Today in 6A!
RELIGION: Students wrote their Unit 3, Chapter 15 quiz today.
ENGLISH: Students write their Unit 15 and final vocabulary test today. Afterward they worked on their story books. I am asking students to not work on their stories over the weekend. If students are looking for something to do toward this assignment, they can workshop their illustration ideas. Try to figure out what illustrative style works best for them and their story, but students are not yet illustrating their stories.
SOCIAL STUDIES: After taking up the homework we began a lesson on the Pax Romana, or the long time of peace that came during the rule of Augustus, formerly Octavian. Homework for this lesson is on page 523 #1-6.
Friday, May 17, 2019
Thursday, May 16, 2019
Today in 6A!
ENGLISH: As a means of flushing out our best children's story book ideas, we performed some character, conflict and resolution story mapping today. This is a strategy where students methodically ask questions about their character, their conflict and how they plan to resolve that conflict and write down their responses for later referral. With all of this down on paper, students are able to see their story in pieces. Next they "storyboard" their thoughts to plan on what pages pieces of information need to go. The next phases will involve how the student plans to communicate their thoughts. Some information can be passed through images while others need to be in text. Some students want to have their stories rhyme. This is where that can happen.
LITERATURE: At this point in the story we are listening as Malala explains the events of the attempted assassination of her life. She wakes up in Birmingham England with questions about her father and mother. She is recovering from her wounds and struggling with pain. Our students felt confused about how the would-be assassins knew it was her, and I told them that Malala at this time was as famous as Beyonce. You KNOW when Beyonce walks in the room. You don't have to have someone point her out to you. The same was for Malala. She appeared in newspapers and on TV. She was an outspoken advocate for girls' right to education and had a target on her back for it.
RELIGION: Review of this week's lesson for tomorrow's open book quiz.
SOCIAL STUDIES: Our lesson spoke about the expansion of the Roman Empire. Rome used their military as well as diplomacy to expand not only their influence but their controlled territory. The influx of excess grains from abroad and the growing number of slaves entering the economy bankrupted small farmers and left them with no recourse. It was not long (~200 years) before revolution would strike. Homework for this lesson is on page 517 #1-4.
ENGLISH: As a means of flushing out our best children's story book ideas, we performed some character, conflict and resolution story mapping today. This is a strategy where students methodically ask questions about their character, their conflict and how they plan to resolve that conflict and write down their responses for later referral. With all of this down on paper, students are able to see their story in pieces. Next they "storyboard" their thoughts to plan on what pages pieces of information need to go. The next phases will involve how the student plans to communicate their thoughts. Some information can be passed through images while others need to be in text. Some students want to have their stories rhyme. This is where that can happen.
LITERATURE: At this point in the story we are listening as Malala explains the events of the attempted assassination of her life. She wakes up in Birmingham England with questions about her father and mother. She is recovering from her wounds and struggling with pain. Our students felt confused about how the would-be assassins knew it was her, and I told them that Malala at this time was as famous as Beyonce. You KNOW when Beyonce walks in the room. You don't have to have someone point her out to you. The same was for Malala. She appeared in newspapers and on TV. She was an outspoken advocate for girls' right to education and had a target on her back for it.
RELIGION: Review of this week's lesson for tomorrow's open book quiz.
SOCIAL STUDIES: Our lesson spoke about the expansion of the Roman Empire. Rome used their military as well as diplomacy to expand not only their influence but their controlled territory. The influx of excess grains from abroad and the growing number of slaves entering the economy bankrupted small farmers and left them with no recourse. It was not long (~200 years) before revolution would strike. Homework for this lesson is on page 517 #1-4.
Wednesday, May 15, 2019
Today in 6A & 6B
ENGLISH: For the past two days we have been examining children's books to see what makes them so effective. We pooled together ideas about what we like and why these books work. Through their varied illustrations and subject matters, each book we looked at successfully communicated lessons and morals which gripping the attention of their target audience (1-5 year old kids). Today students were assigned their task of creating a children's book of their own. Over the next 2 weeks (Due Thursday, May 30) students will imagine, write, edit, rewrite and illustrate their stories so that they too can effectively communicate meaningful messages to the target audience. Below are images of the assignment, grading criteria, brainstormed theme ideas, and finally, the pre-writing process that all students should follow.
ENGLISH: For the past two days we have been examining children's books to see what makes them so effective. We pooled together ideas about what we like and why these books work. Through their varied illustrations and subject matters, each book we looked at successfully communicated lessons and morals which gripping the attention of their target audience (1-5 year old kids). Today students were assigned their task of creating a children's book of their own. Over the next 2 weeks (Due Thursday, May 30) students will imagine, write, edit, rewrite and illustrate their stories so that they too can effectively communicate meaningful messages to the target audience. Below are images of the assignment, grading criteria, brainstormed theme ideas, and finally, the pre-writing process that all students should follow.
