Limericks

Here is a Limerick we wrote today in Mrs. Crews's and Mrs. Mesker's 2nd period Reading class:

Lautner's Life
There once was a bad actor named Taylor
Who had slimy skin like alligators
He was in the movie Twilight
And always stole the limelight
When his career crashes he'll live in a trailer

I guess are students are not big fans of the Twilight series. We all laughed during the creation of this poem. I hope you did too! Can't wait to hear what they come up with on their own.

Rebecca Caudill Books!

We introduced a new reading project right before Thanksgiving. The students will be choosing a book to read that is a Rebecca Caudill nominee. There are 20 books on the list. Students are asked to read three books by the end of the unit. The first book is due on December 17th. After completing a book, the students are asked to take and accelerated reader test for a grade in Reading class. Many students are enjoying the books to much they have completed three books already. The more books your child reads, the accelerated reader points he/she can earn. They will also be able to recommend the books to other students.

I have already read Shark Girl, Kimchi and Calamari, Home of the Brave, and A Crooked Kind of Perfect. I truly loved them all but Home of the Brave is my favorite so far! Enjoy the reading!!!

Poetry Unit

During the month of December, we will be focusing on reading and writing different styles of poetry. Everyday your child will be introduced to a different type of poem. We will review the rules and definition of each type together and practice writing them as a class. Independently, your child will write at least one poem for each type we study. Daily, your child will be asked to share his/her poems. Everyone is expected to share at least one poem. At the end of the unit, your child will type out each poem and construct a book of poetry.

Verb Test Friday

Mrs. Crews's and Mrs. Mesker's classes will have the second part of the Verbs' test on Friday. Below are the sections we are covering. Students should use their notes or workbook to help in studying. Students are also encouraged to use a notecard on the test that can be filled with anything helpful hints.

Simple Verb tenses- past, present, and future
Irregular Verbs
Subject Verb Agreement- Including the use of conjunctions
Contractions
Confusing Verbs- (sit, set, lie, lay, rise, raise, lend, borrow, let, leave, teach, learn)

Character Counts Field Trips

This week and the week of Thanksgiving, the Character Counts Club and the Leadership Teams will be traveling to PV and IDE.

Our first trip will be to PV on 11/12. We will be traveling to all the classes to work with the students in small groups. While in their groups, the students will create and perform short skits about bullying in elementary schools. After each skit is complete, the Character Counts Club will have a short discussion about the appropriate steps to deal with the each situation.

At IDE, the students will again be working in small groups in each classroom. The IDE students will be playing an IDE Character Counts game. Similar to Candy Land, the IDE students will choose a card with a situation on it. If the card shows good choices, the student will move forward.

I am looking forward to traveling to the schools and seeing the Junior High students interact with the different grades. It should be loads of fun for all involved.

Ancient Times

The week the sixth grade students read a nonfiction selection on Mt. Vesuvius and the city of Pompeii. Tomorrow we will be reading a historical nonfiction selection about a blind boy and his dog as they try to flee the city during the eruption.

The students will be focusing on the elements of the story that reinforce the nonfiction genre. Historical fiction includes all the elements of fiction: character, setting, plot, and theme. Writers of historical fiction include historical facts, actual events, and imaginary details into stories. Its purpose is to entertain and inform.

6th Grade Field Trip Thursday

On Thursday, October 29, the 6th grade will be taking a field trip to a performance called MatheMagic! Here, a magician will use magic, comedy, and storytelling to engage us in problem solving and exploration of ancient civilizations.

After the performance, we will be eating lunch at a fast-food restaurant. Therefore, students will also need to bring their own money to cover the cost of their lunch.

6th Grade Odes

The sixth grade students will be writing their very own odes this weekend. We are hoping they will be sharing them with us on Monday. Here is an example ode I wrote to get their minds thinking about fun topics.

Ode to Music in My Car
Hearing a song I know,
Makes me smile ear to ear.
I search the radio,
Just to find a song to sing.

