Today in 6A!
ENGLISH: Students wrote their Unit 5/Chapter 9 test today.
RELIGION: Students wrote their session 11 quiz in a open-book format.
SOCIAL STUDIES: Instead of diving in to all of the new information of our Ancient India unit, on a Friday... we instead introduced students to Indian culture by exploring the Diwali celebration that happened two days ago and made an attempt at creating our own Rangoli design. We're not experts but the students did good work practicing many of their soft skills when it comes to cooperation, collaboration, team work and group effort. This was a graded assignment based on those characteristics and their first "group project" for social studies.
Friday, November 9, 2018
Thursday, November 8, 2018
Today in 6A & 6B
RELIGION: Today we reviewed the week's material for tomorrow's quiz, which will be open book.
ENGLISH: Our Chapter/Unit review today went well. For grammar, I have directed students toward sections A, B, and C of the chapter review, as well as 9.1 (Ex #2), 9.2 (Ex #1), 9.3 (Ex #1), 9.4 (Ex #1,2), 9.5 (Ex #1). Students should also practice their vocabulary as antonyms and synonyms will be on this test like the last several.
LITERATURE: Our activity today was to review the story and try and identify the mood or tone of the reflective essay. In identifying this feature I requested that students identify 3 pieces of evidence that can be used to support that feeling. The author's intended mood of "Happy" was easily balanced by students who found evidence of "Scary" "Violated" "Disgusting" and more. At the end of this, I asked students to provide descriptions of how the evidence made them feel. Converting this brainstorming would act as an excellent rebuttal or response to the essay a a challenge to the tone that was obviously intended.
SOCIAL STUDIES: Students wrote their Chapter test on Ancient Mesopotamia.
MATH (8:00 class) pg 122-123 1-41 Chp 2 Test tomorrow (9:00 class) pg 139 1-9
SCIENCE pg 97 1-4
RELIGION: Today we reviewed the week's material for tomorrow's quiz, which will be open book.
ENGLISH: Our Chapter/Unit review today went well. For grammar, I have directed students toward sections A, B, and C of the chapter review, as well as 9.1 (Ex #2), 9.2 (Ex #1), 9.3 (Ex #1), 9.4 (Ex #1,2), 9.5 (Ex #1). Students should also practice their vocabulary as antonyms and synonyms will be on this test like the last several.
LITERATURE: Our activity today was to review the story and try and identify the mood or tone of the reflective essay. In identifying this feature I requested that students identify 3 pieces of evidence that can be used to support that feeling. The author's intended mood of "Happy" was easily balanced by students who found evidence of "Scary" "Violated" "Disgusting" and more. At the end of this, I asked students to provide descriptions of how the evidence made them feel. Converting this brainstorming would act as an excellent rebuttal or response to the essay a a challenge to the tone that was obviously intended.
SOCIAL STUDIES: Students wrote their Chapter test on Ancient Mesopotamia.
MATH (8:00 class) pg 122-123 1-41 Chp 2 Test tomorrow (9:00 class) pg 139 1-9
SCIENCE pg 97 1-4
Wednesday, November 7, 2018
Today in 6A & 6B
ENGLISH: The final section of our grammar week covers Conjunctions and Interjections. It would have been a trip down memory lane for most of the parents and even for some of our students as we watched the classic School House Rocky clips for "Conjunction Junction" and "Interjections!" These videos really helped drive home these very simple concepts. With a little more drilling, students were easily applying the skills in writing their own sentences.
RELIGION: Today's lesson is centered around the home the Israelites made for God in Solomon's temple. Students imagined what their own "happy place" would be like and some of the common characteristics were around serenity, quiet, and in nature. Interestingly enough, this is where we often find God.
SOCIAL STUDIES: Our review session was filled with questions regarding the format of the test and what areas students should focus their studying on. As mentioned to the students, this is what I might call a test-taker's test. It is engineered to allow for students to communicate their understanding of specific content in their own words. This means writing. There is a "short answer" section where students will respond to a prompt and are encouraged to write as much as they can about the topic. The question is only worth 5 points, but the more a student writes, the more room I have to make sense of their understanding of the material. Likewise for vocabulary, I ask students to explain in their own words the definition of a term. If they give me the book definition they will be correct, but if they can communicate their own definition that aligns with the book's definition, they would also be right. I have every belief that these students will be successful tomorrow.
MATH (8:00 class) pg 119 1-23 odds only (9:00 class) WS 3-1, 3-2, 3-3 Everyone needs to be doing Accelerated Math (unless you are already 100% to Goal)
ENGLISH: The final section of our grammar week covers Conjunctions and Interjections. It would have been a trip down memory lane for most of the parents and even for some of our students as we watched the classic School House Rocky clips for "Conjunction Junction" and "Interjections!" These videos really helped drive home these very simple concepts. With a little more drilling, students were easily applying the skills in writing their own sentences.
RELIGION: Today's lesson is centered around the home the Israelites made for God in Solomon's temple. Students imagined what their own "happy place" would be like and some of the common characteristics were around serenity, quiet, and in nature. Interestingly enough, this is where we often find God.
SOCIAL STUDIES: Our review session was filled with questions regarding the format of the test and what areas students should focus their studying on. As mentioned to the students, this is what I might call a test-taker's test. It is engineered to allow for students to communicate their understanding of specific content in their own words. This means writing. There is a "short answer" section where students will respond to a prompt and are encouraged to write as much as they can about the topic. The question is only worth 5 points, but the more a student writes, the more room I have to make sense of their understanding of the material. Likewise for vocabulary, I ask students to explain in their own words the definition of a term. If they give me the book definition they will be correct, but if they can communicate their own definition that aligns with the book's definition, they would also be right. I have every belief that these students will be successful tomorrow.
