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)
Monday, January 26, 2009
Tuesday, January 20, 2009
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.
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.
Wednesday, January 14, 2009
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.
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.
Tuesday, January 6, 2009
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.
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.
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