Language Arts / Social Studies 6^th Grade

 

Final Feb week, 23 to27, 2009

 

Dear Students & Families,

This is the final week of February.  We have finished studying about ancient Egypt; the notebook is worth 525 points.  Failure to turn in a complete notebook will result in an F.  We are beginning to study ancient India.  This week we focus on the geography of India; test on Thursday.  Our Language Arts topic remains “African-American History Month.  This week we will read & interpret three poems, an African folk tale, and  a short biography about Matthew Henson.  We have a field trip scheduled to MOAD Wed. March 4.  Our grammar topic is conjunctions.

 

M-                                      LA: Grammar Homework: Conjunctions Exercises 1 & 2, and Skillbook p. 93

Honors: Complete Jackie Robinson  ILS.  Review Golden Goblet chapters 9&10 for test tomorrow.

 

Tu                        LA: Grammar: Conjunctions, Exercises 3 & 4. 

Homeroom 340—Read “It Seems I  Test People.  Answer the first two   questions.

SS:  Students read TCI sections 13.3 & 13,4.  Students fill in map.

 

Wed.                     LA: Students study poetry notes for test.  SS: Students study

    for geography test

 

 

Thur:                    LA/SS: Read “Why Tortoise’s Shell is not Smooth”. 

                            Honors: Golden Goblet Chapters 11 & 12.

 

Friday                  LA: “Tortoise” activities.  Honors: Chapter 13.

 

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Sutro Homework   February 17, 2009

 

Dear Students & Families,

We are almost done with the fourth six-week marking period.  Your social studies grade will be based on the average of your Hebrew & Egyptian notebooks.  We will spend one class period Thursday going over the table-of-contents, and assembling them.  All ancient Egyptian notebooks need to be turned in Monday February 23.  It takes me several days to read & grade them.  A late or missing notebook can result in an F.

Congratulations on today’s field trip.  We all had a great time visiting the Sutro Egyptian Collection at San Francisco State University.  A mummy complete with his original  triple-nesting sarcophagi is rare in the U.S.  Last year, Nes-per-enub did not have visitors. Prior to that, my Aptos students have visited him annually since 1999.

As we complete our study of ancient Egypt and Kush in social studies, we move on to President’s Day and African American History Month topics in language arts. Both topics intersect in the person of President Lincoln.  We will spend Tuesday & Wed. reading & discussing his childhood.  We will spend Friday reading about Jackie Robinson.

Tues.  LA: Reader’s Companion, “Backwoods Boy”.  Skill book 96-7.

            Homeroom 340—Outline & begin rough draft of 4 paragraph essay (fieldtrip)

            Homeroom 306—Review chapters 7 & 8 of The Golden Goblet.  Test Wed.

            You will make thank you cards/letters in groups of three tomorrow.

 

Wed.   LA: Comprehension questions for “Backwoods Boy”.  Skillbook 98 and 99A

            Homeroom 340- Finish rough draft.  Begin editing.

            SS: Egyptian math problems

 

Thur:   SS: Work on notebooks,  math problems, etc.

            LA: Homeroom 340 Finish revising, editing essays.  Type.

            Homeroom 306—Read Chapter 9, test Friday.

 

Friday  LA: Jackie Robinson comprehension questions

            Homeroom 306—Chapter 10.

            SS: Complete Egypt notebook

 

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Quest for Tut

 

Dear Students & Families,

This week we are finishing our studies of ancient Egypt & Kush.  Next Monday is a holiday, and Tuesday we have a fieldtrip to the Sutro Egyptian exhibit at San Francisco State University.  Literature is integrated with social studies this week.  Every one is reading the non-fictional account of Howard Carter’s discovery of the tomb of Tutankhamen.  The students in homeroom 306 are reading the historical novel The Golden Goblet.  Tuesday they will have a quiz on chapters 1-4, Thursday on chapter 5, and a take-home quiz on chapter 6 Thursday night.  Over the weekend, students will prepare chapters 7 & 8.  Homeroom 340 will finish reading their books about ancient Egypt.  Wednesday, they will receive a book report template.  The finished book report is due Friday.

Monday:           LA:Spelling: Abc order/ 4x each.  Continue reading.

 

Tuesday:           LA: Spelling: definitions, continue reading projects.

                        SS: Worksheet:  In Memorial to King Tut

 

Wed                 LA: Spelling sentences & study for test

                        Reading: Complete Search for Tut comprehension questions & worksheets

                        SS: Make ancient Egypt notebook cover

 

Thur.                LA: Spelling: Study for definition test.

                        Reading/literature: Homeroom 306 Chapter 6 test,

Homeroom 340 book report.

SS: Begin assembling notebook

 

Friday              Homeroom 306—Prepare chapters 7&8, test Wed.

 

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Duplicate Groundhog Day

 

Dear Students & Families,

Forgive the lateness of this post.  The original was written on the computer in Mr. Peterson’s room around 8 am, and was inadvertently erased around noon.  We did not realize until we couldn’t find it Tuesday afternoon/Wed. morning.

Grammar Topic: Interjections.

Social Studies Topic: Egypt.  Last week we studied the geography of ancient Egypt, this week we are examining the culture, religion & political history of Ancient Egypt.  By Thursday, February 5,th the following TCI chapters need to have been read and completed: 7, 8, & 9.  Students should also have 6 learnings about the geography of ancient Egypt and 8-10 learnings about religion, culture and/or political history of Egypt.

Literature:  Our P-H literature story is “Greyling”.  Thursday homeroom 306 will receive copies of the novel, “The Golden Goblet”, and homeroom 340 will check out a non-fiction book about Egypt.