MATH (8:00 class) pg 119 1-23 odds only (9:00 class) WS 3-1, 3-2, 3-3 Everyone needs to be doing Accelerated Math (unless you are already 100% to Goal)
Tuesday, November 6, 2018
Today in 6A & 6B
ENGLISH: Irregular comparisons build on yesterday's lesson on making comparisons much the same way that our irregular verbs lesson built on our verbs lesson. When conjugating irregular verbs, there is no pattern or predictable way irregulars evolve. Similarly with irregular comparisons, words like little become less or least, badly becomes worse or worst. We also looked at prepositions and prepositional phrases as a way of indicating where something is or the relationship between things.
LITERATURE: In a writing exercise, students brainstormed 4 interactions they have had with nature and recorded how they felt in those scenarios. Then when they wrote about the events of that moment, they were able to inject their feelings about the moment. The result was some more colorful writing pieces that made the readers feel like they were there with the author.
SOCIAL STUDIES: In a bit of a thought experiment, students were presented with actual scenarios that King Hammurabi was faced with, and they would see if they could identify a judgement on the scenario that would match the King's. What resulted was a robust conversation about what constitutes fairness both today and 4000 years ago.
MATH (8:00 class) WS 2-9 Chp 2 test Friday (9:00 class) pg 134 1-18
ENGLISH: Irregular comparisons build on yesterday's lesson on making comparisons much the same way that our irregular verbs lesson built on our verbs lesson. When conjugating irregular verbs, there is no pattern or predictable way irregulars evolve. Similarly with irregular comparisons, words like little become less or least, badly becomes worse or worst. We also looked at prepositions and prepositional phrases as a way of indicating where something is or the relationship between things.
LITERATURE: In a writing exercise, students brainstormed 4 interactions they have had with nature and recorded how they felt in those scenarios. Then when they wrote about the events of that moment, they were able to inject their feelings about the moment. The result was some more colorful writing pieces that made the readers feel like they were there with the author.
SOCIAL STUDIES: In a bit of a thought experiment, students were presented with actual scenarios that King Hammurabi was faced with, and they would see if they could identify a judgement on the scenario that would match the King's. What resulted was a robust conversation about what constitutes fairness both today and 4000 years ago.
MATH (8:00 class) WS 2-9 Chp 2 test Friday (9:00 class) pg 134 1-18
Monday, November 5, 2018
Today in 6A & 6B
ENGLISH: Students started a new Grammar chapter today (9) where we look at Adjectives and Adverbs. Much of the first half of today's lesson was a review of concepts from previous years, but while it all makes sense to the students, they do need some drilling on how to identify which is which. Similarly, as we started making comparisons in 9.2, I ask students to give me the justification for WHY an adjective/adverb is classified as a Comparative or Superlative comparison. This will most certainly be a part of Friday's English test.
LITERATURE: We read the short story "Turkeys" today and afterward we started exploring the motives of the author. Through some interesting interpretations of our students, we found that a lot of our assumptions are linked to our personal experiences, and similarly, the writer's tone in linked to her own experiences.
RELIGION: This week's lesson will likely be the last that comes from our "Finding God" text as we are moving toward a new guidebook that provides a stronger multi-grade reinforcement of the religious concepts of our faith. Today we talked about St. Helena, the mother of Constantine, and her influence on the growth of the early church.
SOCIAL STUDIES: In a bit of a thought experiment, students compared the positions of Hammurabi of ancient Mesopotamia and that of Martin Luther King Jr. The two were both champions of "fairness" in their respective times and we explored this as a concept, and how it might be beneficial to society for laws to be fair.
MATH (8:00 class) pg 114 1-20 Chp 2 Test on Friday (9:00 class) pg 129 1-31
SCIENCE Chp 3 Worksheets
ENGLISH: Students started a new Grammar chapter today (9) where we look at Adjectives and Adverbs. Much of the first half of today's lesson was a review of concepts from previous years, but while it all makes sense to the students, they do need some drilling on how to identify which is which. Similarly, as we started making comparisons in 9.2, I ask students to give me the justification for WHY an adjective/adverb is classified as a Comparative or Superlative comparison. This will most certainly be a part of Friday's English test.
LITERATURE: We read the short story "Turkeys" today and afterward we started exploring the motives of the author. Through some interesting interpretations of our students, we found that a lot of our assumptions are linked to our personal experiences, and similarly, the writer's tone in linked to her own experiences.
RELIGION: This week's lesson will likely be the last that comes from our "Finding God" text as we are moving toward a new guidebook that provides a stronger multi-grade reinforcement of the religious concepts of our faith. Today we talked about St. Helena, the mother of Constantine, and her influence on the growth of the early church.
SOCIAL STUDIES: In a bit of a thought experiment, students compared the positions of Hammurabi of ancient Mesopotamia and that of Martin Luther King Jr. The two were both champions of "fairness" in their respective times and we explored this as a concept, and how it might be beneficial to society for laws to be fair.
MATH (8:00 class) pg 114 1-20 Chp 2 Test on Friday (9:00 class) pg 129 1-31
SCIENCE Chp 3 Worksheets
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