When I can sneak a few minutes here and there, I will try my best to update families on the "goings on" with our learners! I'll add info as each week progresses, so check here often! Hopefully these updates will serve as conversation starters at home.
Q#4 Week 7 5/20 - 5/24
Language Arts:
We are working on an activity that allows us to infer what happened at the end of The Giver based on the text and then based on what we can imagine might have happened.
We are studying for the upcoming book test on The Giver.
Pers. 2 & 7 Social Studies:
We reviewed the Ch. 10 Roman Civilization test.
Q#4 Week 6 5/13 - 5/17
Language Arts:
We read Chs. 17-18 in The Giver. While Jonas appreciates his new depth of feelings, he feels lonely and dejected. He also learns about the failure of the previous Receiver of Memory. The Giver is also thinking about something... In Ch. 19, Jonas learns what Release really is. In Chs. 20-21, Jonas and The Giver now have a plan to change The Community ... what could possibly go wrong? We finished reading The Giver. Jonas and Gabriel reached Elsewhere.. or did they? We are all discussing our theories as to how the book really ends. We wrapped up the week by working on an activity that allows us to infer what happened at the end of The Giver based on the text and then based on what we can imagine might have happened.
Social Studies:
We reviewed for and took the test on Roman civilization.
Q#4 Week 5 5/6 - 5/10
Language Arts:
In Chs. 12-13 of The Giver, Jonas learns that there used to be color and people had different skin tones before Sameness. Jonas is becoming frustrated that he cannot talk about his training and how different his life is becoming from his groupmates. In Ch. 14, Jonas learns what true pain is. He realizes that no one in The Community has ever experienced excruciating pain. In Ch. 15 of The Giver, Jonas learns what warfare is. In Ch. 16 Jonas learns about family and love... though the word itself is obsolete in his Community.
We had a review minilesson on Setting and Problem in literature. We also reviewed conflict in literature and identified various types of conflict using excerpts from The Giver.
Social Studies:
In our unit on Roman civilization, we learned about Rome as a city, and advances in engineering, religion, philosophy, the arts, and literature. Then we learned about the division of the Roman Empire into eastern and western sections and the ultimate downfall of the Western Roman Empire. We also learned a bit about the rise of Christianity in the Byzantine (Eastern) Empire. We learned about the success of the Byzantine (Eastern) Empire and two of its notable emperors, Constantine and Justinian. We also learned about the importance of Constantinople as a center for trade in the Byzantine (Eastern) Empire.
We ended the week by officially reviewing for our upcoming test on Roman civilization.
Q#4 Week 5 4/29 - 5/3
Language Arts:
We had a review minilesson on Symbolism and then read Ch.6 of The Giver. It's time for the Ceremonies! Each age group receives an item or some sort of change which symbolizes some greater meaning. In Ch.7, it's Day 2 of the Ceremonies! Jonas is apprehensive about his Assignment, yet eager to know what will be chosen for him... until his number is skipped! In Ch.8-9 it's Day 2 of the Ceremonies! Jonas learns he has not been assigned, but selected! His selection will involve great physical pain plus he has a few, but very unusual rules. In Ch. 10 Jonas starts his training as the new Receiver of Memory. The Annex room where he must train has books - thousands of books, fancy furniture, a lock on the door, and an off switch on the speaker.... unimaginable to Jonas. Jonas also learns that his training involves receiving the memories of the whole world! In Ch. 11 Jonas receives his first memories. We learn that there is something called Climate Control and a policy called Sameness.
Social Studies:
We officially reviewed Ancient Rome, then took the test, and then reviewed the Ancient Rome test.
We watched introductory videos on Roman civilization about the Coliseum and slavery.
We started our unit on Roman civilization by learning about Rome as a city, and advances in engineering, religion, philosophy, and the arts.
Q#4 Week 5 4/22 - 4/26
Thursday and Friday were spent on state CAASPP testing
Language Arts:
We read Ch.4 of The Giver, learning about how Volunteer Hours are done. Jonas has no idea what his Assignment might be because he does his volunteering at a variety of places. In Ch.5, Jonas had an odd dream that signaled the onset of puberty. Luckily there is a treatment for that!
We had a minilesson on Point of View in literature.
Social Studies:
We are officially reviewing Ancient Rome.
Q#4 Week 4 4/15 - 4/19
Language Arts:
To wrap up The Adventures of Ulysses, we are drafting an argumentative essay as to whether or not Ulysses is truly a hero. We brainstormed evidence in favor of him being a "hero" and in favor of him being a "zero". Next, we drafted two paragraphs as arguments. We will turn one of these paragraphs into our counterargument and rebuttal.
To prepare to read The Giver, we had a minilesson about genre - particularly the genre of fantasy and its sub-genre of science fiction - as well as the characteristics of the dystopian genre. We also learned about the book's author, Lois Lowry.
We read Chs. 1-2 of The Giver, learning a bit about the setting of this novel as well as certain terminologies the community members use, as well as being introduced to the main character, Jonas. We read Ch.3, we learned more about the rules of The Community and that Jonas and the newchild have the same shade of eyes.....Something odd also happens when Jonas and Asher are playing catch with an apple, but Jonas cannot figure out what.