By Thursday, all students will have completed the review questions on p.294, and skillbook pp. 86 & 87 (Honors: 86-90)

Spelling words were assigned last Thursday.

Monday: definitions

Wed.  sentences & study for spelling test

Thur. study for definition test

Friday: Social Studies: Worksheet: Problem Solving

LA: Homeroom 306: read 3 hours in “The Golden Goblet”. 

Homeroom 340: read 3  hours in your library book

 

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Gung-Hay Fat Choy   January 26, 2009

 

Dear Students & Families,

 I hope you enjoyed the holiday & completed your homework assignments.  Over the weekend, all students were asked to k/w/l ancient Egypt.  This week in social studies we will study the geography of Egypt and begin examining ancient Egyptian history and culture.  In language arts, home room 306 will read five poems, two of which were assigned over the weekend, and write a literary analysis this week.  Homeroom 340 will read three poems & Lob’s Girl.

 

Tuesday:

Social Studies: All students will complete reading TCI Chapter 7 in the Purple book & fill in the matching gray book pages.

Language Arts: All students will complete skillbook pp. 76-78

Homeroom 306: Students read & respond to “Dream Dust”, p. 250.

 

Wed.

Social Studies: All students will complete “Way Down in Egypt Land” and “Where in the World is Egypt?”

Language Arts: Students complete skillbook p.80

 

Thur:

Social Studies: The following assignments need to be completed by Monday:

1. Geography Grab Bag

2. Gifts of the Nile mini-poster

3.  TCI Chapter 8 in both the purple & gray books

 

Friday:

LA/SS: Students put spelling words in abc/order & write them 4 x each

SS: Students continue Thursday assignments

LA: Homeroom 306: Start rough draft of Literary analysis

 

 

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Post-King Holiday,  January 21, 2009

 

Dear Parents & Students,

 

Welcome back from MLK Day & Mid-term break.  I hope that you enjoyed watching the inauguration of President Barack Obama. This week, the honors students will continue deepening their understanding of compare & contrast essays by reading a second compare & contrast essay in their textbooks, and by participating in writer’s workshops (peer review & editing).  They will also deepen their understanding of fore-shadowing by reading Lob’s Girl, and comparing the instances of foreshadowing in Lob’s Girl with that in last week’s fables.  The regular class will discuss the fables, and hopefully, will begin the peer-review process.

SS—Homeroom 340 will complete their Ancient Hebrews notebooks & turn them in Friday.

 

Language Arts:  Both classes were asked to read and respond to two fables last week, and provided with a hard copy.  The honors students were also asked to read the Amundsen article “Race to the End of the Earth” in their RCs.  It is located after “More than a Pinch of Salt”. 

Wed. March 21 Honors: Please re-read “Race to the End of the Earth” and answer the comprehension questions #1-8 on p. 802 big book.  I recommend browsing p. 798 for an overview of literary theory.  Due Friday, March 23.  Students wishing extra credit may turn in one of the two activities on Wed, January 28.

Your second language arts activity is to read “Lob’s Girl” and answer the questions in the big book on p. 281.  This is also due Friday, March 23.

Homeroom 340—Please make sure that you completed the fables.

Thurs.  Honors: Complete ILS p. 286 & Skillbook pp. 83-85

Homeroom 340: Skillbook p. 85

SS: Gate: None

SS: Homeroom 340—Assemble Ancient Hebrews notebook.

Friday March 23

Language Arts: Every one will be on the same pages this weekend!!!

You will each be given a hard-copy of the poems “Adventures of Isabel” and “I’ll Stay”.  Please read them, look up any words you don’t know, mark the rhyme scheme, jot down any first impressions, etc.  In addition to the printed questions please answer the following for each poem: What kind of poem is this?  What is the purpose of this poem? Are there any examples of figurative language in this poem?

Skillbook pp. 76-77

Social Studies: K/W/L Egypt--

 

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12 January - 16 January

 

Dear Students & Families,

 

This is the last week of the Fall semester.  You will receive a quarter grade and a semester grade.  Semester grades are cumulative.  That means I will weigh all the work you did, not just the last six weeks (quarter).  Semester grades are permanent. I strongly recommend that all missing assignments before Friday, January 16.  Monday January 19 is the MLK holiday, Tuesday January 20 is the mid-year holiday, and Wednesday, January 21 we will see “Nightmare on Puberty Street”.

 

 

Monday:           SS: MAP Worksheet– Paul’s Journeys– all

                        SS: Regular: Finish Key terms, p. 324

                        LA: All: Skillbook, Grammar: topic Adverbs, skillbook p. 68

                        Gate: Visit the websites given in class today to prepare for the spelling bee. 

                        The school wide spelling bee will take place next week.  The winners will go

                        on to the next level.

 

Tuesday.          SS: All: Prepare your Hebrews/Ancient Israelites notebook cover.

                        SS: Room 340: study notes for chapter 10 test.

                        LA: Gate: Return to www.myspellit.com to prepare for spelling bee.

                        Room 340:  Complete concept development: synonyms & Grammar lesson p.220

 

Wed.                SS: All:  Hebrew names/writing.  This will be due Friday.  You will collect 12-25

male and female Hebrew names.  You may use word & insert a table with 4 or 5 columns, or you may neatly draw the chart in ink on the back of the Hebrew alphabet paper.  Remember when you write in Hebrew, you write from right to left, and often vowels are left out.   Do you have a Biblical name?  What does it mean?

 

English name	Hebrew name	Gender	Meaning	*other (optional)
Abraham	See grey book p.78	Male
David	p.80	Male
Moses	p.79	Male

 

Gate: Begin organizing notebook.

