Today in 6A!
It was a busy day with two different assemblies to facilitate the renaissance fair that the 7th graders put on. There was a Falconry demonstration and info session as well as an open-forum demonstration from our 7th grade students displaying some of the articles they crafted.
The rest of our day was split between AR time, our Religion quiz, and English test. Students in 6B finished their last 20 pages of Where The Red Fern Grows and were given instruction on what to have completed by the end of the weekend. All students should come to school Monday having reduced their evidence down to 5 pieces and feel comfortable on in what way and in what order their evidence will be presented. This will put them on good footing to establish a thesis to align with their theme and they can begin drafting confidently. Students will have one (1) week to complete this 3-4 page essay and will be given class time to meet benchmarks.
Friday, February 22, 2019
Thursday, February 21, 2019
Today in 6A & 6B
RELIGION: Students reviewed for their test tomorrow. Their notes will be their best and only resource for studying.
ENGLISH: Students spent their time wisely studying for tomorrow's unit/chapter test. I sat with several students who wanted to review some of the material. The suggested review can be found below.
LITERATURE: 6A finished our "Where The Red Fern Grows" red today and there were a few tears along with a resounding consensus that "this was a good book." That said, I agree. Students know that one week from tomorrow they will have their assessment due, the details of which are on Google Classroom. I recommended to the class that they spend some time over the weekend narrowing down their list of quotes and tabbed pages to find 5 of their best pieces of evidence to use in their essay. Some asked if they could use more, and of course the answer is yes, however it is essential that this essay not become a banner of strung-together quotes, but an unpacking of their meaning and how they impact or justify the theme they chose.
SOCIAL STUDIES: Today students made their own Cartouches. A cartouche is an identifying hieroglyph that indicates a person's name. Using a simple generator, students plugged in their own first names to identify what their cartouche would be. After screen shotting their cartouche, students then drew it on to a piece of watercolor paper and prepared to illuminate the images with color. Students will continue this process tomorrow.
MATH (8:00 class) pg 258 1-24 (9:00 class) pgs 302-303 2-60 evens + WS 6-4 & 6-5
RELIGION: Students reviewed for their test tomorrow. Their notes will be their best and only resource for studying.
ENGLISH: Students spent their time wisely studying for tomorrow's unit/chapter test. I sat with several students who wanted to review some of the material. The suggested review can be found below.
LITERATURE: 6A finished our "Where The Red Fern Grows" red today and there were a few tears along with a resounding consensus that "this was a good book." That said, I agree. Students know that one week from tomorrow they will have their assessment due, the details of which are on Google Classroom. I recommended to the class that they spend some time over the weekend narrowing down their list of quotes and tabbed pages to find 5 of their best pieces of evidence to use in their essay. Some asked if they could use more, and of course the answer is yes, however it is essential that this essay not become a banner of strung-together quotes, but an unpacking of their meaning and how they impact or justify the theme they chose.
SOCIAL STUDIES: Today students made their own Cartouches. A cartouche is an identifying hieroglyph that indicates a person's name. Using a simple generator, students plugged in their own first names to identify what their cartouche would be. After screen shotting their cartouche, students then drew it on to a piece of watercolor paper and prepared to illuminate the images with color. Students will continue this process tomorrow.
MATH (8:00 class) pg 258 1-24 (9:00 class) pgs 302-303 2-60 evens + WS 6-4 & 6-5
Wednesday, February 20, 2019
Today in 6A & 6B
ENGLISH: Our lesson built on yesterday's concepts of strong topic sentences and supporting sentences by asking students to examine work for unity and coherence. We gain this by grouping our writing by the style we use. Additionally, we can employ transition sentences that help us to connect ideas that may follow a different type of writing style. Students are encouraged to study this evening for their test this Friday. For homework, they are to complete Exercise 1 in 4.5.
RELIGION: We picked up yesterday's lesson right where we left off as we discussed welcoming a baby home. I shared the two different stories around each of my own daughters' births to help the students understand how regardless of the scenario, babies enter the world ready to absorb their surroundings. How we act around a baby matters. The tone of voice we use, the love or lack-there-of in our voices and actions impact this child in myriad ways that cannot be easily communicated.
SOCIAL STUDIES: Today marks the start of our Ancient Egypt Unit and the students are pretty excited about it. Our lesson regarding the geography of the Nile river valley and delta help us to understand the special conditions surrounding this place, and the commonalities this place has with other regions that we have studied this year. Homework for this lesson is on page 99 #1-5.
MATH (8:00 class) WS 5-2 (9:00 class) pg 302-303 1-49 odds only Only two days left to do Accelerated Math
ENGLISH: Our lesson built on yesterday's concepts of strong topic sentences and supporting sentences by asking students to examine work for unity and coherence. We gain this by grouping our writing by the style we use. Additionally, we can employ transition sentences that help us to connect ideas that may follow a different type of writing style. Students are encouraged to study this evening for their test this Friday. For homework, they are to complete Exercise 1 in 4.5.
RELIGION: We picked up yesterday's lesson right where we left off as we discussed welcoming a baby home. I shared the two different stories around each of my own daughters' births to help the students understand how regardless of the scenario, babies enter the world ready to absorb their surroundings. How we act around a baby matters. The tone of voice we use, the love or lack-there-of in our voices and actions impact this child in myriad ways that cannot be easily communicated.