Social Studies:
For our unit on Ancient Rome, we are learning about the rise and fall of the Republic and the start of the Roman Empire. We also had a minilesson on the Roman Roads. We also learned about the Roman Peace - or Pax Romana - begun by Emperor Octavian as well as the emperors who ruled after him.
Q#4 Week 3 4/8 - 4/12
We viewed the partial solar eclipse on Monday.
Language Arts:
We reviewed The Adventures of Ulysses Section IV quiz.
The Adventures of Ulysses ended just before Ulysses reunites with Penelope. We created the conversation this couple might have given all of Ulysses's adventures and their twenty years apart. We also decided on their future as a family and Ulysses's future as king.
To wrap up The Adventures of Ulysses, we are drafting an argumentative essay as to whether or not Ulysses is truly a hero. We brainstormed evidence in favor of him being a "hero" and in favor of him being a "zero". Next, we drafted two paragraphs as arguments. We will turn one of these paragraphs into our counterargument and rebuttal.
Social Studies:
In our unit on Ancient China, we reviewed the chapter using a technique called "Genre Reformulation". Using certain text structures from children's books, we retold the history of China in a fun and memorable way.
To launch our unit on Ancient Rome, we began by learning about the geography, climate, and advantageous location of Rome and Italy. We learned about the legends and the actual founding of Rome and its early settlers. We then learned about the Republic and how this form of government is structured. We also learned about the two main social classes, the patricians and the plebians.
Q#4 Week 2 4/1 - 4/5
Language Arts:
We are reading the last chapter of The Adventures of Ulysses. Ulysses is home after twenty years, but he must overcome a hundred suitors to reclaim his throne. After defeating the suitors, Ulysses is ready to reunite with his wife .... but the book ends before we find out how that reunification happens. We will now create the conversation this couple will have given all of Ulysses's adventures and their twenty years apart. We will also decide on their future as a family and Ulysses's future as king.
We studied for and took The Adventures of Ulysses Section IV quiz.
Social Studies:
In our unit on Ancient China, we are learning about the Qin and Han dynasties, one ruled under Legalism, the other ruled with Confucian ideals. We also learned about the many inventions created during the Han dynasty, as well as the impact of trade on the empire.
We are reviewing the chapter using a technique called "Genre Reformulation". Using certain text structures from children's books, we will retell the history of China in a fun and memorable way.
Q#4 Week 1 3/18 - 3/22
Language Arts:
We studied for and took The Adventures of Ulysses Section III quiz.
We wrote a narrative based on Calypso's magic log. We looked into the fire to see ourselves in thirty years.... what will our lives be like?
Social Studies:
In our unit on Ancient China, we learned about China's three key philosophies: Confucianism, Daoism, and Legalism. We had a minilesson about monopolies. China had a monopoly on the silk trade for a long time, enabling it to control the process and quality of the product and of course, the price.
We had a minilesson about Confucianism and Daoism to examine ideas about the ideal society and government. We analyzed various historical sources to compare and contrast viewpoints.
Q#3 Week 9 3/11 - 3/15
Language Arts:
We finished reading "Calypso" in The Adventures of Ulysses. Once again, Ulysses is offered immortality from a goddess... but once again, he turns it down because "What use is courage then?" Athene also pleads Ulysses' case to the gods and Zeus will now let Ulysses return home! Now that Ulysses is allowed to return home, Calypso sets him up with a ship and supplies. But Poseidon wrecks the ship and Ulysses almost drowns - again. Luckily the nereid Ino, saves Ulysses.
In"Nausicaa", Ulysses is discovered on Phaeacia by princess Nausicaa... who is very excited to introduce the shipwrecked storytelling sailor to her parents, the king and queen. However, the oracle predicted Ulysses's arrival and what might happen if King Alcinous helps him. But Alcinous does and Poseidon takes revenge... but Ulysses does arrive home!
Social Studies:
We reviewed the Asia Map Test.
We studied for and took the Ch. 7 Ancient India Test.
We started Ch. 8 Ancient China with a minilesson of China's geography. We learned about the area's physical features and how its rivers and fertile plains allowed for civilization to develop there. learned about China's first two dynasties, the Shang and the Zhou, their rulers and accomplishments. We also learned about China's first two dynasties, the Shang and the Zhou, their rulers and accomplishments.
Q#3 Week 8 3/4 - 3/8
Language Arts:
We studied for, took, and reviewed The Adventures of Ulysses Section II quiz.
We started to read "Cattle of the Sun" in The Adventures of Ulysses. Once again Ulysses thinks he does not have to land on an island - as foretold by the gods - but of course, he is wrong. Will his men kill the cattle of the Sun Titan? Yes! Once again Ulysses has been betrayed by his men and Zeus has taken vengeance upon them all. Now Ulysses is alone, adrift on his raft. We started to read "Calypso" in The Adventures of Ulysses. Ulysses is the only survivor from his crew. He is rescued by the goddess Calypso who intends to make Ulysses her latest husband.