 

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A Word before the Holidays   December 16, 2008

 

Dear Students & Families:

Winter has arrived!!  Before we go on Winter Break, we have one week of school left, and yes, I will be assigning homework over the break.  This week our grammar topic is still adjectives.  Our integrated literature/social studies assignment is the Story of Esther.  Our social studies topic is the ancient Israelites.  We will learn about the origins of Purim and Channukah this week.  All students are encouraged to participate in the Read-a-thon, and to earn extra credit in social studies.  There are three ways to earn extra credit in social studies.  The first is to visit the Afghanistan exhibit @ the Asian Art Museum, the Simon Collection @ the S.F. Legion of Honor, or the Rosicrucian Museum on Naglee Avenue in San Jose.  In order to receive credit, please include your ticket stubs or a photocopy, write a short report of the 3-5 artifacts that you found the most interesting.  Include what culture/civilization they are from, how old they are, what they are, how they look, and why you chose them.  You probably will not be allowed to take photographs of “your” artifacts, but you can make a sketch in the gallery and embellish it at home.  A second path to extra credit is to attend Jewish, Christian or Muslim religious services or instruction.  Bring the bulletin or folder from each service you attend or a brief note from your parents detailing the dates and location.  Once again, this is extra credit.  The third way is to research two women: Judith, Jael, Tabitha, Hannah, Deborah or Miriam, the sister of Moses.  You may use a primary source (like the Bible), a secondary source (like an encyclopedia) or to really impress me, you can compare & contrast both.

Mr. Peterson is trying to post a new button on the web-site where you can look at sample essays & rubrics.

 

Mon. 12/15                  LA: Spelling definitions. Writing: Start rough draft of compare/contrast essay.  It should be 4-7 paragraphs.

                                    Honors: Continue work on your reviews; Grammar exercises 4& 5.

 

Tues. 12/16/08             LA: Writing: Complete rough draft of compare/contrast essay

                                    Social Studies: Write 6-8 learnings.  Honors, TCI Chapter 11 (1^st Hebrews chapter).

 

Wed. 12/17/08             LA: Spelling:  Write spelling sentences & study for test.  Writing: revise your essays.

                                    Social Studies: Write 6-8 learnings about today’s lesson.  Read & Complete TCI Chapter 11, both purple & gray.

 

Thur. 12/18/08             LA: Spelling: Study for definition test.  Writing: Type your finished essay.  As always, you can email it as a Word

                                    attachment to Aptos340.

 

Friday 12/18 until January …..

 

1. Language Arts:

1. There is a standard that deals with filling out multiple step applications.  You will complete the section in your RC and answer the questions in Big-Book, and do the activity.  I will try to get you a copy of the Big-Book questions so that you don’t have to drag it home.

2. Reading Logs:  You should read a minimum of 12 hours over the break.

3.  Integrated Language Arts and Social Studies:

Write your Mesopotamia essay.  It can be Problem-Solution, Persuasive, “Why We Should Study Ancient Mesopotamia”, Narrative (The four most interesting things that I learned about Mesopotamia ) or Comparing & Contrasting.  If you Compare and Contrast, you will need Encarta or an additional source for extra data.

 

 

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8 December 2008

 

Dear Students & Parents,

 

I am so proud of homeroom 306!  You brought in 200 cans!  I am also proud of your Mesopotamia notebooks; the average grade is 92%.  We will be very busy this week & next week.  We will start a new civilization this week; it’s a secret but you’ll find out soon enough.  We are finishing verbs and starting adjectives.

 

Mon.                LA: Readers’ Companion “Thunder Butte”.  Honors: Complete review & assess p. 204.  Skillbook pp. 61-62

 

Tues:                LA: Integrate Language Skills Thunder Butte, and Grammar Quiz Verbs.  Skillbook: 63-65.

                        Honors: Turn in Part One of comparing & contrasting ads and reviews, or letter of intent.

 

Wed.                LA: Readers’ Companion: Gentle Giants & answer comprehension questions

 

Thur:                LA: Spelling: ABC order/ 4x each

                        SS: Write 6 learnings.

 

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Post Turkey-Day   December 1, 2008

 

Welcome back from the Thanksgiving holiday.  This week we will turn in our Mesopotamia notebooks.  To earn an A, the notebooks must be turned in on time, in the proper order, be complete, neat, and the work needs to be accurate.  You will write the Mesopotamia essay later, after I return the notebook to you.  The cuneiform reflection needs to be completed A.S.A.P., ideally typed & Spell-checked, and placed last in the notebook.  Notebooks are due Thursday/Friday Dec 4/5 for honors, and Mon/Tues for room 340.  T.O.C.s will be provided Wed. morning.

 

Monday & Tuesday it was necessary to review the definition of a verb, the four principal parts of verbs, and regular and irregular verbs.  This week we will review formation of the simple present, past, and future tenses, and explore the perfect tenses.

 

Literature we reviewed the origin & meaning of foreign words in English, and discussed the issues behind violence raised in last week’s story “The Pigman”.  This week we will read two short stories about unusual pets.   We are still working on Reading Standard 1.4—context clues, and in literary analysis we are continuing making Venn diagrams to compare & contrast (narratives).

 

Reading logs were due last week for honors, and this Monday for room 340.  Congratulations to those students who have completed more than 400 pp of recreational reading.

 

Monday:  LA:Spelling: abc order/4x each. 

     Lit: Finish “Old Ben” &  Skbk:51-2.

 

Tues.         LA: Spelling: definitions, synonyms & antonyms       

                        Skillbook:54, 55b

                 Honors: Read & respond to “Feathered Friend”.

