Persuasive Writing in 6th Grade

The sixth graders have been working on a persuasive paragraph in Language Arts. Area are asking the student to respond to the following prompt:

Should students receive homework over winter break?

After completing an outline, the students will be writing a paragraph supporting there side of the prompt.


WHAT SHOULD BE INCLUDED IN THE PARAGRAPH?

1. A TOPIC SENTENCE, that will direct the idea of the paragraph


2. Three pieces of EVIDENCE/PROOF which support the topic of the paragraph


** Your EVIDENCE may consist of facts or other information that supports your thesis

3. Use TRANSITIONS to ensure flow and continuity

Today's Diamante

Mrs. Crews
Quiet, calm
Helping, sharing, caring
Fun, Filipino-Intelligent, Irish
Running, yelling, talking
Outgoing, loud
Mrs. Mesker

6th Grade Clerihew Poems

Today the students started the Poetry Unit. The unit begins with writing funny Clerihew poems. We practiced writing two in class. The Cherihew poems are made of four lines. The first line is always the name of the subject. The first two lines rhyme, and the last two lines rhyme.

Here are the examples from class:

Mrs. Mesker
Is an active listener
She's like a comedy
Creates a musical melody.

Lady Gaga
Goes rah, rah, rah
Her clothes are unique
One dress even had meat!

Poetry in Reading

Poetry Unit
December 1st – January 9th

During the month of December, we will be focusing on reading and writing different styles of poetry. Everyday you 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, you will write at least one poem for each type we study. Daily, you will be asked to share your poems. Everyone is expected to share at least one poem. At the end of the unit, you will type out each poem and construct a book of poetry. The guidelines are as follows.

Elements
Criteria
Total Possible
Total Earned
Form
Does it follow the form provided?
Each poem typed?
20

Sound
Rhythm, Rhyme, or Repetition?
10

Imagery
Sight, hear, smell, taste, or touch?
10

Figurative Language
Simile, Metaphor, or Personification
One example in each poem type?
10

Idea
Is topic something I want to read about?
5

Content
Correct use of words.
5

Design
Poems and Book layout.
5

Product
Final product of each poem and book.
Title Page and Table of Contents?
5


Total
70




Just a reminder
Remember to proofread your work. Use a parent, sibling, or peer to help make your poems the best that they can be. Make sure your work is your own. Practice reading your poem aloud. Does it make sense?
Can you add any adjectives or adverbs to make your poem even better?
Take the time to really make the most out of the Poetry Unit!

Verbs!

Verb Study Guide

Action Verbs
An action verb tells what the subject of the sentence does.

Baron von Drais built one of the first bicycles in 1817. We enjoy his invention today.

The subject of each sentence is underlined. Write the action verb in the space provided.

1. Early bicycles moved slowly. _____________
2. Riders pushed the ground with their feet. _____________
3. Kirkpatrick Macmillan attached cranks to the
rear wheel. _____________
4. He connected the cranks to foot pedals. ­­­­_____________

Main Verbs and Helping Verbs
The main verb expresses action or being.
A helping verb works with the main verb.
A verb phrase is made up of one or more helping verbs and a main verb.

Example: All spiders can spin silky threads. Can=helping verb
spin =verb

Write the verb phrase in each sentence.

1. Webs are seen best in the early morning _____________
2. Thousands of threads might be covered with
dew. _____________
3. Shall we look for webs at dawn tomorrow? _____________
4. Spiders can move rapidly after their prey. _____________

Direct Objects
A direct object receives the action of a verb.
Some direct objects are compound
Ex. Maroconi invented the wireless telegraph. (invented what)

This book describes him and his invention. (describes whom and what?)

Write the D.O. that receives the action of the underlined verb. The D.O. may be compound.
1. Mr. Wan described the first telegraph. _____________
2. At first, wires carried the signals. _____________
3. Marconi developed a wireless system. _____________
4. He had studied electricity on his own. _____________

Transitive and Intransitive Verbs
A verb is transitive when it is followed by a direct object that receives the action of the verb.
A verb is intransitive when it has no direct object.

Transitive – Earthquakes strike many parts of the world.
Intransitive – They usually strike without warning.

Label each underlined verb transitive or intransitive

1. Earthquakes can cause tremendous damage. _________
2. Many countries experience tremendous damage. _________
3. Japan suffers from earthquakes almost every year. _________
4. Many earthquakes occur in the United States. _________

Being and Linking Verbs
A being verb shows a state of being.
A being verb is called a linking verb when it links the subject with a word in the predicate.
A predicate noun renames or identifies the subject.
A predicate adjective describes the subject.

Linking verbs

A popular newspaper section is the comics.

Comic strips have become popular.

Write the linking verb in each sentence.

1. My aunt is the author of a comic strip. _________
2. Her office is a busy and colorful place. _________
3. Her special ink smells funny. _________
4. The characters in her strip are little animals. _________





Simple Verb Tenses
The present tense tells that something is happening now.
The past tense tells that something has already happened.
The future tense tells that something is going to happen.
Write present, past or future for each underlined verb.

1. Lighthouses long ago were low towers on the shore. _________
2. In those days, ships depended on lighthouses for safety. _____
3. Even today lighthouse beams guide sailors. _________
4. In the past, a lighthouse lens was glass. _________

Perfect Tenses
The perfect tense describes an action that was or will be completed before another action. It is formed by combining the helping verb have with the past participle of the main verb.
The present perfect tense combines has or have with the past participle.
The past perfect tense combines had with the past participle.
The future perfect tense combines will have with the past participle.

Rewrite the sentences, changing the underlined verb to the correct perfect tense. Use the verb tense in parentheses.