SOCIAL STUDIES: Today marks the start of our Ancient Egypt Unit and the students are pretty excited about it. Our lesson regarding the geography of the Nile river valley and delta help us to understand the special conditions surrounding this place, and the commonalities this place has with other regions that we have studied this year. Homework for this lesson is on page 99 #1-5.
MATH (8:00 class) WS 5-2 (9:00 class) pg 302-303 1-49 odds only Only two days left to do Accelerated Math
Tuesday, February 19, 2019
Today in 6A & 6B
ENGLISH: The beginning of our grammar week asks us to change the way in which we read. Instead of reading to absorb, we are reading to analyze, that is, read to determine what the main point of a paragraph is. This is a skill that we have practiced in our Social Studies class and one that will serve us long into the future as we advance in academics. Students are asked in 4.2 to determine what a topic sentence of a given set of supporting sentences might be, and then the adverse; to determine the supporting details of a topic sentence. Exercise 1 and 2 of 4.2 are assigned homework pieces and students are encouraged to practice the latter for their test this coming Friday.
LITERATURE: As we near the end of our book the true climax of the story has hit us. Unfortunately this has resulted in some tragedy for our protagonist. Additionally, some of our students found this to be an emotionally charged piece of writing and were moved by it. To answer their question of "Why would you make us read this?" I can submit that this was a book that I read when I was 12. It affected me deeply. I still have a strong attachment to this story, having had dogs of my own and felt a similar attachment to them. The writing itself is a work of mastery. The emotional roller coaster is charged with feeling. In a way that only books can do, this one makes you feel and feel strongly. This is a powerful tool that one will only learn to use if they are exposed to it. Reading this work makes us stronger readers, writers, and people.
RELIGION: Our new unit in Family Life talks about the sacrament of marriage and bringing new members into our family, mostly by birth. In addressing marriage in the context of our faith it is important to recognize that society at large and the Catholic Church do not see eye to eye on this matter. I encourage all of my students to speak with their parents and family members about questions they may have regarding those in our community who do not follow traditional gender norms and how their place within our faith community is affected. In the brief address, the words "Gay," "Lesbian," and "Homosexual" were the focus of some minor giggling and I feel the need to nip that in the bud. These labels are only that; labels. They do not define who we are as people nor do they establish our value as people, particularly before God. We must be tolerant of those who may challenge our traditions and be willing to engage in civil discourse in order to gain common understanding. For anyone needing information about what our Holy Father says or is curious about his track record, please visit the following website: https://www.newwaysministry.org/resources/pope-francis-lgbt-issues/
The conversations we are having in Family Life do require an element of social and emotional maturity.
MATH (8:00 class) pg 248-249 1-25 (9:00 class) pg 298 1-30
SOCIAL STUDIES: Students wrote their Chapter test on Ancient China today. No Homework. Ancient Egypt starts tomorrow.
ENGLISH: The beginning of our grammar week asks us to change the way in which we read. Instead of reading to absorb, we are reading to analyze, that is, read to determine what the main point of a paragraph is. This is a skill that we have practiced in our Social Studies class and one that will serve us long into the future as we advance in academics. Students are asked in 4.2 to determine what a topic sentence of a given set of supporting sentences might be, and then the adverse; to determine the supporting details of a topic sentence. Exercise 1 and 2 of 4.2 are assigned homework pieces and students are encouraged to practice the latter for their test this coming Friday.
LITERATURE: As we near the end of our book the true climax of the story has hit us. Unfortunately this has resulted in some tragedy for our protagonist. Additionally, some of our students found this to be an emotionally charged piece of writing and were moved by it. To answer their question of "Why would you make us read this?" I can submit that this was a book that I read when I was 12. It affected me deeply. I still have a strong attachment to this story, having had dogs of my own and felt a similar attachment to them. The writing itself is a work of mastery. The emotional roller coaster is charged with feeling. In a way that only books can do, this one makes you feel and feel strongly. This is a powerful tool that one will only learn to use if they are exposed to it. Reading this work makes us stronger readers, writers, and people.
RELIGION: Our new unit in Family Life talks about the sacrament of marriage and bringing new members into our family, mostly by birth. In addressing marriage in the context of our faith it is important to recognize that society at large and the Catholic Church do not see eye to eye on this matter. I encourage all of my students to speak with their parents and family members about questions they may have regarding those in our community who do not follow traditional gender norms and how their place within our faith community is affected. In the brief address, the words "Gay," "Lesbian," and "Homosexual" were the focus of some minor giggling and I feel the need to nip that in the bud. These labels are only that; labels. They do not define who we are as people nor do they establish our value as people, particularly before God. We must be tolerant of those who may challenge our traditions and be willing to engage in civil discourse in order to gain common understanding. For anyone needing information about what our Holy Father says or is curious about his track record, please visit the following website: https://www.newwaysministry.org/resources/pope-francis-lgbt-issues/
The conversations we are having in Family Life do require an element of social and emotional maturity.
MATH (8:00 class) pg 248-249 1-25 (9:00 class) pg 298 1-30
SOCIAL STUDIES: Students wrote their Chapter test on Ancient China today. No Homework. Ancient Egypt starts tomorrow.
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Special bulletin: Mr Gray raps and the kids love it. I caught what I could.
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