                  SS: “Ziggurwhats” and “The Sumerians”.

 

Wed.          LA/SS Write a 2-4 paragraph reflection on today’s social studies activity.

      Remember, grammar, spelling, punctuation & syntax count.

      Typing is advised, pencil is unacceptable.

       SS: Arrange & assemble Mesopotamia notebooks.

 

Thur.           LA: Spelling: Write spelling sentences & study for test.

                    Grammar: Skillbook p. 53

                   Honors: Complete Literary Analysis p. 163 & ILS p. 164

 

Fri               Honors: begin researching the Contrasting Informational Materials exercise

       on p. 164 using a newspaper, magazine or the Internet, choose a movie, CD

       or performance to review.  You need to find both a review and an add about

       the same  thing.  Clip them, read them, and start the chart.

       Part 1 is due Tues.                  

 

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Zlateh the Goat

 

Here is the mid-week update.  I have decided that we will have a modified spelling assignment this week.  Students should make cards for the new words, learn them, and do the skillbook exercises, but they will not need to write sentences or take a formal spelling test.  The words will be highlighted in their RC’s Wed. morning.  The “power-vocabulary words” are all the Mesopotamia-related words.  There are two reasons for this.  First, we will be taking our unit test this week.  Second, there will be a vocabulary section in the Mesopotamia notebooks.  The notebooks will be due soon.

Next week is a short week but it will be “action-packed”.  The second Gate differentiation for this week will be the writing lesson found on p.137 of the big lit book.  It is a persuasive speech, and will be delivered orally, starting next week.

 

Wed.    LA: Vocabulary, Spelling & Grammar Development: Skillbook pp. 42 & 43

            SS: Chapter Review Part A—Reviewing key terms—due Thur.

            Complete geography Grab-bag.

 

Thur.    LA: Complete Skill book, pp-41-45.  

            SS: Study for test by reviewing notes highlighted in class.

 

Friday  SS: Cuneiform activities.

            LA: Complete all Zlateh activities.

 

 

Dear Parents & Learners,    November 17, 2008

This week we are finishing our study of Mesopotamia.  I hope to give the unit test as early as Thursday or Friday.  Next week we will tie-up the loose ends, and begin assembling the Mesopotamia Notebooks.  Our Language Arts topics will include more examination of verbs (grammar), a non-fiction selection (Jerry Spinelli interview), and a short story, “Zlateh the Goat.” We will continue working with comparing & contrasting, and get new spelling words on Wed.

I will update the site Wed.

Ms. O.

 

Mon. Nov. 17              LA: Literature: Reader’s Companion, read & respond to “Interview with Jerry Spinelli”, in Part 2.

                                    SS: Start your Mesopotamia cover art, start geography grab-bag.

 

Tues.  Nov. 18 LA: Literature: that you completed answering the Jerry Spinelli Questions in the big-book.  Don’t forget to restate the questions in your answers.

                                    SS: Write 4-6 learnings about lesson 6.4/Study Guide 6.4.  Continue work on Mesopotamian cover art & geography grab-bag.

 

Mesopotamia 1

 

 

1. Theme: What is the difference between physical features of a place and human features of a place?            Source:

2. Theme: Near which type of physical feature were most of the earliest farming villages built?                     Source:
3. Theme: On which four of the seven continents were the earliest faming areas developed?                         Source:

4.        Theme: Location: Between which two rivers is the Fertile Crescent located?           Source:

5.        Theme: In which present –day countries is much of the Fertile Crescent located? Source:

6.        Theme: Movement: Into which body of water do the Tigris & Euphrates Rivers flow?                          Source

7.        Theme: Place: Which mountains border the Fertile Crescent?                     Source:

8.        Theme: Human-Environment Interactions: Which important resource that is used today is found in the southern part of the Fertile Crescent, near the Persian Gulf?                        Source:

9.        Theme: Movement: If you moved from Ur (31N, 46E) to Uruk (31N, 45E), which direction were you moving?                   Source:

10.     Theme: Location:  What are the coordinates for a) Kish  b) Eridu c) Lagash? Source:

 

 

Mesopotamia 2

 

1.  Theme: Place: What city is the capital of Iraq?  Source:
2. Theme: Regions: In which modern countries was Sargon’s empire to be found?              Source:
3. Theme: Location: What are the coordinates (latitude & longitude) for Nineveh and Babylon?
4. Theme: Regions: Into which continent did the Assyrian Empire spread from lands in Asia?                      Source:

 

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November 10, 2008

Aaron’s Gift

 

Dear Learners & Families,

This Tuesday is Veteran’s Day.  I hope you reflected on the many Americans who have served their country in its times of need.  I am repeating the news I gave Monday.  The grading period is over Friday; all Human Ancestor notebooks, poetry analysis essays, and any other past due assignments need to be completed and turned in by this Thursday.  Work that is not turned in earns zero points.

This week our literature story is “Aaron’s Gift”.  It has several themes including bullying, loss, and intergenerational relationships.  We are still working with figurative language, multiple meanings & context clues.  Our grammar topic is verb phrases.  We are two-thirds of the way through our study of ancient Mesopotamia.  The new notebooks will be due around Thanksgiving.  Reading logs (which should go back to the first day of school, and should be bound) will be due the Friday before Thanksgiving for the honors students.

Mon. & Tues.   LA: Spelling: new spelling words—abc order/4x each. Definitions.

Lit: Reread “Aaron’s Gift”, fill in worksheets.  Check skillbook to make sure that pp. 36-40 are completed.

SS: Reread Sq3r 6.1 and Study Guide 6.2 and write 6 learnings.  You

Should have at least 18 Mesopotamian learnings—6 from 5.3, 6 from 6.1. and now 6 from 6.2.