Everything is better when,
I can belt out my favorite tune.
I imagine I am Brittany Spears,
Or Kanye West on KISS FM.

Singing in the car makes,
All the bad things go away.
I dance, I cheer, I hit all the high notes,
Every time the dial finds a ditty I recall.

I am the next American Idol,
With the windows up and the radio on high.
Oh songs, oh radio, oh music in my car,
You make me warm and fuzzy inside.

8th Grade Leadership Field Trip

This year a small group of 8th grade students on the Leadership team will be traveling to Camp Algonquin this weekend for the annual MLI conference.

Basically, the Mid-Level Institute, or MLI, is an opportunity for middle school students with leadership potential, to gain new skills and knowledge to become a leader in their school and community, live a healthy lifestyle, and encourage others to stay drug free. Oh, and of course, it is sponsored by Family Service.

As participants, youth will take part in large and small group activities, which include attending presentations, participating in workshops and a teams course, having small group discussions, singing songs, playing games, and enjoying the Prevention Fun Fair. Some of the ideas that will be introduced during these activities will include challenging stereotypes, decision-making, being a leader, and healthy living.

MLI also provides a chance for students to make new friends from all over the county. Their weekend will be spent in an overnight camp setting, sleeping in a cabin and eating camp food. They will be very busy having fun and learning many new things. Even though participants are pretty tired at the end of the weekend from doing all of these great things, they find it to be very enjoyable!

New Reading Report Project

Greeting Card Project
Directions:Think about the characters in your novel. Imagine that one character is sending a card to another character. What kind of card would they character send and why?
Choices of cards: Birthday, Sympathy, Thank You, Get Well, Friendship, Anniversary, Retirement, New Baby, Valentine's Day, Miss You
Task: There are TWO parts to this project.
1. Create a card to one character in your novel to another character.
2. On a separate sheet of paper, include the following:
The title and date of publication
In one paragraph, explain why you created the card you did.
In one paragraph, explain the importance of this choice and how the novel would be different if the card had actually been sent.

Narrative Writing in LA

The sixth grade students have been working on writing narrative compositions. Here are the parts we are looking for:

Narrative Composition: Story Telling
Essential Ingredients:
Setting (time and place)
Situation (background)
Characters (main and supporting)
Initial incident (starts the conflict)
Conflict (problem)
Plotline (actual rising action/events)
Climax (resolution of the conflict)
Impact (effect of the solution on characters
or situation of the story)

Character Counts Club!

This week Character Counts Club started at Lakeview. Here is some information on the club.

The Club is designed to allow the students to participate in character building activities, teach positive character traits, and help out the school and community. Any sixth, seventh, or eighth grade student is invited to join as long as they attend the Tuesday morning meeting (7:30). During that time we meet to discuss any upcoming events.

The main component of the Character Counts Club is our field trips to Prairie View and Elizabeth Ide. When the Club visits these schools, we enter the classroom or perform assemblies encouraging positive character traits. We will take these small field trips three times during the school year. Your son or daughter will miss part of the school day for the field trip and be responsible for the missed work.

New Novel in Reading

The 6th Grade Reading students were introduced to a new novel this week. We will be reading this novel together in class over the next couple of weeks. The students will be focusing on different vocabulary techniques (using context clues, writing new words in compound/complex sentences, and stating synonyms or antonyms). We will also continue to discuss different comprehension activities and practice the reading extended response format.

This is a synopsis of the novel:

Taking Sides is about a teen that lived in the barrio and then moved to the tree-lined streets of the suburb. Since the move he still has many friends in his old neighborhood but he also has made some new ones in his new school. He is still very loyal to his old school basketball team but he plays on the team from the suburbs. When he looks at the game schedule for the year he notices that he will have to play against his old team for the league championship. Still being torn between to schools and teams he is worried about how he can play his best while he is still very loyal to the team he will be playing. To find out how he plays against his old team and who wins the game you will need to read Taking Sides by Gary Soto.

