding questions and chapter titles Monday
• Come in with an idea of a book in which you can compare/contrast themes with RC.

See you tomorrow!

Hello!

Today all classes began compare/contrast writing. Students need to have writing stamina for the upcoming ISTEP! We made a chart of the writing genres we have done this year so that they can compartmentalize the types of graphic organizers and requirements for each type of writing.

P. 3: Students started their proposal letter for Mrs. Harper for the Iron Giraffe fundraiser (base on LWTW).

P. 2,6: Students met in groups to brainstorm the last chapters of RC, and then we shared as a class.
H/W: Guiding questions and chapter titles due next Monday.

See you tomorrow! Get ready for One Book One School! :)

Hello there!

**Parents: Your student has their report card! They were distributed yesterday.

All students took a summary writing today. The assessment tests their writing and reading skills for summarizing passages. This tool most of the class period.

I know you have your summaries from Monday - that assignment was the ticket to your test. Please hold on to them and we will take a look at them together in class tomorrow.

H/W: Periods 2, 6:

Finish RC. We will do the guiding questions in class tomorrow.

GET READY FOR "ONE BOOK ONE SCHOOL" COMING LATER THIS WEEK!! YOU'RE GOING TO LOVE IT!


See you tomorrow!

Happy Monday!

Report Cards went home today!

Today all classes experimented with another way to write summaries. We analyzed a summary about a short story, and then annotated the article to find the who, what, when, where, how, why. Then, students took another look at their nonfiction articles (or video for periods 2 and 6) and rewrote their summaries. This is a bit different than the controlling idea and 3 supporting ideas graphic organizer, but it gives students a choice as to which organizer works best for them.

H/W: Tomorrow there will be a Summary Assessment. This will consist of short passages in which you will choose the best summary statement. You will also be given a short nonfiction passage for which you will write a summary. To study, you will want to reread your practice paragraphs, review prewrites, study the green rule paper for summaries, and read a few paragraphs of a book your reading and write a summary!\

See you tomorrow!

Hello!

P. 1,5:

Today the class was divided according to novel. Each group finalized their summary writing while the other group watched a movie clip (20 minutes) of the film based on their novel. They will be using this information to reflect upon the difference of the experience between watching the movie and reading the book (as opposed to the superficial difference). Both movies were found on putlocker.com. You can go on and search for the movie. Once you get to the movie, just click on it - you don't have to join.

No h/w

P. 3:

Students finished their Wordle based upon LWTW. After that some students needed to finish their summaries, while others were put into groups to start brainstorming about our fundraiser for Water for Sudan. We will be diving into this problem-based learning project next week.

***Those of you who emailed me your Wordle or Word It Out: the link never showed up in my email. We will have to figure this out. If you can do it at home, please do that and print it out.

P. 2,6:

Islands were passed in after a gallery walk! They look great! Students also worked on summary writing and controlling idea - rough draft. we also discussed the last few chapters of RC and focused on the shift of power and control. Who really is controlling whom?

H/W:

Read chpt 13 ( you may finish the book if you have time)

Thank you!!

Good evening!

All classes except Period 3:

Today the ficus was summary writing and deciphering between summarizing and retelling. There were some great classroom discussions about this topic! Students practiced a summary template and then went to the hard part - pulling out main ideas from a lengthy article or video. A key to this is to focus on the "controlling idea," which helps to keep the writer focused. It's a challenge!

Period 3:

Well, we started using Wordle to create an idea board for vocab and characterization words from LWTW, but we ended up using Word It Out. I loved seeing the story come alive with just isolated vocabulary and single descriptive words to tell a story!

H/W:
Periods 3:

Finish your Wordle or Word It Out pages(s). Remember, if you want to print in color, print at home. Please bring it in tomorrow.

Periods 2, 6:

Island Map due tomorrow. Remember, 25-30 items in total. Read RC chpt 12...some shocking things happening on the Island of Despair!

See you tomorrow!

Hello!

P. 1,3,5: Students worked on summary writing today. They fine-tuned their paragraph to fit a prewrite with summary requirements. We discussed how a summary is NOT a retelling of a story - the focus is on who does what following the main ideas. Students color-coded for specific elements: controlling idea, key ideas followed by example, transitions, and the concluding sentence.

H/W: Check your grades in HAC. Let me know if you see a problem.
          P. 3: Bring your Nya and Salva Wordle list tomorrow.

P. 2,6: Students finished watching the A. Selkirk video and recorded main ideas for a summary. After that, they worked on the island maps.