 

Wed.               La: Write spelling sentences, study for spelling test. 

                        Honors: Study for literature test tomorrow.

                        SS: TCI  Chapter 6 --Exploring Four Empires of Mesopotamia

                        Read pp. 50-55, and complete pp. 40-41.

 

Thur.                LA: Study for literature test, write mini-essays. Com plete ILS.

                        SS: TCI Chapter 6—Read pp. 56-57, complete p. 42. 

Complete Hammurabi activities. 

 

Friday              SS: Mesopotamia Geography Grab bag.  Reread Sq3r & Study Guide 6.3.

Write 6 learnings.  .

                        LA: Literature:  Read & respond to “Door Number Four” and

                        “Count that Day As Lost”.

 

                    

 

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Post-Halloween       November 3, 2008

 

Dear Students & Families,

Welcome back from Halloween.  I know that you all enjoyed our two week poetry unit.  I hope that your analytical poetry essays are almost done.  Once again, I want to remind you that spelling, grammar & syntax count. We will read a short selection from Helen Keller’s autobiography, work with verb phrases, and continue with imagery words in language arts (Reading Standard 3.2—figurative language & words with multiple meanings).  Our big push this week is in social studies.  We have two topics: the rise of cities & civilizations, and early Mesopotamian civilizations.  Our spelling words this week reflect our social studies goals.

 

Mon. 11/3        LA: Writing:  Complete poetry analysis essay. 

Literature Skillbook: p.37-all, p. 38 part a only.

 

Tues. 11/4        LA: Spelling: ABC order/4x each

SS: TCI—Please make sure that you have completed the following:

                        IASN: pp27-28 and purple book pp=32-36.

 

Wed. 11/5        LA: Spelling: definitions

                        SS: IASN: 29-30; Purple: 37-39

 

Thur. 11/6        LA: Spelling sentences & study for test

                        SS: make sure that you have at least 8 learnings written about

Mesopotamia, and that you have completed IASN pp. 31-37

 

Friday:              Worksheets: The Code of Hammurabi

 

Spelling Word: 1.Mesopotamia, 2.tributary, 3.ziggurat, 4cuneiform, 5. (alluvial) plain, 6.administrator, 7. artisan, 8. polytheism, 9. nomad, 10. drought, 11. silt, 12. city-state, 13. plateau, 14. urban, 15. pictograph, 16. scribe, 17.irrigation, 18. epic

 

 

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October 27, 2008

Dear Students & Families,

 

I am so happy to be back from jury duty.  Our literature standard is Reading 3.4, “describe how tone and meaning are conveyed in poetry through word choice, figurative language, imagery, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.”  This is the second week of our poetry unit.  Many of the poems we are studying share a theme—Halloween.  Last week we discussed & studied four forms of poetry: free verse, cinquain, limerick, and haiku.  I enjoyed reading many of the cinquains, haiku, and your animal/vegetable/mineral metaphors and similes that you wrote last week.  This week, we are focusing on traditional narrative poems in class, and lyric poems for homework.   This week’s writing assignment will be an essay or poetry analysis (also known as a response to literature).  It should be 4-6 paragraphs in length.  Typing is preferred, and don’t forget that spelling and grammar count.  You may use the sample essays we read & discuss in class for guidance.  The spelling words are the same as last week’s; there will be a definition test either Friday or next Monday.

y                                                                                                                 

Social Studies: You will receive the standards and a table of contents Wed.  We will spend time either or Wed or Thur. assembling the notebooks.  The fossil geography grabbag will go into the notebook; the Halloween grabbag will not.

 

Assignments:

Monday: LA: Read & respond to Langston Hughes’ “April Rain Song” in your RC.

Tuesday:  LA: Re-read “April Rain Song” and answer the questions.  Make sure that you restate the questions in your answers.  Read Dickinson’s “Fame is a Bee”, and answer the questions, again restating the questions in your answer.  Spelling: Start writing your spelling sentences, if you haven’t already.

Wed. LA: Finish writing spelling sentences, study for test.  SS: Halloween Geography Grab-bag.

Thur. SS: If you haven’t finished assembling your Human Ancestors notebook, now is the time.  La: Choose the poem for your analysis.  Start taking notes/outlining.

Friday: Write & type your analysis.  Study for definition test.

Fame is a Bee

By Emily Dickinson (1830-1886)

 

Fame is a bee.

It has a song—

It has a sting—

Ah, too, it has a wing.

 

1. What kind of poem is “Fame is a Bee”?
2. What is its form & structure/
3.  Does this poem have any examples of figurative language?
4. a.  Recall: What three things does Fame have?
2. Interpret: What is Fame’s song?
3. Is a bee a good image to suggest fame?  Why or why not?

 

 

April Rain Song—questions

 

1. What kind of poem is “April Rain Song”?
2. What is its form & structure?
3. Do you share the speaker’s feelings about rain?  Why/not?
4. a. In “April Rain Song”, what kinds of songs does the rain sing?

b. What is revealed about the poet’s thoughts about rain?

c. How would the poem be different if it were about a late autumn rain in a cold climate?

      5.   a. What three things does the speaker tell the reader to let the rain do?

            b. What would be the positive aspects of experiencing these three things?

 

      6.  Choose two examples of imagery in this poem.  Cite them, explain what they mean, and why you chose them.

 

Geography for Halloween!!