Reading Response Chart

Well we are two weeks into your first book report project. All sixth graders have received their temporary library card and have checked out a book to read independently. While reading, the students should be completing a Reading Response Journal in place of a formal book report. We have practiced using the chart in Reading class while reading a short story together. After reading a section in their book, the students should record the pages read, write a short summary, and a response. Below is the explanation of what we are looking for in the students' responses.

Response: (choose one for each summary/section)
1. a prediction of what will happen next
2. a question about something you don't understand
3. a reaction to something a character did or said
4. an opinion about what you liked, disliked, or found interesting

Smiley Face Tricks

This week in LA, we introduced a way to make the students' writing come alive!

After learning about different tricks, students have been writing paragraphs using two different prompts; Write about a superhero power you would like to have, and discuss a most embarrassing moment. Students were asked to write a story using differnt "Smiley Face Tricks" to make thier writng more interesting and fun!

The following are the tricks presented in class:

1. Hyphenated Modifiers – describing a noun, pronoun, verb, or adjective with a series of words “glued” together with hyphens
Example: The teacher shot the class a I-know-this-test-is-going-to-stump-you-all look, as she passed out the quiz.


2. Magic Three – three groups of words, separated by commas. Each group has its own modifiers. Make sure ALL verbs are in the same tense!
Example: I was scared! My palms became sticky and wet, my back tingled with fear, and my body began to feel weak and cold.


3. Figurative Language – using comparisons can “spice up” our writing
1. Simile: a comparison using like or as
2. Metaphor: a comparison of two seemly unlike things (not using like or as)
3. Personification: giving human qualities to something inhuman
4. Hyperbole: using an exaggeration that is not totally true, but exaggerates the truth
Example: She was as embarrassed as a kid tripping on the first day of school. She nearly died when the the desk walked right in front of her.

What is RTI at Lakeview?

The goal of the RTI Reading Program is to teach the student the skills he/she needs in order to be successful in reading. I will be working closely with the 6th grade team and teaching the students reading comprehension strategies that hopefully the student will be able to apply in all of his/her classes. Because the main focus is reading comprehension, we will be working on the skills the student is learning in the double period of language arts and reading. For example, if the student is learning about summarizing in the double period, we would work on that skill even further to ensure that the student understands how and when to use it. I like to think of the class as filling the student’s “tool boxes,” or brains with useful tools and then working with them to realize at what occasion they use each specific tool.

The students will be formally assessed twice a month using a program called AIMS Web. This will give us a closer picture as to whether or not the student is making progress. I will also be assessing the students on a daily basis, whether it’s listening to their comments during a group discussion, working with them one on one to check for understanding, or having them read aloud to make sure they’re reading fluently. This close monitoring will help to determine the progress so that at the end of the first trimester, both the parents and I can sit down and discuss what may be working and what we need to change. Whatever the result, the main goal is obviously for the student to achieve success in reading, whether it’s reading for school or reading for pleasure.

NOTES: Students are expected to have a notebook exclusively for this reading class. Students will be allowed to keep the notebook in the classroom at all times.

STUDENT PREPARATION: Students are expected to arrive on time to class with the necessary supplies/materials for class. For this specific class, students must always have their assignment notebook and their language arts/reading supplies. Although we will be using a textbook in class, the books will remain in the classroom at all times.

If you have any questions or concerns about the RTI Reading Program, please do not hesitate to contact me at amesker@ccsd66.org or 630-783-5115
Sincerely,
Mrs. Amy Mesker

Wednesday, April 22

*MATH - we will be finishing up with adding and subtracting integers and moving on to multiplying integers.

*L.A. - students are writing a "Life Changing Event" narrative and creating a list of 100 adjectives that best describe them, which they will use to create a symbol or picture that best describes them.