Tuesday, May 14, 2019
Today in 6A!
ENGLISH: We continued with our examination of the children's storybooks that students brought to school and what elements these books have. Today we used pointed questions to take a second look at our books and saw that while many are different in various ways, they also share some details. It is the expert employment of literary devices that make the text so effective. The relatability of the characters and expressive nature of the illustrations help make it so that even those who cannot read, have a great sense of the action, emotion, and message in that story.
LITERATURE: Students wrote their final STAR Math assessment today.
RELIGION: In our lesson the torch of leadership was passed from Moses to Joshua, who then lead the Hebrews into the land of Canaan. The victories held by the Jews over the Canaanites were evidence of God's presence on their side. These events were compared to the modern church and our own leadership.
SOCIAL STUDIES: We had a thought experiment in class today where students were posed with several questions and they explained why they either agreed or disagreed with the question. Students were allowed to change their position based on the opinions of other students in the different areas.
ENGLISH: We continued with our examination of the children's storybooks that students brought to school and what elements these books have. Today we used pointed questions to take a second look at our books and saw that while many are different in various ways, they also share some details. It is the expert employment of literary devices that make the text so effective. The relatability of the characters and expressive nature of the illustrations help make it so that even those who cannot read, have a great sense of the action, emotion, and message in that story.
LITERATURE: Students wrote their final STAR Math assessment today.
RELIGION: In our lesson the torch of leadership was passed from Moses to Joshua, who then lead the Hebrews into the land of Canaan. The victories held by the Jews over the Canaanites were evidence of God's presence on their side. These events were compared to the modern church and our own leadership.
SOCIAL STUDIES: We had a thought experiment in class today where students were posed with several questions and they explained why they either agreed or disagreed with the question. Students were allowed to change their position based on the opinions of other students in the different areas.
Monday, May 13, 2019
Today in 6A!
ENGLISH: Last week I asked students to bring in their favorite children's book for us to use this week. Our end-goal in two weeks is to develop our own children's books and to read them to our Tyke and Kinder friends in the last week of school. Our work today was to determine what qualities make a truly effective children's book. I asked students to examine the Plot, Characters and Illustrations to establish their assessment. We will continue with this over the coming week. This Friday will also be our final Vocabulary test, so students should work onn their vocabulary terms each night.
LITERATURE: In our reading today we learn more about the escalation of violence that Malala and her family experienced in their hometown in the Swat valley, and what, if any, actions the government was doing to protect her right to an education.
RELIGION: Our lesson looked at "leadership" and the role that Moses played in leading the Hebrews out of Egypt and toward the promised land. We made comparisons to what leaders in our own lives do, either for clubs or teams that we are on.
SOCIAL STUDIES: After taking up the homework from Thursday of last week, we examined the structure of Roman Society, how that impacted the role of men, women and children and what the expectations of people within society, including their adherence to common values, meant for everyone. Romans believed in a "family first" set of values that permeated into civil society. Patrons and clients would favor (extended) family members over non-familial persons. Homework for this lesson can be found on page 502 #1, 2, 4.
MATH (8:00 class) pgs 380-381 1-15 (9:00 class) pg 430 14-37
SCIENCE pg 246 1-4
ENGLISH: Last week I asked students to bring in their favorite children's book for us to use this week. Our end-goal in two weeks is to develop our own children's books and to read them to our Tyke and Kinder friends in the last week of school. Our work today was to determine what qualities make a truly effective children's book. I asked students to examine the Plot, Characters and Illustrations to establish their assessment. We will continue with this over the coming week. This Friday will also be our final Vocabulary test, so students should work onn their vocabulary terms each night.
LITERATURE: In our reading today we learn more about the escalation of violence that Malala and her family experienced in their hometown in the Swat valley, and what, if any, actions the government was doing to protect her right to an education.
RELIGION: Our lesson looked at "leadership" and the role that Moses played in leading the Hebrews out of Egypt and toward the promised land. We made comparisons to what leaders in our own lives do, either for clubs or teams that we are on.
SOCIAL STUDIES: After taking up the homework from Thursday of last week, we examined the structure of Roman Society, how that impacted the role of men, women and children and what the expectations of people within society, including their adherence to common values, meant for everyone. Romans believed in a "family first" set of values that permeated into civil society. Patrons and clients would favor (extended) family members over non-familial persons. Homework for this lesson can be found on page 502 #1, 2, 4.
MATH (8:00 class) pgs 380-381 1-15 (9:00 class) pg 430 14-37
SCIENCE pg 246 1-4
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