1.      Movement:  If Dracula flies from 46N, 35E to 55N, 0 he is traveling __________.

2.      Region: What mountain range can be found  in Transylvania & Romania?

3.      Place: Which river has its source in Bavarian/Austrian alps and its mouth in the Black Sea?

4.      Movement:  What is the difference between the mouth of a river & its source? Hint: definitions!

5.      Movement: If  a witch flies from the Caspian Sea to the Black Sea she is flying ________.

6.      Give the coordinates for the following cities:

A)  Bucharest, Rumania                B) Kiev, Ukraine      C) Budapest, Hungary  D) London, England

 

Poetry Spelling words: free verse, couplet, alliteration, cinquain, limerick, line, stanza, poetry, poet, simile, metaphor, narrative poem, lyric poem, imagery, haiku, personification, hyperbole, form, structure, repetition, rhyme scheme, rhythm, sensory language, theme, tone.

 

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October 6, 2008

2Hard

Dear Students & Families,

 

Our biggest challenge this week is to complete two literature stories in one week!  Next Monday is a holiday, Indigenous Peoples’ Day, ( Dia de las Americas/Colombus Day), so we will have some homework over the weekend.     We are reading “The Circuit” and “Hard As Nails”.  According to the textbook, one is fiction, the other non-fiction, however, one of my students last year brought in the book that “The Circuit” is taken from,and the book is classified as autobiographical.  We are developing Reading Standards 1.1 (fluency in oral reading and silent comprehension) and 1.4 (learning vocabulary through context clues).  In Literary Analysis we are working  on comparing literary works and on theme.  In grammar, we are continuing to work on pronouns and will begin work on verb tenses.  We also have two writing projects this week.  The first is to write a thank you letter, note or card to one of the chaperones.  Students may work in pairs, and will be given half of a class period Thursday.  Please bring colored pencils. (Writing Standards 1.1 & 1.2).  The second is a letter to a character.

 

Please remember that it is district policy to cover all hardback books.

 

 

 

 

Monday 10/6   LA: Literature: Read “The Circuit” in your Readers Companion & complete the blue columns.  Skillbook p. 27.  Spelling: abc order/4x each.

 

Tues. 10/07      LA: Spelling: definitions—on cards, include a synonym & an antonym.

                        Literature: p. 79 questions 1-3, and skillbook p. 26

 

Wed. 10/8        LA: Spelling: sentences & study for test

                        Literature: complete p. 78 & skillbook pp. 28 & 30.  Gate: Complete ILS p. 80

 

Thur. 10/9        LA: Literature: complete literary analysis, p. 79, study for literature test.

                        Writing: Letter to a character.  Assume the role of Russell Baker.  You are now in college, or you have your first job.  Write a letter to Deems expressing your feelings about him and telling him what you learned from him, and what you are doing now.  Make sure to include details from the story.  This assignment is due Monday & should be typed.

 

Fri. 10/10         LA: Writing: Finish letter to Deems.  Literature: Read & respond to “How to Write a Letter” in your Reader’s Companion.  Vocabulary: If you received less than 75% on your vocabulary test last week, you must correct the test, get it signed and return it.  I also strongly recommend updating your vocabulary cards.  Make sure that you have synonyms & antonyms.  I will check your cards & your book covers before Nov. 1.

 

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September 29, 2008

 

Dear Students & Families,

Welcome to the last week of the first grading period.  Friday we have our first field trip, to the Hardly Strickly Bluegrass Festival.  Our literature standard this week is Reading 2.1 : Identify the structural features of popular media and use the features to obtain information.  The readings are found in Part Two, Reading Informational Materials in the Reader’s Companion, pp.264-271, and in pp. 82-89 in the big orange book.  Our grammar topic is to review the types of nouns and pronouns.

This week we are reviewing the spelling & vocabulary words of the previous weeks, and adding the “features” in the chart at the beginning of the readings.  A definition test will be given on Wednesday.  It will be a mix of matching, writing definitions from memory, and recognizing antonyms and synonyms.  Our social studies topic remains examining and interpreting fossil and artifact evidence of early people.  I will collect the first half of the notebook this Wednesday.

 

P.S.  All hard-back books must be covered—school policy.

P.P.S.  Wed. is the last day to turn in late essays or reflections

 

Monday:Sept. 29  Language Arts: Spelling: Review definition cards.

                              Literature: Read & Respond to Reader’s Companion, “Summer Hats”.       

 

Tuesday:Sept. 30  Language Arts: Complete the comprehension questions for “Summer

                            Hats”.  Restate the questions in your answers.  The questions are due

    Wed., the activity is due Mon.

     Continue reviewing your vocabulary cards.

     SS:  The specific assignments listed on the board in class today, need to

    be arranged in order, paper-clipped, not stapled, and handed in.  Some

    people will be ready in class, otherwise, it is due tomorrow.

 

Wed: Oct. 1        Language Arts: Complete both Reader’s Companion & comprehension

   questions for “An Astronaut’s Answers”.

 

 

Thursday/Friday

                          Language Arts: Complete the “Summer Hats” activity.  Read & respond

 to “The Circuit” in the Reader’s Companion.  Both are due Monday.

“Summer Hats”

 

1. Who might be interested in short-term jobs?
2. What might make summer employment advantageous?
3. List a few ways to ensure successful summer employment.
4. Why are summer jobs important to employers?
5. What is the topic of the article?  Where did you find that information?
6. What are three key points about choosing a summer job that are called out by run-in heads?
7. In which section of the newspaper is this article most likely to be found?  Why?  (a)World News, (b)Living, (c)Entertainment

 

Activity due Monday October 6

Purpose: Use the text features of a newspaper to choose an article to read.

1.                            Begin by looking at the section heads.  Choose one section that appeals to you.  Which one was it?

