Today in 6A & 6B
ENGLISH: As soon as students finished their Unit 13 vocabulary test, they had the remainder of class to work on their assignment for the poetry analysis. Most, if not all, students are nearly completed with this assignment which allows them to work on their literature essay which will be due one week from today.
The remainder of our day was spent working on the various open assignments that our sixth grade students have.
With Ditch Day on Monday, students are reminded to be on their best behavior for this outing. Students are encouraged to wear free dress for this day and are allowed to bring their cell phones. This is mentioned with caution as we understand that kids like photos, but to beware not to post any of their locations to social media and restrict sharing to family and friends directly. Let's keep the fun times fun and worry free!
MATH (8:00 class) Pg 307-308 1-14 (9:00 class) pg 362 4-28 skip # 8
Friday, March 22, 2019
Thursday, March 21, 2019
Today in 6A!
RELIGION: Students wrote an open-book quiz to start our day. The content covered our conversations on Exodus and the role of Moses in the Church.
ENGLISH: Students continued their work on the 3-choice submission. This work allows them to express their creativity, both artistically and in words. These expressions help them to make use of the analysis they previously completed by applying it to new writings and in different forms.
LITERATURE: This class was the first opportunity for all students to begin writing their essays. I am insisting that all students perform a robust pre-writing phases which will help them with the structure of their essay as well as organization of thoughts. By seeing it all down on paper first, they then have a better idea of where their writing will go, which is crucial in such a short piece. Some students are drafting now as well, which should go well. The deadline for submission of this essay has been pushed to Friday, March 29.
SOCIAL STUDIES: Students wrote their Chapter test for the Ancient Hebrews.
RELIGION: Students wrote an open-book quiz to start our day. The content covered our conversations on Exodus and the role of Moses in the Church.
ENGLISH: Students continued their work on the 3-choice submission. This work allows them to express their creativity, both artistically and in words. These expressions help them to make use of the analysis they previously completed by applying it to new writings and in different forms.
LITERATURE: This class was the first opportunity for all students to begin writing their essays. I am insisting that all students perform a robust pre-writing phases which will help them with the structure of their essay as well as organization of thoughts. By seeing it all down on paper first, they then have a better idea of where their writing will go, which is crucial in such a short piece. Some students are drafting now as well, which should go well. The deadline for submission of this essay has been pushed to Friday, March 29.
^^^^The structure of student pre-writing should follow this guide ^^^^
SOCIAL STUDIES: Students wrote their Chapter test for the Ancient Hebrews.
Wednesday, March 20, 2019
Today in 6A!
ENGLISH: Continuing with our poetry analysis, students used the collective work we completed yesterday to choose 3 pieces to complete. Each student must choose 1 "Theme" assignment, 1 "Imagery/Metaphor" assignment, and 1 "Evaluate" assignment, of which there are three options for each column. These assignments will be due on Google Classroom on Friday.
LITERATURE: Students who have begun their essays should have a robust pre-writing session that follows the process in the image below:
RELIGION: Our review session was shortened by the many questions students have regarding my incentives to have them participate in mass more. I had been concerned by the lack of participation by a number of our students in 6A, particularly as it translates to the effect of their influence over their 3rd grade and TYKE buddies. As a means of evaluating each student's participation in mass, it makes sense to test them regarding the specific aspects of the mass (ie: what were the readings about? who presided over the mass? and similar questions). This came as a suggestion from one of my colleagues and the test I found came from the black-line masters of our Christ Our Life texts. I haven't fully decided on whether to move in this direction but this is what I am thinking.
ENGLISH: Continuing with our poetry analysis, students used the collective work we completed yesterday to choose 3 pieces to complete. Each student must choose 1 "Theme" assignment, 1 "Imagery/Metaphor" assignment, and 1 "Evaluate" assignment, of which there are three options for each column. These assignments will be due on Google Classroom on Friday.
LITERATURE: Students who have begun their essays should have a robust pre-writing session that follows the process in the image below:
RELIGION: Our review session was shortened by the many questions students have regarding my incentives to have them participate in mass more. I had been concerned by the lack of participation by a number of our students in 6A, particularly as it translates to the effect of their influence over their 3rd grade and TYKE buddies. As a means of evaluating each student's participation in mass, it makes sense to test them regarding the specific aspects of the mass (ie: what were the readings about? who presided over the mass? and similar questions). This came as a suggestion from one of my colleagues and the test I found came from the black-line masters of our Christ Our Life texts. I haven't fully decided on whether to move in this direction but this is what I am thinking.
SOCIAL STUDIES: Our review session for the Ancient Hebrews dovetails nicely with what we are studying in religion class. The Exodus and the story of the patriarchs of the Hebrew faith helps us understand the influence of the Hebrews on those who came after them.
Tuesday, March 19, 2019
Today in 6A & 6B
ENGLISH: After yesterday's biographical and historical context, today we examined the poem by Robert Frost, "The Road Not Taken." Beginning with the title, we tried to decipher what the author could have meant when he wrote this piece. We interpreted the figurative and descriptive language. In this exercise, we learned that it is more than just a poem about making decisions, it shows that the decisions that this individual faced are similar to the ones our students will face in the next 5 years. This was helpful in detailing the layered meaning of this poem.
