Welcome back! I hope you all had a fun, relaxing break with family and friends.
War! We began the new year with “Is war ever justified?” The student elicited poignant questions to drive research on various wars throughout classical Greece. They will be writing an argument essay stating whether the war they've researched was considered a justified war. On January 21st, we will have visitors from the CSPW to springboard our next public speaking project - Unnatural Natural Disaster Day! I am so excited about this day. It will be approximately about a 4-6 week study of an unnatural natural disaster of student choice and a formal presentation about that disaster. It will be like the theme park in the sense that students will have to produce a formal final product.
We will be working on a unit from our Pearson book that focused on "What Matters". This will align nicely with the humanities work as well as the read-aloud. We will look at it the work through various lenses. When we finish the unit, we will watch Twelve Angry Men and study how "what matters" and "truth" align with the plot of the movie.
We are working through the read-aloud, Nothing But the Truth by Avi. This Newbery Award winning book aligns well with our newest Pearson unit "What Matters." Students will be reading a variety of articles as well as poetry, memoirs, and biography to see how arguments are presented in text. They will also research current debated issues and write an argument essay that will be presented orally.
We are continuing to work on individually-guided SEL. Our plan is to keep the lessons focused on what they need the most. We will be heading to Feed My Starving Children on February 11 for SEL. Information for that will come home soon.
January 21 No School - Martin Luther King, Jr Birthday
January 28 6th Grade Field Trip to COD
February 11 Field Trip to Feed My Starving Children
February 14 2nd Trimester Ends
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
We will continue to focus on this. During structured times, there has been an improvement. We need to work now on improving less structured times and beginning tasks independently.
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 Organizational Skills
1-Does not use agenda, does not come to class with materials, and does not use binders/folders effectively. Does not pace the completion of short/long term assignments across the curriculum.
3-Regularly uses agenda, comes to class with materials, and uses binders/folders effectively. Paces the completion of short/long term assignments across the curriculum.
5-Independently and consistently completes the "meets" skills set.
This is an important area of focus as we begin 2019. Many students have gone through their supplies - particularly pencils. Also, earbuds for some have broken or have disappeared. Plus, assignment notebooks have been lost (although they may not be used to track assignments for some students, they are still required for bathroom passes). Not having the supplies needed for class makes it very challenging to be as productive as possible.
Collect resources on your child's topics of interests, such as books, videos, and websites. Make time to talk to your child every day and encourage her active questioning. Find peers or groups who share similar interests.
It can be easy to forget your child is just a child because he may be able to have adult conversations about advanced topics. Allow your child the freedoms or responsibilities appropriate for his individual emotional or social development.
Gifted children are often highly observant and sensitive to social issues and fairness. Model the behavior and respect of others you expect of your child. Find opportunities for him to participate in acts of service that can make a difference.
Provide challenge outside of school. Enrichment is incredibly beneficial whether it supplements school content or explores interests or passions. This could be in any area, whether that be through music, sports, or academic camps.
Encourage your child to take risks. Celebrate mistakes as learning opportunities. When you make mistakes, model positive ways to problem-solve and grow.
National Association for Gifted Children