H/W: Island maps due Friday. Make sure you have 25-30 features, key, compass rose, and features are labeled if they are difficult to decipher. No reading tonight if you are caught up through chpt. 11.

Thank you for a great day!

Hello Everyone!

P. 1, 5, 3

Today the focus skill was "summarizing." We did this based upon a non-fiction article related to the novel. It is easier to learn the skill with something manageable like a article, as opposed to a book. Students reviewed the basic reminders in writing a summary, read the article, and then chose three main ideas. We remembered that a main idea are the most important points you would want your summary reader to know.

H/W: Write about an 8 sentence summary about the article/ video (depending on your novel) we read in class. Start with the controlling idea (similar to theme), then write 3 key ideas (each followed by explanation), and then a closing sentence.

P. 2,6:

Students continued with their island mapping. in addition, we watched a Discovery Channel video about the original Robinson Crusoe, Alexander Selkirk. We will finish it tomorrow. This will be the basis for summary writing and compare/contrast.

H/W: Read chpt 11 of RC. Things are starting to get more exciting! Skulls! Bones!

See you tomorrow.

Yay! Friday!

P. 1,3: We almost finished the novels today! Both are tear jerkers :(   Students focused on tone while reading, but many other learned skills popped up as we read.

H/W:
Marley: Finish the book! Complete title evidence.
Freak: Finish the book. Write chapter notes.

P. 3: We continued with the nonfiction article related to areas that are water deprived in the U.S. Common themes will be analyzed between novel and article.

H/W: Look through the book and pick out the strong words that represent both Nya and Salva for the Wordle activity.

P. 2,6: Students worked on the RC Islands to represent fiction and nonfiction features.

H/W: Read RC chpt 10

Have a great weekend!

Happy Thursday!

For this grading period you will see the differentiation between classes, so I will do my best to keep you posted on the three lang arts classes. All classes went to the IMC today.

****All eLearning is due tomorrow! It will not be accepted late unless you made arrangements with me earlier this week.****

P. 1,5:

After a whole class discussion on the "Theme with Evidence" writing yesterday, we hit the books reading! The class broke into two groups so we could read aloud and learn how to annotate "tone." It was so much fun to read together, and I really appreciated the students who took on the  character's tone...thanks Arique and Christian :)

H/W:
Marley: Read through chpt 19 and complete title page
Freak the Mighty: Read through chpt 20 and write character notes

P. 3:
Students reviewed the Malaria article and their discoveries and connection to LWTW. We couldn't help but notice what a well-rounded perspective the author presented; we thought it was an informative, unbiased article and all sides were represented. We also began an article on water deprivation in the U.S.A.

H/W: Look through LWTW and find words from the text that are significant for each character. These will be used for Wordle.

P. 2,6:
Students went back to their RC Island articles and analyzed using Paul's Method of Reasoning. This presents many skills for them to analyze nonfiction. This takes some think time!

H/W: Read RC through chpt 9. Do the chapter title page.

Thank you!

Hi there!

Reminder: eLearning is due this Friday! Assignments will not be accepted late, and the grade for Snow Day 1 will be put in the this (second) grading period. If you typed on googledocs, please print it out and pass it in.

Today we continued discussing and practicing finding them in excerpts of our novel, and then citing the evidence to support theme. Students also analyzed specific parts of text and connected them to nonfiction articles. Students are starting to learn the skill of comparing/contrasting fiction and nonfiction with related topics, and they will extend this to writing.

**If there is a snow day, please continue with your next assigned chapter(s) of reading. This applies to all classes, except accelerated; you should be finished with your novel.

H/W:

Marley:

• Read chpts. 13, 14
• Do title evidence

Freak:

• Read chpts 13, 14, 15
• Write character notes

RC

• Read chpt 7
• do chpt title page

LWTW:

• Finish the book! Wow!
• do chapter titles
• triple entry journal
• Finish the questions for the Malaria nets article

Thank you! Stay warm!

Welcome back!

It seems as though eLearning went fairly smoothly for our snow day Friday. For LA, your responses have to be printed out and handed in, so please do that if you have your answers on googledocs. Remember that responses should be in complete sentences. Yes, this is a graded assignment! Day 1 eLearning is due this Friday, Jan. 16.

We began with a brain warm -up practice with semicolons and colons. I know NoRedInk can sometimes be confusing, so the students worked on something more straight-forward.