Social Studies:
We wrapped up our lesson on ancient Indian religions: Hinduism, Buddhism, and Jainism, all of which are still practiced today. We also learned about two ancient Indian empires/dynasties: Maurya and Gupta. We learned about their rise and fall, the spread of Hinduism and Buddhism, trade, and accomplishments in math, science, and the arts.
We are officially reviewing for the Ch. 7 Ancient India test. We worked on vocabulary and reviewed Hinduism and Buddhism.
We studied for and took the Asia Map Test.
Q#3 Week 7 2/26 - 3/1
Language Arts:
In The Adventures of Ulysses, we finished reading "Land of the Dead". Students are reading "Wandering Rocks" on their own. In this chapter, Ulysses realizes that he cannot escape his destiny... the wandering rocks would not let him. Ulysses and his men are now sailing to the Isle of the Sun Titan. Next, we read "The Sirens". Ulysses and his men are now sailing to the Isle of the Sun Titan but must survive the narrow strait where the Siren sisters' enchanting voices may lure Ulysses and his sailors to their deaths. In The Adventures of Ulysses, we read "Scylla & Charybdis". Ulysses and his men are still on their way to the Isle of the Sun Titan but must sail between the two bloodthirsty monsters, one who eats human flesh, and one who swallows the sea and spits it out 'thrice' a day.
We are studying for The Adventures of Ulysses Section II quiz.
Social Studies:
We reviewed the Ch. 6 Greek Civilization Test.
We launched our study of India by focusing on the geography of Asia and completing a map. We then learned about the Harappans/Indus River peoples and the Aryans, who settled the Indus River area. We also learned about the languages of India and the Dravidians who introduced the Vedas - sacred texts, written in Sanskrit. Then we learned about the caste system or hierarchy of social classes. Within each varna (class) are many jatis (jobs). We ended the week by learning about Hinduism and Buddhism.
Q#3 Week 6 2/19 - 2/23
Language Arts: In The Adventures of Ulysses, we started to read "Circe". The men are on another island where the wild animals are friendly.... as friendly as humans... Circe tries to enchant Ulysses - who agrees to stay with her for a bit - but eventually, she knows Ulysses is not meant to be immortal nor live a life without adventure, so he and the men depart. In "Land of the Dead", Ulysses must visit Tartarus to gain advice from various ghosts before he can return home to Ithaca.
Social Studies:
We studied for and took the Ch. 6 Greek Civilization test.
Q#3 Week 5 2/12 - 2/15
Language Arts:
We studied for, took, and reviewed the Section I quiz for The Adventures of Ulysses.
In The Adventures of Ulysses, we read "Cannibal Beach". If you're ever climbing a tall tree and the bark feels like cloth, and the leaves feel like a beard..... climb down quickly!
Social Studies:
We learned about the empire of Alexander "the Great", his love of Greek culture, and the spread of Hellenism throughout the lands he conquered. We then learned more about Hellenistic culture and its legacy in the arts and sciences. We also examined how geography impacted the spread of Hellenism.
We had a minilesson on whether Alexander "the Great" was "great" or not. Students used excerpts from primary sources to conclude whether Alexander should be considered a hero or villain.
We ended the week by starting to study for next week's Ch. 6 test.
Q#3 Week 4 2/5 - 2/9
Language Arts:
We read "The Cyclops Cave" in The Adventures of Ulysses. Ulysses's men were 'hangry" so they had to go ashore to find food, but were trapped by the giant cyclops, Polyphemus. Luckily Ulysses planned a clever escape.... but then bragged to the cyclops... Poseidon is not happy with Ulysses' boastful taunt.
Next, we read "Keeper of the Winds" where Aeolus, the demigod who guards the winds, lends Ulysses enough way to sail back home. Ulysses and his men reach Ithaca, but sadly, two greedy sailors slash open the bag of winds, blowing them all back to the Aeolian Island.
We wrapped up section I of The Adventures of Ulysses by identifying the paradoxes (contradictions) within and across characters, and events, characterizing the gods, and discussing whether heroes are made or born.
Social Studies:
We reviewed the Ch. 5 Ancient Greece test.
To kick off Ch. 6 on Greek Civilization, we had a mini-lesson today on the ancient Greeks' support of the arts during the Hellenistic Era.
We learned about the various types of literature - epics and fables in particular - and about the major gods/goddesses in Greek mythology. Then we learned about the contributions of philosophers, scientists, mathematicians, and doctors.
We analyzed two sides of an argument to help us decide whether or not the philosopher Socrates was guilty of treason.
Q#3 Week 3 1/29 - 2/2
Language Arts:
Students are finishing their Wanted Posters to help the ancient Greek public catch the character guilty of starting the Trojan War.
We started reading our new novel, The Adventures of Ulysses. In the "Prologue," we learned about how the Trojan War began, how Ulysses's strategy led to victory, and why the sea god Poseidon is now angry at the Greeks. Next we read "Ships and Men," where we learned about the benefits and drawbacks of Greek warships.