2.                            Look over the articles in that section.  Choose three articles?  Write their titles.

3.                            Read the run-in heads and the picture captions for each of the three articles.  Choose and read the article that appears most interesting to you.  Title?

4.                            Explain why you made each choice.  What information did you learn from section heads, article titles, run-in heads, and picture captions that guided   your final choice?

5.                            Attach the article & a short 4 Ws summary. (Who/What/When/Why/Where/How) 

 

An Astronaut’s Answers

 

1. How did John Glenn feel about being alone in space?
2. How did John Glenn become an astronaut?
3. What kinds of problems did John Glenn face when he was orbiting the Earth?
4. What does John Glenn believe to be the reasons for astronauts going to the moon?
5. What did John Glenn eat while he was in space?
6. What do you think is important to know before reading this interview?
7. What prior knowledge do you think the interviewer had before interviewing John Glenn?

 

Extra Credit Activities:

1. Locate information about John Glenn’s 1998 experience aboard the Space Shuttle Discovery.  Create an interview using the same format as the one in your text by writing 5 interview questions.  Answer the questions as John Glenn might by using the information you found in your research.  Be sure to include the full source of where you found the information.

 

B.  Watch the video “The Right Stuff”.  Write a 4-6 paragraph essay.  Include a short summary of the film, what you have learned, and how it connects to our assigned reading. 

 

 

 

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22 -26 Sept.

 

Dear Students & Families,

Welcome to the penultimate week of the first grading period.  This week we are continuing our work on Reading Standards 1.1 (developing fluency & expanding vocabulary), 1.4 (using context clues to understand unknown words), and 3.2 Analyze the effects of the qualities of the character on the plot and the resolution of the conflict.  This week’s reading strategy is recognizing signal words.  Our grammar topic remains recognizing pronouns and their antecedents.  Our social studies topics include geography—latitude & longitude, and prehistory/paleontology—Human Ancestors.

 

This week’s spelling words: toil, endured, prospector, liable, poising, declined, summit, Klondike, Yukon, Prime Meridian, stratigraphy, does,  paraphrase, paleontology/ist, fossil, appropriate, effective, latitude, longitude, parallel, hominid, bipedal(ism)

 

M-              LA: Spelling: Correct mock test/ Abc order/4x each

Grammar/Punctuation: Paragraph editing M & T

 

T-                   LA: Spelling: definitions, on cards, include synonym & antonym

Paragraph editing, W & TH

 

W-                  Social Studies: 1. Complete IASN p.6

                                       2. Longitude & Latitude worksheet

                                       3.  Geography Grab-bag #2—be sure to cite sources

 

Th-         LA: Spelling: Write grammatically correct sentences that show you know

      what your words mean.      

      Literature: Complete both the Reader’s Companion and Comprehension ?s p.61

      Remember to restate the questions in your answer

 

   F--          LA: Make sure skillbook pp. 21-26 are completed

                  Gate Differentiation: SS: Write 4-6 geography grab-bag questions about the

                 Yukon/Klondike.  Use at least 2 of the 5 themes of geography.

 

Geography Grab-bag #2

 

 

The King of Mazy-May Comprehension ?s p. 61

Remember to restate the questions in your answers.

1.Would you enjoy Walt’s way of life?  Why/not?

2a. What are Walt’s responsibilities while his father is away?

b. How are Walt’s responsibilities different from the responsibilities of other children his age?

3a. What are the stampeders planning to do?

b. Why does Walt want to stop them?

c. What do Walt’s actions reveal about his beliefs?

4a. What does Walt do when his lead dog is shot?

b. What quality (character trait) does Walt reveal through his actions in that situation?

c. Identify two other examples of Walt’s actions that demonstrate the same quality.

5a. What does Walt do to defeat the stampeders’ plan?

b. In what way does this new action make Walt’s new title “The King of Mazy May” appropriate?

c. Do you consider Walt a hero?  Why/not?

6.  This story suggests that “manliness” is based on strength and bravery.  Explain whether you agree or disagree.

7.a. As this story illustrates, the discovery of gold in the Klondike brought out both the best and the worst in people. Why do you think that the discovery of gold had such a major impact on people?

b. If you had lived during that time, would you have been tempted to travel to the Klondike in search of gold?  Why/not?              

 

 

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Week 4        September 15, 2008

 

Dear Students & Families

 

            This week we will study pronouns: personal pronouns, first & third person pronouns & antecedents.  Our story, “Jeremiah’s Song” deals with a little boy’s loss of his grandfather.  The skills include recognizing dialect differences, using context clues, and understanding first and third person perspectives.  Most of our spelling words this week are words that students habitually misspell by reversing the order of the letters.

Don’t forget, Picture Day Tues. Sept. 16 & Open House Wed. Sept. 17.

 

Mon. Sept. 15.             LA: Spelling: Correct mock test.  Alphabetize spelling words &

                                    Write them 4 x each.

                                    Lit.: Complete the comprehension ?s for “Jeremiah’s Song”. 

                                    Please restate the questions in your answers.

 

Tues. Sept. 16              LA: Grammar: Pronouns: Exercises #13 & 15.

                                    Spelling: This week make definition cards for the words you don’t

 know.  Review last week’s archaeology cards.

 

Wed. Sept 16               LA: Grammar: Exercise #16. 

                                    Punctuation & Capitalization Paragraph editing: Wed.

 

Thur. Sept. 17              LA: Spelling: Write spelling sentences that are grammatically

correct & that show you know the meaning of the words. 

Remember, do not use pencil.

Grammar/Punctuation: Paragraph Editing: Thursday.

Lit.: ILS p.

 

Fri. Sept. 18                 SS: Use your notes to complete Study Guide.