Today we continued with our novel study focus being how character moves plot. Remember, theses are the important plot points that would be included on a story arc or plot line. If you took this event out, the story would change.

we also are starting to incorporate novel companion nonfiction articles to blend fiction and nonfiction with common topics and themes. Students will be analyzing how the two different genres have common themes, and they will write evident to support the theme.

H/W:

Marley:

• Read chpts. 11 and 12
• Complete title evidence for each chapter

Freak the Mighty:

• Read chpts 11 and 12
• Write chapter notes

R.C.:

• Read through chpt. 6
• Do chapter title page
• Add to your list of items, provision, and natural landmarks found on the island

LWTW:

• Read chpts. 13, 14, 15
• Do chapter titles
• Continue with triple entry journal

Dress warmly in the morning!

Happy snow day, my lovely students!

Here we go! Today (Friday) is officially your first eLearning day! I am hoping everyone was listening, when I sounded like a broken record, telling you to bring your Elements of Literature book home. You need it today!

Go to the PHM website to click on the eLearning for 6th grade. Follow the prompts until you arrive at "6th grade" and then "Language Arts." Do not go to "Language Arts Lab" unless you have been previously told to go there. You are only completing Day 1.

All assignments will be due on Wednesday. Please, please start them today; don't wait to do your work. Remember, you have assignments in each class, so procrastinating would be an epic disaster.

++++ If you answer the questions on Googledocs, please print them out and bring them to school. Make sure your name is on the paper!

Stay cozy inside, and I hope you enjoy the stories and poems for lang arts eLearning!

Brrrrr.....

It was a quick day today! In our novel studies, now that we are familiar with characters, we are starting to take a look at how character moves plot. How does the author manipulate characters to make them affect the plot and keep the story moving? Students will start to annotate their books with "CMP" to show the places where a character's decision or thought affects the plot (without this action, the story would be different).

It is SUPER important that you stay on track with your reading. Make sure you are looking at your timelines. I am running a flipped classroom with reading, which means you do the reading at home and the analysis at school about what you have read.

Students: Make sure you have your Elements of Literature book at home for eLearning! PHM will post the eLearning on the PHM website on the 2nd snow day. The first snow day already has a built in make up day.

H/W:

Marley:

• Read chpts. 9, 10
• Complete the title evidence
• Mark "CMP" to show where a character moves the plot by making the next important event happen.

Freak the Mighty;

• Read chpts. 9, 10
• Write character notes
• Mark "CMP" to show where a character moves the plot by making the next important event happen

RC:

• Read through chpt 5 - I know it's long!
• Do chapter title page
• Mark "CMP" to show where a character moves the plot by making the next important event happen

Long Walk to Water:

• Read chpts. 10 -12
• Do chapter titles
• Do Triple Entry Journal (remember...think deep)
• Mark "CMP" to show where a character moves the plot by making the next important event happen

Stay warm! See you tomorrow!

Hello!

Today we continued with our novel study planning and review of last night's reading. We are staying focused on pulling evidence from text to support written and verbal responses. I reminded students to start thinking about possible themes for their novels, remembering that theme can usually be determined by focusing on the main conflict and how it was solved.We also continued practicing writing using colons and semicolons.

H/W:

NoRedInk assignment and qiuz redo due Thursday.

Marley:

• Read chpts. 7 and 8
• Complete title evidence to each chapter on timeline page

Freak the Mighty

• Read chpts. 7 and 8
• Write character notes on timeline page

Robinson Crusoe

• Read through chpt 4
• Write chapter title on chapter title page

The Long Walk to Water

• Read chpts. 7-9
• Do chapter title page
• Continue triple entry journal

Stay warm! See you tomorrow.

Welcome back!

We are revived and rested, so today we delved into our reading plan. Each class has a different novel, and some classes have two novels, so I will review the assignments by book. I am trying to get each class on the same parts of each book so we can have group discussions without spoilers! :)

Marley:

• Read through chpt. 4
• complete chapter questions for chpts. 3 and 4
• On the timeline page, write the title for chpt 4 and evidence from the chapter that supports the title.

Freak the Mighty:

• Read through chpt 6
• On timeline page, write notes about a character when it affects the plot.
• Answer questions for chpts 4, 5, 6

A Long Walk to Water

• Read through chpt. 6
• Create chapter titles on timeline page (to help recall important events)
• Start the triple-entry journal on lined paper
• Do chpt titles for chpts. 1-3

Robinson Crusoe

• Read through chpt 3
• Answer timeline question. We will do the chapter titles in class together.

Remember...NoRedInk Semicolon and Colon Retake Assignment and Quiz due Thursday.

Thank you, everyone!