We read "Ciconians." On their way home from their victory at Troy, the Greeks - greedy and with a ship full of loot - decide to attack a defenseless city..... what could possibly go wrong?
In "The Lotus Eaters," Ulysses and his men are so close to home, but Poesideon becomes angry and has Aeolus - Keeper of the Winds - blow the ships off course... to Libya. The men become addicted to lotus flowers so Morpheus can read their dreams. Luckily, Ulysses can resist the flowers and rescue his men.
We took a DLR quiz, read, and corrected The Lotus Eaters" in The Adventures of Ulysses packet.
Social Studies:
We are officially studying for the upcoming Ch. 5 Ancient Greeks test. Students have many choices for reviewing this chapter. We ended the week by taking the Ch. 5 test.
Q#3 Week 2 1/22 - 1/26
Language Arts:
After we checked our examples of figurative language from our team word sorts, we started our "Odyssey to Ulysses" by learning the basics about the main Greek Gods. We then learned about two origin myths: "Arachne" and "Pandora's Box". We then had an introduction to the poet Homer and his two epic poems, "The Iliad" and "The Odyssey".
We acted out a short play entitled "The Apple of Discord" about a wedding, angry goddesses, and the start of the Trojan War. Students are collecting evidence for and against each character's innocence/guilt to determine who started the Trojan War. Students are creating Wanted Posters to help the ancient Greek public catch the guilty character.
Social Studies:
For our study of ancient Greece, we are examining the central historical question, "How democratic was Athenian democracy?" We are looking at a variety of sources to determine the answer to this question. Next, we gathered evidence to answer the central historical question and prepared a final argument in favor of or against ancient Athens having a true democracy. Next, we learned about the Persian Wars.
We learned about the Golden Age of Greece under the ruler, Pericles. We learned about the roles of men and women. citizens and non-citizens, and reviewed the differences between a direct democracy and a republic (indirect, representative) democracy.
We learned about the rivalry between the Delian League, led by Athens, and the Peloponnesian League, led by Sparta, and the Peloponnesian Wars.
Q#3 Week 1 1/15 - 1/19
Language Arts:
For our Heroes mini-unit, we shift from studying everyday heroes to heroes in literature. Students will now consider the characteristics and deeds of literary heroes. We are now studying heroes in literature. We listened to Gilgamesh the King and learned about the monomyth, also known as The Hero's Journey. Our task is to figure out how stories of heroes apply to the Hero's Journey.
We are now learning and/or reviewing types of figurative language to prepare us to read and better understand our upcoming novel, The Adventures of Ulysses. To apply what we've learned about the types of figurative language, we did a group word sort. Each group had a bag of examples which they had to sort into the correct categories.
Social Studies:
We took the Europe Map test and then reviewed our scores.
For our study of ancient Greece, we looked at the two largest city-states (polises) of Sparta and Athens). Students will be able to compare and contrast the two polises based on their government, education, gender roles, economies, etc. We then took a closer look at the economies of Sparta and Athens.
We started an examination of the central historical question, "How democratic was Athenian democracy?" We are looking at a variety of sources to determine the answer to this question.
Q#3 Week 1 1/8 - 1/12
Language Arts:
We finished "What Makes a Hero", part of our Heroes mini-unit. We then completed a "Heroism Tracker". Students chose from a variety of articles on everyday heroes and responded to questions about the characteristics and deeds of a hero.
Social Studies:
After watching CNN10, we finished our Europe map. After correcting our Europe map and review, we had a minilesson on the geography and climate of Ancient Greece and their impact on the development of Greek civilization. Next, tudents worked independently on Ch. 5 Lesson 1 about the geography, economy, and early civilizations of ancient Greece.
Q#2 Week 9 12/18 - 12/21
Language Arts:
We are rehearsing and presenting our "Create an Ad" projects this week.
Social Studies:
We are finishing our Study Stacks to help us study for the Ch. 4 Israelites test.
Q#2 Week 8 12/11 - 12/15
Language Arts: For our Create an Ad project, sales teams are creating their product or service and working on their advertisements. We are designing, building, creating, filming, etc.
Social Studies: We are reviewing Ch.4 Ancient Israelites. Students are creating informational cards based on historic figures, places, issues, and events to help them study.
Q#2 Week 7 12/4 - 12/8
Language Arts:
We reviewed the "Stray" quiz and completed a reflection ticket.
We formed sales teams for our Create an Ad project. Then sales teams chose managers and developed a contract - rules and procedures to take care of absences, responsibilities, and what to do if a team member needs help. Sales teams then worked on creating their product or service, how it works, what problems it solves, etc.
Social Studies:
We reviewed the Ch. 3 Ancient Egypt & Kush test and completed a reflection ticket.
We finished our lesson about the ancient Israelites and key figures in the history of these people: Abraham Moses, Isaac, Jacob, etc. We also talked about how this particular chapter is based on scientific facts and faith-based documents such as the Hebrew Bible/Torah. Next, we focused on the rise and fall of kingdoms. We then focused on the Assyrian siege of Jerusalem. We are looking at primary source documents to determine what happened. The next lesson was about the return of the Jews to Judah and how Jews practiced their religion in captivity and in Judah.