LA: Writing: Reflection:  We have been together for 4 weeks. What have you learned?  Write 2 paragraphs or make a web.

Reading Logs

 

Grammar Exercise #13

Instructions: highlight the pronoun(s) in each sentence.

 

1.     The editor read the article and corrected it.

2.     The event interested the reporter, so she wrote an article about nit.

3.     The article was about the mayor and included a recent photo of him.

4.     The delivery boys had bikes they could use for their paper routes.

5. I have a subscription to the newspaper.  I read my copy every morning as soon as it arrives.

 

 

Exercise #15

Instructions: Circle the personal pronoun in each sentence.

1.     Have you ever heard of William Randolph Hearst?

2.     He established newspapers in many big cities.

3.     The San Francisco Examiner was his first newspaper.

4.     It featured glaring headlines and stories designed to excite readers.

5.     We now consider sensational journalism normal.

 

Exercise #16

 Identify whether the underlined pronouns in the sentences below are first person, second person or third person.

1.    I read the New York Times every day.  __________

2.    Adolph Ochs bought it in 1896.             ____________

3.    Stories backed by solid facts were his specialty.  __________

4.    You probably have seen the paper in the public library._____

5.    Its circulation is one of the largest in the world. ___________

6.    Writers and editors have their names listed in the paper. ____

7.    The staff is much larger than that on our school paper._____

8.    There are only ten of us on staff here.      ____________

9.    To me, reporting is the most exciting part.  __________

10.They prefer to sell ads and assist the business manager.

 

 

 

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September 12, 2008

 

Dear Students & Families,

 

Thank you for your understanding.  Many of you are learning the spelling routine.  Routines make things more predictable and easier for all of us.  I hope that you enjoyed working on your social studies projects, i.e. interviewing the child who lived 1,800 years ago (or more) or interviewing your grandparents about their childhood.  I look forward to reading them.  This weekend, please read and respond (fill in the blue parts) “Jeremiah’s Song” in your Reader’s Companion.

            Next Wednesday is Open House.  I look forward to seeing you.

 

Ms. Oryall

 

 

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September 8, 2008

 

Dear Students & Parents,

 

I am still reading all the marvelous essays.  This week I will probably have to update the site mid-week.  Our language arts topics this week are poetry (literature), proper and common nouns (grammar), and proof-reading skills.  Last week I discovered that the www.phschool.com site has changed from last year, and that the anchored sample essays and rubrics are no longer available on the site.  I will try a different method on the next essay. We are also delving into historical and archeological theory in social studies.

I will be issuing lockers and books this week.  Please bring book-covers or strong brown paper bags to make into book-covers.

 

Homework:

Monday: Language Arts: Spelling: Correct mock test, put the new words in abc order &

                write them four times each.

              SS: Links with the Past.  Students may choose exercise a, interview a kid who

  lived 1,800 years ago.    List things that you share and things that are different. 

 Or exercise b. Interview your grandparent or another adult over 50 about what it

 was like when they were children.  Make sure that you ask at least 8 questions. 

 Explain how things are similar and how they are different.

 

 

Tuesday: Language Arts: Spelling: Definitions.  Please use index cards.  Include a

                        synonym & antonym when possible.  Skillbook: 11-12

                SS: Continue work on your interview

 

 

 

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September 1, 2008

 

Dear Students & Families,

We have completed the first week of school.  Some students have demonstrated their ability to come to class on time, be prepared, and follow directions.  Congratulations to those of you who turned in all your assignments and earned a B or better on your work.  Unfortunately, some students lost an assignment, failed to complete all assignments, and/or some earned grades lower than a C.  This week, a little more will be expected; I hope that you meet the challenge. 

Organization is necessary in both middle school and life.  Your agenda is a tool.  Please have your parents check that you write down the assignments & help monitor your completion.  You are expected to finish all assignments in middle school.  Students with excused absences are permitted to make-up missed written work. 

Ms. O.

 

Here are the major themes/assignments of Week 2.  This is a mix of class and homework.  Assignments not completed in class become homework. 

***Shoe Assignment due Wed.***

Language Arts

Spelling:  Tuesday take spelling test one; receive list for week two.

Spelling Activities to complete this week: ABC/4x each, definitions (including synonym & antonyms when possible) on index cards, sentences that demonstrate comprehension of the vocabulary and proper grammar, punctuation & spelling. Spelling activities will be due this Friday.

Grammar: Recognizing common & proper nouns.

Literature: Read “Stray”.  Complete review & assess comprehension and literary analysis questions.  Complete skill-book activities from both “Stray” and “The Sound of Summer Running”.

Writing: Students will compose a 5-7 paragraph composition about either their summer vacation or their fifth grade graduation.  If necessary, your essay may be longer than seven paragraphs.  You will need to turn in at least one pre-writing activity  ( i.e. outline, cluster map, or quick free-write) your second draft.  The pre-writing activity may be in pencil.  The second draft must be typed or in black or blue ink.  The second draft is due Friday.  Check out www.phschool.com for examples of rubrics and anchored papers.  We are using the Copper level writing book, 2003 edition.

Reading Logs: 3 hours per week.  Remember reading logs are kept together.  A spiral notebook with your name on the front works well.

Social Studies:

We will complete three activities.  One will be a geography activity called GeoGrabbag

 

Tuesday: Spelling: correct mock test, abc order/4x each.

                Writing: Choose topic, complete pre-writing activity

             

Wed.        Spelling: Definitions      

    Writing: first draft

     Grammar/Literature skillbook pp.

 

Thur.         Writing: Revise & proofread draft.  Write second draft.

                  Spelling: Sentences