LITERATURE: Today 6A finished the book "The Egypt Game." The story came to a definitive conclusion with our characters gaining some closure on who the Professor is and was and what we can expect him to become. Students know now that they have a 1-2 page essay which will outline the nautre of their chose character based solely on that character's actions, not their words. Students are reminded that they are not to "retell" this story but to reference action and analyze that action for what it tells us about their character. This essay will be due next Wednesday (one week from tomorrow) and students will be given benchmarks that they should meet each day.
RELIGION: Our lesson reviewed much of what we have learned in Social studies surrounding the exile of the Jews from Egypt and the role of Moses in that effort. It also discussed the connections to our faith as Christians.
SOCIAL STUDIES: After taking up the homework from yesterday, students were shown 2 videos. The first explained how the emergence of a monotheistic religion happened from an archaeological standpoint and presented from the ancient site of a Hebrew fortress that overlooked the place where David met Goliath. The second video was a narrated walking tour of the old city of Jerusalem where the video creator toured such important sites as the 4 quarters, the Western Wall, the Temple on the Mount, the Church of the Holy Sepulcre, and more. I found this helpful for students to connect what they have learned about the Ancient Hebrews to a physical place and see that this space is still inhabited by the ancestors of the ancients.
MATH (8:00 class) pg 303 13-42 (9:00 class) WS 7-2
ENGLISH: After yesterday's biographical and historical context, today we examined the poem by Robert Frost, "The Road Not Taken." Beginning with the title, we tried to decipher what the author could have meant when he wrote this piece. We interpreted the figurative and descriptive language. In this exercise, we learned that it is more than just a poem about making decisions, it shows that the decisions that this individual faced are similar to the ones our students will face in the next 5 years. This was helpful in detailing the layered meaning of this poem.
LITERATURE: Today 6A finished the book "The Egypt Game." The story came to a definitive conclusion with our characters gaining some closure on who the Professor is and was and what we can expect him to become. Students know now that they have a 1-2 page essay which will outline the nautre of their chose character based solely on that character's actions, not their words. Students are reminded that they are not to "retell" this story but to reference action and analyze that action for what it tells us about their character. This essay will be due next Wednesday (one week from tomorrow) and students will be given benchmarks that they should meet each day.
RELIGION: Our lesson reviewed much of what we have learned in Social studies surrounding the exile of the Jews from Egypt and the role of Moses in that effort. It also discussed the connections to our faith as Christians.
SOCIAL STUDIES: After taking up the homework from yesterday, students were shown 2 videos. The first explained how the emergence of a monotheistic religion happened from an archaeological standpoint and presented from the ancient site of a Hebrew fortress that overlooked the place where David met Goliath. The second video was a narrated walking tour of the old city of Jerusalem where the video creator toured such important sites as the 4 quarters, the Western Wall, the Temple on the Mount, the Church of the Holy Sepulcre, and more. I found this helpful for students to connect what they have learned about the Ancient Hebrews to a physical place and see that this space is still inhabited by the ancestors of the ancients.
MATH (8:00 class) pg 303 13-42 (9:00 class) WS 7-2
Monday, March 18, 2019
Today in 6A!
ENGLISH: Since we no longer have any strict grammar lessons, students will have the opportunity to examine different types of writing and encounter some of the literary legends in our midst. This seemed like a golden opportunity to revisit poetry, more specifically "The Road Not Taken" by Robert Frost. Today students listened to the poem for the first time and reviewed some historical context about our author. This is helpful for understanding the poem because it gives insight as to what some of the author's motivations might be.
LITERATURE: Our reading today grew in anticipatory tension. As the kids grow ever-more engaged with their fantasy game, they happen to become involved in a very real altercation that turns some of the foregone conclusions on their ear. We learn that the professor is not a bad guy but is likely the person responsible for saving the young children from certain death. Tomorrow the book will wind down to an end and students will begin their essays which will be due next week.
RELIGION: Our lesson from today touches on some of the social studies work we have done over the past short while. We examine God leading his people out of slavery and all of the consequences (positive and negative) that this brings.
SOCIAL STUDIES: Today's lesson ties up the unit. It is the third and final lesson in the Ancient Hebrews chapter and discusses the dispersion of Jews the world over. Students learned the term "Diaspora" and how the scattered nature of our Hebrew brethren encourages them to return to the "Promised Land" in their lifetime. Homework is on page 149 #1-4.
ENGLISH: Since we no longer have any strict grammar lessons, students will have the opportunity to examine different types of writing and encounter some of the literary legends in our midst. This seemed like a golden opportunity to revisit poetry, more specifically "The Road Not Taken" by Robert Frost. Today students listened to the poem for the first time and reviewed some historical context about our author. This is helpful for understanding the poem because it gives insight as to what some of the author's motivations might be.
LITERATURE: Our reading today grew in anticipatory tension. As the kids grow ever-more engaged with their fantasy game, they happen to become involved in a very real altercation that turns some of the foregone conclusions on their ear. We learn that the professor is not a bad guy but is likely the person responsible for saving the young children from certain death. Tomorrow the book will wind down to an end and students will begin their essays which will be due next week.
RELIGION: Our lesson from today touches on some of the social studies work we have done over the past short while. We examine God leading his people out of slavery and all of the consequences (positive and negative) that this brings.
SOCIAL STUDIES: Today's lesson ties up the unit. It is the third and final lesson in the Ancient Hebrews chapter and discusses the dispersion of Jews the world over. Students learned the term "Diaspora" and how the scattered nature of our Hebrew brethren encourages them to return to the "Promised Land" in their lifetime. Homework is on page 149 #1-4.
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Special bulletin: Mr Gray raps and the kids love it. I caught what I could.
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