*RDG - we are continuing our reading of "Tuck Everlasting"

Hello,

My name is Mr. Coffee and I will be filling in for Mrs. Mesker for the remainder of the year. I have recently graduated from Western Illinois University, obtaining a Bachelor of Sciences Degree, with a major in Special Education. I feel I'm more than ready to begin my career as a teacher and very thankful in having the opportunity to start at Lakeview Jr. High School. Although I'm still finding my bearings with the students and how the classes are managed, FEAR NOT! The 6th Grade Team has been more than helpful guiding me through these first few weeks of my arrival. There's no way I could ever replace a Mrs. Mesker, but I guarantee I'll be able to hold down the fort until she returns.



Here is the Math agenda for this week:

INTEGERS:

11-1 ~ Positive & Negative #'s (Monday)
11-2 ~ Comparing & Ordering Positive/Negative #'s (Tuesday)
11-3 ~ Adding Integers (Wednesday)
11-3 ~ Adding Integers cont. (Thursday)
Short QUIZ over sections 11-1, 11-2, 11-3 (Friday)

If you have any questions, please feel free to e-mail me at: kcoffee@ccsd66.org

Thanks

My Last Full Week!

I will be starting my maternity leave beginning next week. I will be returning in the fall.

Mr. Kris Coffee will be covering my classes until I return. Mr. Coffee has been a member of our school community for many years and is a former Lakeview graduate. He will be in constant communication with me to ensure the curriculum is consistent and aligned to expectations. He has already been in to shadow me and learn about the classes and students I teach.

I am sure that Mr. Coffee will do an outstanding job with your children. Mr. Coffee can be reached by email: kcoffee@ccsd66.org

Add/Subtract Fractions

This week the 6th grade Math students have moved into adding and subtracting fractions. There are some easy rules to follow. Here they are:

To ADD/SUBTRACT Fractions:
1. Find Common Denominators
2. Add/Subtract the Numerators
3. Denominator Stays the Same
4. Simplest Form

6th Grade LA

Today we are finishing up our review unit on capitalization and punctuation. Next week we will begin learning about a Compare-Contrast composition. Here is a list of guidelines to remember when writing a compare-contrast composition:

• Choose two subjects you can compare and contrast easily.
• Write an engaging introduction that names your two subjects.
• Compare and contrast corresponding details for each subject.
• Select a method of organization, and stick to it from beginning to end.
• Use topic sentences to state the main idea of paragraphs.
• Use transitional words and phrases to compare and contrast.
• Write a conclusion that sums up your main ideas in a satisfying way.

Oral Traditions

We started a new unit in 6th Grade Reading, Oral Traditions. We will be reading different stories with these common elements: keeping the past alive, teaches lessons about human behavior, and revealing the values of the society.

We will be focusing on myths, folk tales, and fables.

Myths:

• attempt to answer basic questions about the world
• are considered truthful by their originators

Folk Tales:

• are told primarily for entertainment
• feature humans or humanlike animals

Fables:

• are short tales that illustrate morals
• often have characters that are animals

The Return of Fractions

The sixth grade Math students have been working on fractions again. We have mastered multiplying fractions by fractions, whole numbers, and mixed numbers. This week we have moved into dividing fractions.

The lessons are as follows:
7.1 Fractions and Whole numbers
7.2 Multiplying Fractions
7.3 Multiplying Mixed Numbers
7.4 Dividing Fractions
7.5 Dividing Mixed Numbers

Taught within the lessons is estimating fractions and mixed numbers. So far the students have done very nicely. One hint, change all mixed numbers into improper fractions before multiplying. Another hint, to divide- keep first fraction the same, change divide to multiply, and flip the second fraction. Last hint, always have the answer in simplest form.

Our Homebase Video!

The students in my Homebase created a video of different Bullying situations. Our goal was to empower the bystander and help the victim of the bullying situation.

Enjoy the video!

Pack the Place article!

There is an article in the Local Trib section about this year's Pack the Place. Check it out!

http://www.triblocal.com/Downers_Grove/Detail_View/view.html?type=stories&action=detail&sub_id=50199

ISAT Writing

The ISAT test are coming up. The District will be testing the first week of March. During the next few weeks the sixth graders will be reviewing the format for Persuasive and Narrative writing. Below is the suggested format of each.