Q#2 Week 6 11/27 - 12/1
Language Arts:
For our short story, "Stray" by Cynthia Rylant, We worked on Shades of Meaning and Character Traits. We then studied for and took the quiz.
We completed "Analyzing Persuasive Techniques in Advertising" and talked about our upcoming Create an Ad project.
Social Studies:
We reviewed and took the Ancient Egypt and Kush test.
We had a lesson in the geography of the Levant, specifically the area of Canaan to launch our study of the Israelites.
We started a lesson about the ancient Israelites and key figures in the history of these people: Abraham Moses, Isaac, Jacob, etc. We also talked about how this particular chapter is based on scientific facts and faith-based documents such as the Hebrew Bible/Torah.
Q#2 Week 5 11/13 - 11/17
Language Arts:
Mrs. Heller is still editing the A Long Walk to Water essays. Students will receive individualized due dates for their final essays.
We reviewed "The Sound of Summer Running" quiz and completed a reflection ticket.
We are starting our next short story, "Stray" by Cynthia Rylant. We are previewing the vocabulary and taking a first read of the story. We discussed having pets - and possibly losing them or having to give them up - and worked on the comprehension questions of the story. We also engaged in grammar skill work. We also worked on minilessons about surprise endings and shades of meaning.
Social Studies:
For Ancient Egypt and Kush, we learned about the Middle Kingdom and its golden age and learned about some "unusual" pharaohs of the New Kingdom. For Ancient Egypt and Kush, we learned about the New Kingdom and its powerful pharaoh, Ramses II. To wrap up the chapter, we learned about the kingdoms of Nubia/Kush and Axum and their relationship - both good and bad - with Egypt. We focused on the trading relations between the kingdoms of Nubia/Kush and Egypt. We also learned that when people trade items, they also share ideas, which is called cultural diffusion. We are now officially reviewing for the Ancient Egypt and Kush test.
Q#2 Week 4 11/6 - 11/10
Grades close 11/9 for Quarter 2 progress reports.
Anyone earning a C- or below and/or an N or U in behavior and/or work habits, will earn a progress report. Progress reports are posted on Student/Parent Connect.
No school Friday, 11/10 in honor of Veterans' Day
Language Arts:
Mrs. Heller is also editing the A Long Walk to Water essays. Students will receive individualized due dates for their final essays.
We are reading the short story "The Sound of Summer Running" by Ray Bradbury. We worked on identifying key parts of the story's plot and are mapping the story using a plot diagram. We studied for the quiz.
Social Studies:
For Ancient Egypt and Kush we discussed varying points of view about whether or not antiquities (ancient artifacts) should remain in their country of origin. Afterward, we examined primary and secondary sources to answer the question of who built the pyramids. We corroborated facts to develop a final claim.
Q#2 Week 3 10/30 - 11/3
Language Arts:
We are editing our essays about the theme of the novel, A Long Walk to Water. We are using a checklist and Mrs. Heller is also editing the essays.
We had minilessons today to review theme and learn more about a character's motives. These lessons will prepare us to better understand the short story "The Sound of Summer Running" by Ray Bradbury. We also worked with the vocabulary for the story.
Social Studies:
For Ancient Egypt and Kush, we are examining the geography of Egypt, particularly the Nile River and bordering deserts, and the impact on the development of Egyptian civilization. We learned about the unification of Upper and Lower Egypt by King Narmer and how the civilization of Egypt developed. We also compared and contrasted the geography of Mesopotamia with Egypt.
Q#2 Week 2 10/23- 10/27
Quarter #1 grades have been posted to Student/Parent Connect.
Language Arts:
We added conjunctions to our grammar list. We now know 7 of the 8 parts of speech.
We are drafting an essay about the theme of the novel, A Long Walk to Water. We are addressing key challenges for one of the main characters, Salva, using graphic organizers to help us organize our thoughts and collect evidence.
Social Studies:
We are finishing our close examination of Hammurabi's law code to determine what life was like in ancient Babylonia.
We are studying for the Ch. 2 Ancient Mesopotamia test.
We have launched our study of Ancient Egypt and Kush by examining the geography of Egypt, particularly the Nile River and bordering deserts. We also had a minilesson on the idea of "scarcity" and how Egyptian farmers devised a way to make sure they had plentiful resources.
Q#2 Week 1 10/16- 10/20
Quarter #2 begins!
6th graders are attending Outdoor Ed/Indoor Ed Monday - Wednesday.
Thursday at 10:19 was the CA Shake Out so we will be prepared and be safe during any earthquake.
Language Arts:
We are now planning an essay about the theme of the novel, A Long Walk to Water. We brainstormed some key challenges for one of the main characters, Salva, and are using a graphic organizer to help us with our draft.
Social Studies:
We are studying for the Ch. 2 Ancient Mesopotamia test.
Q#1 Week 10: 10/9 - 10/13
Quarter 1 ends this Friday, and grades close this same day. No late work will be accepted after this date.
