Can you believe it’s already February? The flu, is starting to hit the school and work its way into our class . . . we have a lot of hand sanitizer being used! Encourage your child to maintain proper hygiene. We don't want it to spread more than it has to! February means the end of the second trimester! We’re almost two-thirds the way through 6th grade. It’s time to turn on the brakes because before we know it, they’ll be 7th graders.
We are forging through our study of Unnatural Natural Disasters! The presentation is just around the corner. March 3rd is the official presentation day. Like the theme park, they will be expected to come to school formally dressed. They will be doing a digital presentation this time with a partner. Once we finish, we will be delving into the rise and fall of empires in preparation for the final project of the year! We'll look at Rome, Eastern empires, and even the United States! The students will be looking at parallels and drawing conclusions related to the impact of various components of empires that contributed to the rise and fall.
In Language Arts, we finished reading Nothing But the Truth by Avi, a Newberry Award winning book and looking at truth in character through two lenses. The students created a window/mirror project that aligns with Shakespeare's quote, "No Cassius; for the eye sees not itself / But by reflection, by some other things." We will begin taking a closer look at other situations in which individuals take a stand on what matters to them in the Pearson book through the unit, "What Matters?" as well as through Twelve Angry Men. Students will be writing an argument essay related to a topic that matters to them, and they will present their argument to the class orally. It's always exciting to watch them present! They are developing so much as public speakers.
February 7 . Talent Show
February 12 . Field Trip to Feed My Starving Children
February 14 . Trimester Ends
February 17 . No School (Presidents' Day)
February 25 . Parent/Teacher/Student Conferences 3:45-7:45
February 28 . No School (Institute Day)
March 11 . Parent/Teacher/Student Conferences 3:45-7:45
Sets challenging goals and monitors own learning
1-With support, student is unable to set measurable goals and monitor progress toward those goals
3-With support, student is able to set measurable goals and monitor progress toward those goals (i.e., portfolios, data folders, binders, progress reports, etc.)
5-Student is able to independently set measurable goals and monitor progress toward those goals.
Most NWEA scores went up from the fall! Students should follow their goals to try to make their score continue to grow in the spring.
Works cooperatively and productively with peers
1-Refuses to work with group, does not contribute “fair share”
3-Regularly listens to shared ideas, willing to compromise works collaboratively with peers, contributes to completion of assignment, willing to work with ALL peers
5-Always listens to shared ideas, willing to compromise, works collaboratively with peers, contributes to completion of assignment, willing to work with ALL peers
We are working in groups on PBL activities, so this standard is very important right now. Students are doing fairly well, but it is a challenge for groups to maintain focus so that they are able to collaborate and complete work equally.
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 a continued goal, and it is the focus for our time in group – especially social emotional learning time. The students are doing extremely well! Mrs. Johnsen loves working with the class every Wednesday, and it's obvious that they enjoy having her there as well!
SOCIAL EMOTIONAL ISSUES
Because gifted children demonstrate greater maturity in some domains over others, they may be at greater risk for specific kinds of social-emotional difficulties if their needs are not met. These aspects may include heightened awareness, anxiety, perfectionism, stress, issues with peer relationships, and concerns with identity and fit. Parents, adults, and caregivers in their lives need to stay in tune with their specific child's needs, and help shape a strong framework for social-emotional health.
Keep in mind:
· A child gifted in one area does not mean gifted in all
· Giftedness can lead to the masking and misunderstanding of problem signs
· Not all gifted children are alike, including their own unique social-emotional profile
· There is no single, definitive recipe for maintaining a child's emotional equilibrium
· Parents need to model balance and set the tone to reduce stress/anxiety in the gifted child's life
· We can teach our children strategies and provide tools for dealing with the ebb and flow of life
(National Association for Gifted Children)