Persuasive Composition Outline
I. Hook: An opening sentence that attracts or “hooks” the reader’s attention
INTERPRET your hook (powerful statement, quote, or fact)
Background Information: What you may already know about the topic in favor of your argument. Remind readers of the important information about your topic.
Argument: Your THESIS STATEMENT – one clear sentence stating what your composition is about

II. Reason 1: a REASON, BENEFIT, or an ADVANTAGE to support your argument.
Evidence 1: may consist of facts, examples, statistics, or real life experiences that supports your reason
Interpretation: Explain and Extend
Evidence 2: “same”
Interpretation:
Evidence 3: “same”
Interpretation:

III. Reason 2: a REASON, BENEFIT, or an ADVANTAGE to support your argument.
Evidence 1:may consist of facts, examples, statistics, or real life experiences that supports your reason
Interpretation: Explain and Extend
Evidence 2: “same”
Interpretation:
Evidence 3: “same”
Interpretation:

IV. Reason 3: a REASON, BENEFIT, or an ADVANTAGE to support your argument.
Evidence 1:may consist of facts, examples, statistics, or real life experiences that supports your reason
Interpretation: Explain and Extend
Evidence 2: “same”
Interpretation:
Evidence 3: “same”
Interpretation:

V. Argument: restatement of the argument
Summarize Reasons: restatement of the three reasons that support your argument
Exit Sentence: a prediction, question, recommendation, or quotation. Strongest sentence.


Plotting out A Narrative
Setting:
Time and place of the story
Situation:
The beginning of the story that introduces the time and the place and hints at or introduces the characters.
Main Character:
The person whose story the reader is following
Initial Incident:
The event that starts the conflict
Conflict:
The struggle or problem the main character is trying to overcome. It could be INTERNAL (within himself/herself) or EXTERNAL (with another person/force).
Rising Action:
The events of the plot line that build suspense and lead to the CLIMAX
Climax:
The event which leads to the resolution of the conflict
Impact:
Part of the falling action, shows how the resolution of the conflict affects the main character, other characters, or the situation of the story. The IMPACT shows how the resolution of the conflict is significant.
Theme:
The theme is the main idea of the story. The theme can be a moral, message, lesson, or wisdom learned by the main character and shared with the reader.

Smiley Face Tricks

The following tricks will make your writing come alive with your personal VOICE...

Hyphenated Modifiers – describing a noun, pronoun, verb, or adjective with a series of words “glued” together with hyphens
Example: The teacher shot the class a I-know-this-test-is-going-to-stump-you-all look, as she passed out the quiz.

Magic Three – three groups of words, separated by commas. Each group has its own modifiers. Make sure ALL verbs are in the same tense!
Example: I was scared! My palms became sticky and wet, my back tingled with fear, and my body began to feel weak and cold.

Figurative Language – using comparisons can “spice up” our writing
1. Simile: a comparison using like or as
2. Metaphor: a comparison of two seemly unlike things (not using like or as)
3. Personification: giving human qualities to something inhuman
4. Hyperbole: using an exaggeration that is not totally true, but exaggerates the truth
Example: She was as embarrassed as a kid tripping on the first day of school. She nearly died when the the desk walked right in front of her.

Specific Details – instead of vague descriptions, use sensory details to help the reader visualize the topic
Example: The crowd chanted “Mary” loudly as she walked hesitantly towards the table of pies. She regretted buying a ticket to pie Mrs. Mixon, but it was too late now! She was surprised by how cold the pie tin felt on her trembling hands...

Repetition for Effect – repeat specifically chosen words or phrases to make a point, or to stress certain ideas for readers.
Example: I hate writer's block! I can't think of anything to write. I can't come up with words for this stupid assignment. I can't create anything new. I can't, and so I won't!