Language Arts:
For DLR, we are adding a new part of speech, the adverb. We are now working on identifying nouns, verbs, articles, adjectives, pronouns, prepositions, prepositional phrases, and adverbs.
We are wrapping up our unit in the novel A Long Walk to Water with some connections to the real-life situation in South Sudan. We are now planning to write an essay about the theme of the novel, A Long Walk to Water. We brainstormed some key challenges for one of the main characters, Salva, and are using a graphic organizer to help us with our draft.
Social Studies:
We studied for, then took, then reviewed the Middle East Map Test.
We continue our study of Ancient Mesopotamia. We have now moved from independent city-states to the world's first empires! From Sargon of Akkad, to Hammurabi of the Babylonian Empire, to Ashurbanipal of the Assyrian Empire, we are noting each emperor's accomplishments, both good and bad. We learned about the rest of the Mesopotamian empires, the Chaldean/New Babylonian and Persian empires as well. We also listened to - and danced to - The most popular 6th grade social studies song ever, "Euphrates River" by Mr. Nicky. Then we had a mini-lesson on bartering (trading), followed by a mini-lesson on Hammurabi's Code.
Q#1 Week 9: 10/2 - 10/6
Per. 3: On Monday, all 6th graders attended the "Sold Out" assembly about drug and alcohol abstinence.
Language Arts:
For DLR, we are adding a new part of speech. We are now learning about nouns, verbs, articles, adjectives, pronouns, prepositions, and prepositional phrases.
Due to our assembly throwing off our Monday schedule, periods 1 & 6 used language arts time to share a few Identity Bags.
In A Long Walk to Water, we read Chs. 13-18. A crew is drilling for water in Nya's village but she is confused about how there can be water in such a dry place. The crew eventually drills down enough to find water, but the well water is dirty. Salva continues to seek safety as he and his fellow refugees are forced to leave Ethiopia. He continues to seek safety in refugee camps in Kenya. Salve has lived in the camps for years but is selected to move to New York! In ch. 16, the crew is now clearing another spot of land in Nya's village but for what? Salva has lived in New York for years now... he experiences many cultural differences such as English spelling, winter, and electricity. He also learns that his father may still be alive back in Sudan! We finished reading the last two chapters. The kids were jumping for joy at the happy endings. Water is life!
Social Studies:
We reviewed and reflected on the Ch. 1 Early Humans & The Agricultural Revolution test. We are taking a test ticket home to discuss the test with our parents/guardians.
We corrected and colored a map of the Middle East, our next area of study. Then we worked on a map review of the Middle East.
We launched our next unit in ancient Mesopotamia, where the first civilizations began due to systematic agriculture. We focused first on the area of Sumer and learned about the traits of civilization: Advanced cities, social classes, complex institutions such as government and religion, and the use of writing. We also learned about the many amazing innovations of the Sumerians such as the wheel, the sailboat, and writing!
Language Arts:
We read ALWTW Chs. 8-9, learning how Nya's family must deal with a lack of access to clean water and medical care. Salva and his fellow refugees cross the Nile and walk for three days across the Akobo Desert. In Ch. 10, Nya is very confused about visitors who are looking for water in her village. Salva finds out tragic news about his Uncle and men from the rival Nuer tribe attack his group of refugees. We read ALWTW Chs. 11-12, where Nya is still confused about the crew and villagers drilling for water in her village. Salva grieves the loss of his friend and uncle, lives in the refugee camp for six years, but then must flee the camp.
Social Studies:
We reviewed our unit on Early Humans and the Agricultural Revolution using the Chapter Review Kit in Google Classroom. We then took the multiple choice and written portions of the Early Humans and the Agricultural Revolution test.
Q#1 Progress Reports post 9/18. Check Student/Parent Connect.
Language Arts:
We are now learning to identify nouns, verbs, adjectives, pronouns, and articles.
We had a minilesson on conflict in literature and learned to identify both internal and external conflict.
We wrapped up ALWTW Chs. 1-3 by identifying and explaining the Notice & Note signposts, writing summaries, identifying conflict, and answering comprehension questions.
We read ALWTW Chs. 4-6, identifying and explaining the Notice & Note signposts. We learned more about Nya's daily routine of fetching water for her family and how Salva is still searching for his family. Salva struggles to find food, shelter, and belonging. Nya's family has moved to the lake camp to seek water, but they fear trouble with the Dinka tribe. Salva makes a friend and reunites with his uncle. In Ch. 7, Nya's family is still at the lake camp to seek water, but her little sister Akeer is ill. They must decide to walk days for medical help or wait it out. Salva learns his friend is gone, and then the group reaches the Nile and must build reed canoes to cross it.
Social Studies:
In our unit on Early Humans and the Agricultural Revolution, our focus was on how early humans adapted to the Ice Ages, particularly in the use of tools and fire. Then we learned about the Neolithic Age and how the shift from hunting-gathering to systematic agriculture changed our world. As we shifted to the Bronze Age, we learned how systematic agriculture led to the development of civilization, as well as the key characteristics of civilizations. We ended the week in the review stage of our unit. To prepare for the test, Mrs. Heller showed the students the Chapter Review Kit in Google Classroom and all the ways they could study for the upcoming test.
