It was so nice to see so many of you at conferences! The students were nervous for sure, but it was nice to be able to talk together about what we’ve been doing in class and what strengths we have and areas exist for goals in the future.
We are just finishing up our reading of The Giver and correlating it to perspectives. We also read novels independently that examined perspective. We will begin a new read aloud when we return after break that also continues examining perspectives! We will enjoy watching The Giver the last week before break to compare it to the book. I'm excited to see how the kids like it.
We worked on ancient Greece by examining their culture and government. They will have the opportunity to read a modified version of the Illiad and create character cards. We will end December by looking at Greek mythology and the Olympics! This is a fantastic way to end 2019!!
When we return in January we will read Nothing But the Truth by Avi, a Newbery Award winning book and then will begin a study of Ray Bradbury short stories.
Our focus for writing in January will be thematic essays as we look as the Bradbury writings.
December 17 Choir Concert/Orchestra Night
Winter break is from
December 23 – January 5
School resumes January 6
Completes and returns homework consistently
1-Consistently does not turn in homework and absent work
3-Regularly turns in homework and makes up absent work (not less than 90% homework completion)
5-Independently turns in all homework on time, including absent work (100% homework completion)
This is going well for most students!
Uses time constructively
1-During structured learning experiences, student does not begin tasks without prompts, does not maintain focus and attention to task
3-During structured learning experiences, student begins task without prompting, maintains focus and attention to task
5-Skills are demonstrated during structured and unstructured learning experiences
The majority of students continue to see this as an area to continue to work on this month. They are getting better though! They are doing a nice job transitioning between subjects.
Communicates own needs, concerns, feelings, appropriately
1-Cannot constructively disagree with peers, respectfully approach teachers with questions or concerns, manage anger and frustration appropriately
3-Can constructively disagree with peers, respectfully approach teachers with questions or concerns, manage anger and frustration appropriately, All skills are demonstrated consistently with minimal assistance
5-Can constructively disagree with peers, respectfully approach teachers with questions or concerns, manage anger and frustration appropriately.All skills are demonstrated consistently and independently
This is going well and is the focus for our time in social-emotional learning.
Demonstrates Effort
1-Chooses not to anticipate academic needs (see “Meets” skill set) reflect on learning and correct mistakes and misconceptions
3-Able to anticipate and take responsibility for academic needs (i.e., planned absences, tests, extra curricular activities) reflects on learning, and corrects mistakes and misconceptions
5-Independently seeks additional help outside regular classroom time and enrichment opportunities
Students are working on this. They generally do a nice job when they leave for band/orchestra. They need to continue to work on their independence in this.
Hérbert (2011) cited internal motivation as being one of the constants in gifted education literature. Internal motivation is the ability of an individual to overcome personal adversity and stay focused on his or her goals. Strengthening this trait can protect against the negative impact of anxiety and bolster overall resiliency.