Humor – making your writing funny can turn a boring paper into something colorful.
Example: Talking to my kid brother is like talking to a wall. It's pointless! No matter how hard I try, he still looks like I'm speaking a foreign language. He sits there, picking his nose, as if I'm not even there.

6th Grade Math

The sixth graders are moving into Geometry this week. Over the weekend, the students used there books and note cards to define some key terms in Geometry. The following is a breakdown the sections we will be covering over the next few weeks.

9.1 Introduction to Geometry- Identifying lines, rays, and segments
9.2 Angles- Name, measure, and draw angles
9.3 Classifying Angles- Classify angles and find angle measures
9.4 Classifying Triangles- Classify triangles by their angles and by their sides
9.5 Classifying Quadrilaterals- Classify quadrilaterals by their angles and sides (parallelogram, rectangle, rhombus, and square)
9.6 Polygons- Classify polygons by their sides (pentagon, hexagon, octagon)
9.7 Congruent and Similar Figures- Identify congruent (same size and shape) and similar (same shape) figures
9.8 Line Symmetry- Identify lines of symmetry (line that divides into two congruent images-mirror images)

Adjectives / Adverbs

The 6th Grade LA class will be finishing up the very short section on Adjectives this week with a quiz.test on Thursday. The following sections will be covered on the test.
1. Recognizing Adjectives (beautiful, some)
2. Articles and Demonstratives (A, An, The, / This, That, These, Those)
3. Comparing with Adjectives (-er and -est)
4. Comparing with MORE or MOST (less, least, worse, worst, better, best)
5. Proper Adjectives (Irish, Japanese, American)

By the end of the week we will start Adverbs.

Maniac Magee

Miss Gabriel's and Mrs. Mesker's reading classes have started our second novel study. The students will be reading the novel in class. Maniac Magee is written by Jerry Spinelli, a very famous junior high author.

Maniac Magee is about a boy who becomes an orphan at three years old when the trolley on which his parents were passengers fell off a trestle and into a river. He is sent to live with his Aunt Dot and Uncle Dan, a couple who live in the same house but never speak. After eight years of silence, Jeffrey rebels and leaves to begin the adventure of life on his own. We will use multiple methods to increase comprehension and tie in all literary elements.

One major focus will be using the details for the novel to answer and write extended reading responses. The students will be encouraged to read aloud, in groups, and silently. Although the books will stay at school, students are allowed to check them out overnight. We also suggest the students get their own copy of the novel from their local library.

Persuasive Compositions

The 6th grade students will be working on writing a formal persuasive composition. Today we will be working on how to write a formal outline. Below are the notes taken in class.

Persuasive Composition Outline

I. Hook: An opening sentence that attracts or “hooks” the reader’s attention
INTERPRET your hook (powerful statement, quote, or fact)
Background Information: What you may already know about the topic in favor of your argument. Remind readers of the important information about your topic.
Argument: Your THESIS STATEMENT – one clear sentence stating what your composition is about

II. Reason 1: a REASON, BENEFIT, or an ADVANTAGE to support your argument.
Evidence 1: may consist of facts, examples, statistics, or real life experiences that supports your reason
Interpretation: Explain and Extend
Evidence 2: “same”
Interpretation:
Evidence 3: “same”
Interpretation:'

III. Reason 2: a REASON, BENEFIT, or an ADVANTAGE to support your argument.
Evidence 1:may consist of facts, examples, statistics, or real life experiences that supports your reason
Interpretation: Explain and Extend
Evidence 2: “same”
Interpretation:
Evidence 3: “same”
Interpretation:

IV. Reason 3: a REASON, BENEFIT, or an ADVANTAGE to support your argument.
Evidence 1:may consist of facts, examples, statistics, or real life experiences that supports your reason
Interpretation: Explain and Extend
Evidence 2: “same”
Interpretation:
Evidence 3: “same”
Interpretation:

V. Argument: restatement of the argument
Summarize Reasons: restatement of the three reasons that support your argument
Exit Sentence: a prediction, question, recommendation, or quotation. Strongest sentence.