Language Arts:
We discussed what we learned through the "Thirsty Thought Jot" - a series of videos and articles to help us build background knowledge on South Sudan and access to clean water.
Next, we read an article and viewed several videos about the situation in South Sudan - the civil wars and humanitarian crises in the world's newest country. Understanding the situation in this country will help us understand the setting for our novel, A Long Walk to Water. We about the situation in South Sudan - the civil wars and humanitarian crises in the world's newest country. We then worked on an icons frame to help us put all that we learned together.
For every chapter of our novel, A Long Walk to Water, we are tracking and analyzing Notice & Note signposts to deepen our comprehension of the story. We read Ch. 1 of A Long Walk to Water. We were introduced to the two main characters, who live in southern Sudan but exist at different time periods. In Chs. 2-3, both main characters, Nya and Salva face challenges but of very different kinds.
Social Studies:
We began our unit on Early Humans and the Agricultural Revolution. We learned about our common ancestors and how we have evolved over time. Next, we learned about the famous archaeologist Richard Leakey and read an excerpt from his work. Next, we learned how earlier humans changed over time and adapted to new areas and climates. Now that humans are living together in small groups, they develop better tools, language, social roles, art ... the development of culture.
We had an assembly about safety online and how we can control some of what is online about us.
Language Arts:
We added pronouns to our list of the parts of speech we are learning.
We learned about "Words of the Wiser" when an older and wiser character takes the main character aside to give serious advice/wisdom. We ask ourselves, "What's the life lesson and how might it affect the main character?" We can then infer something about the plot, conflict, and theme. We practiced identifying Words of the Wiser in an excerpt from the novel Riding Freedom by Pam Muñoz Ryan.
We learned about our next signpost, "Again and Again". When a reader comes across a word, phrase, object, or situation mentioned over and over, they ask themselves, "Why does this keep showing up again and again?" The answer will tell the reader about a possible theme, conflict, or foreshadow what will happen next in the story.
We learned about our last signpost, "Memory Moments". When the author interrupts the action of the story to tell the reader a memory a character is having, the reader asks themselves, "Why might this memory be important?" The answer will tell the reader about a possible theme, conflict, or foreshadow what will happen next in the story.
We worked on "Thirsty Thought Jot" - a series of videos and articles to help us build background knowledge on South Sudan and access to clean water.
Social Studies:
In our "Thinking Like a Historian: Cafeteria Fight" unit, we learned about corroboration - where we look to see what is true, or in agreement, across sources/evidence. We then examined various accounts from people in town, the school, and the cafeteria to continue our investigation of who started the cafeteria fight. This evidence helps us understand the context in which the fight started. After examining various accounts from people in town, the school, and the cafeteria we concluded our investigation as to who started the cafeteria fight. We made a decision about who will be punished and/or counseled and wrote an incident report using formal language.
Language Arts:
We continue working on identifying nouns, verbs, and adjectives in our Daily Language Review (DLR) grammar and mechanics work.
We continued our unit called "Notice & Note Signposts for Fiction". These are reading strategies to deepen our comprehension of text. We began by learning about text-dependent questions and applied our questioning skills to a short story.
We learned the first signpost in our unit called "Notice & Note Signposts for Fiction". For "Contrast & Contradictions", we practiced identifying places in the text where characters acted in a way we did not expect. Then we had to think about why the character is acting this way, and then make inferences based on the text. We used the short story "Thank You Ma'am" by Langston Hughes.
We learned the next signpost in our unit called "Notice & Note Signposts for Fiction". For "A ha Moments", we learned that when a character realizes, understands, or figures out something, we ask ourselves "How might this change things?" We can then infer something about the plot, the conflict of the story, or the story's theme. We practiced identifying A ha moments in an excerpt from the novel Crash by Jerry Spinelli.
Next, we learned the next signpost "Tough Questions". We ask ourselves what we wonder about when a character asks themself a deep meaningful question. We can then infer what the conflict of the story might be and gain ideas about what may happen next. We practiced identifying Tough Questions in an excerpt from the novel A Long Walk to Water by Linda Sue Park.
Then we learned about "Words of the Wiser" when an older and wiser character takes the main character aside to give serious advice/wisdom. We ask ourselves, "What's the life lesson and how might it affect the main character?" We can then infer something about the plot, conflict, and theme. We practiced identifying Words of the Wiser in an excerpt from the novel Riding Freedom by Pam Muñoz Ryan.
Social Studies:
We continued our unit, "Historian's Toolkit". We learned how historians and geographers go about their work using evidence such as artifacts and fossils and by using the 5 themes of geography. After today's CNN0 news, we corrected the first section of the "Historian's Toolkit" packet.
We also on geography and the tools of the geographer such as maps and globes. We also practiced finding a place's absolute location on a map using lines of latitude and longitude.
We launched a new unit called "Thinking Like a Historian: Cafeteria Fight". I introduced a scenario where we are all principals of a school. A fight broke out in the cafeteria and we must investigate what happened and who started the fight. We are acting like historians to collect evidence and see which witness accounts are accurate, the least biased, reliable, and trustworthy. Next, we evaluated various sources of information to answer historical questions. Like historians, we considered which accounts might be more accurate, the least biased, the most reliable, more trustworthy, and how other factors may be a factor such as time and purpose.
Language Arts:
After Independent Reading time, we applied the icons of Depth and Complexity to the story, Goldilocks and the Three Bears. Later on, we discussed how Goldilocks and the Three Dinosaurs story relates to the icons of depth and complexity.
We started our grammar and mechanics weekly work, called Daily Language Review (DLR). Mondays - Thursdays, we work on sentence editing (spelling, capitalization, punctuation, and usage) as well as figurative language, roots, alphabetical order, etc. Every Friday we will have a quiz on the week's work.
We took the fall FastBridge assessment.
We started a unit called "Notice & Note Signposts for Fiction". These are reading strategies to deepen our comprehension of text. We began by learning about text-dependent questions and applied our questioning skills to a short story.
Social Studies:
We completed our introduction to the Sustainable Development Goals (SDGs), 17 goals to based on human rights. We discussed problems that people and our planet face, then watched and took notes on various videos about the SDGs.
We also watched CNN10 news, a kid-friendly news show, then responded to which stories caught our interest, what we agreed/disagreed with, and which SDGs related to a story of choice.
We took the Africa Map test. As part of test-taking procedures, we learned how to keep our eyes on our work, how to follow directions and to write neatly. The next day, we reviewed the Africa Map test by reflecting on our scores, how we studied, what mistakes we made, and what improvements can be made in our study habits and test-taking strategies.
We started our unit, "Historian's Toolit" about what is history, why it is important to learn from history, and the work of historians. We learned how historians measure time and played "Human Timeline" to practice our knowledge of the difference between B.C./B.C.E. and A.D./C.E. by putting ourselves in chronological order.
Language Arts:
After Independent Reading time, we discussed the idea and term, "Identity". We then had storytime - Ada Twist: Scientist - where we characterized the main character to capture who she is, creating an identity map for her.
We revisited what makes up "Identity". We then drafted our own Identity Webs - a graphic organizer/concept map about us! We will add to our Identity Webs throughout the school year as we change over time and get to know ourselves better.
After Independent Reading time, we started a unit on the icons of Depth and Complexity - symbols to prompt us to think at higher, deeper levels. For each icon, we watched an introductory video using concrete examples so we could discuss and share examples. We applied the icons of Depth and Complexity to the story, Goldilocks and the Three Bears. We had lots of laughs thinking!
Social Studies:
We continued our geography activity today where we brainstormed geographical features (land and water - and also our personality traits. We then paired them together. We drafted and began to create our autobiography maps.
We started class with a Gallery Walk of our completed Autobiography Maps. To get to know each other better, we formed pairs and used a Venn diagram to compare and contrast ourselves with our partners. Lastly, we started a map of Africa, from which humans evolved and where our first novel takes place.
We finished, corrected, and colored our map of Africa, and then completed a review packet to help us study the locations of important countries, cities, and physical features of the continent.
We started an introduction to the Sustainable Development Goals (SDGs), 17 goals to based on human rights, to make the world a better place for us all. We discussed problems that people and our planet face, then watched and took notes on various videos about the SDGs.
Happy 6th grade! This week was all about introductions to each other, our classroom, and a few basic rules. We also had a Lock Down Drill to make sure we know how to be safe at all times.
In Language Arts:
We were able to find a good book to read and engage in a Notice/Think/Wonder protocol as kids toured the room.
We engaged in an activity called "Silent Conversation on Big Paper". Questions on chart paper were scattered around the room to find out what joy students bring to the classroom, what they are nervous and excited about, what they may need help with, etc. We had a fun class conversation about our responses and starting 6th grade at MCMS.
We learned about the Book Talk video requirements - what is required and what makes a model Book Talk. We went through the grade sheet, talked about preparing a script and rehearsing before filming, where to find the link to Flip in Google Classroom, etc.
We learned about the weekly vocabulary homework. Membean is an online vocabulary program, Students will complete 30 minutes each week with (ideally) a 70% or higher accuracy rate. Today Membean calibrated our individual learning levels and we engaged in a practice session.
In Social Studies:
We went over some basic rules. You can read all about our 6th grade program in the green "6th Grade Essentials" Letter that came home with your child today.
We had "play time' to explore the features on the Flip app. By Friday, students will create and film an introduction video on Flip using many of the app's cool features.
We began our Identity Unit with a study of our names and the importance of names to who we are. We talked about our own names, and why we are named what we are, and read a story about a young girl who learns to be proud of her name. We also shared and discussed quotes about names written/said by famous folks, analyzing the meaning behind each statement.
We started a geography activity where we brainstormed geographical features (land and water - and also our personality traits. We then paired them together. Next week we will draft and create our autobiography maps.