1.The Post Office try to read incomplete addresses, but it has had to give up. (Present).
_____________________________________________________
_____________________________________________________

2.If the sender include a return address, the letter would have been returned. (Past)
_____________________________________________________
_____________________________________________________

3.By the end of this year, our class send 800 letters to animal rights groups. (Future)
_____________________________________________________
_____________________________________________________

Regular and Irregular Verbs
Present Past Present Participle Past Participle
Regular study studied (is) studying (has) studied
help helped (is) helping (has) helped
Irregular do did (is) doing (has) done
eat ate (is) eating (has) eaten

Choose the correct form of the verb for each sentence. Then identify whether it is regular or irregular.
1.Kela, the pilot, (saw, seen) acres of blue ice.
_____________________________________________________

2.The view (proved, proven) to be a very exciting one.
_____________________________________________________

3.Many of the rivers had (froze, frozen).
_____________________________________________________

Subject – Verb Agreement

1.A reptile ________scales or bony plates in its body. (has, have)
2.These animals ______ all cold-blooded. (is, are)
3.They _______ on the environment for warmth. (depend, depends)
4.Alligators and turtles ______reptiles. (is, are)

Contractions
Write the contraction for the following words

She is ___________ She will ­­­­­­­­­­__________ Has not __________
It is __________ Must not _________ did not ________________

Sit, set; lie, lay; rise, raise

Sit to rest in an upright position rise to get up or go up
Set to put or place an object raise to move something
Lie to rest or recline to grow something
Lay to put or place an object to increase

1.The gorilla _______ inside a rubber tire. (sits, sets)
2.A mountain goat ______ on a boulder. (lies, lays)
3.The owl sleeps while the sun _______. (rises, raises)

Lend, borrow; let, leave; teach, learn

Lend to give Leave to go away, to remain in one place
Borrow to take teach to give instruction
Let to permit learn to receive instruction

1.Suki _______ from Bev about Annie Sullivan. (learns, teaches)
2.Annie _______ the Perkins Institute for the Blind. (lets, leaves)
3.Helen ______ many books in Braille from her teacher. (lends, borrows)

History in Fiction

"Historical fiction includes all the elements of fiction: character, setting, plot, and theme. Writers of historical fiction weave historical facts, actual events, and imaginary details into stories. Their purposes for writing are to entertain and to inform." Students in sixth grade will be reviewing these details from The Language of Literature book.

Historical fiction includes real characters from history as well as made up ones. The characters often face problems that real people faced at that time in history. the dialogue, thoughts, and feeling of the characters are usually made up.

Writers use their imaginations to describe settings, bey they try to be accurate in the way they show daily life, details about technology and transportation, and people's thoughts and feeling.

In historical fiction, plot is often strongly influenced by the setting. this i because characters are influenced buy the events of their time.

The Language of Literature, p. 698

Adjectives in LA

The sixth grade students started learning and practicing awesome adjectives this week. We have reviewed identifying adjectives in a sentence and the noun it modifies. The students later worked on comparing nouns using er or est and more and most. At the end of the week, the students will create a Movei, Book, or Video Game poster. The students will need to incluse three adjectives and pictures or symbols to help promote the movie, book, or video game. They will need to create three sentences about possible reviews written about the movie, book, or video game. We will be going to the IMC on Friday to create the poster that is due on Monday.

Oral Traditions

The sixth reading students began the Oral Traditions unit in our Literature book. The unit is also being introduced in Social Studies and will be carried over to Computers.

Oral Traditions
These types of stories all have some common elements:
keep the past alive
teach lessons about human behavior
reveal the values of the society.

The first tradition we will be reading is a folk tale. It was told primarily for entertainment and features humans or human-like animals.

Problem Solving

This week in RtI Math, we finished the first unit of Strategies for Success; Math Problem Solving.

The worked with four problem solving strategies: Logical reasoning, Guess, Check, and Revise, Write an Equation, and Make a Table. They learned that they can use more than one strategy to solve a problem. So if a strategy does not seem to be working, try a different one.

We also have started using Math vocabulary in our problems of the day. Below are the problems for today.

1.What is the difference of 45 and 5.
2.Evaluate an equation to find the product of two numbers.
3.Write an expression for the sum of a number and a variable.
4.How much more is 32 than 6?

Elements of a Personal Narrative

Introduction
Who, What, Where, When and Why of the story.
Introduce your main character.
Set the scene, time and place.
Create the world of your particular story.
Set up the initial incident. (transition)


Body/Climax
EVENTS: in order (at least five with details)
Outline the events that led to the problem.
Develop the conflict.
Develop the tension.
Climax: the height of the tension.
Climax: an exciting development that gets the reader stirred up.


Resolution/ Conclusion
Provide solution or an outcome to the problem.
Your lesson, moral, or wisdom learned about the event.
Bring a satisfactory ending to the story.

RtI Math

We have been working on solving word problems and will continue throughout the next coming weeks. Here are some strategies from the workbook we are using, "Strategies for Success: Math Problem Solving".


How to solve word problems.
1. Read the problem
Read carefully to be sure you understand the problem and what it is asking. Try to get a picture in your mind of what is going on and what is being asked. Underline the question. Circle the important information.

2. Search for information
Look through all the words and all the numbers to see what information is given. Study any charts, graphs, and pictures. Anything that might help you solve the problem is important.

3. Decide what to do
Think about the problem. If you are not sure how to solve it right away, ask yourself if you have solved a problem like this before. Think about all the problem-solving strategies you know. Choose one that you think will work.

4. Use your ideas
Start to carry out your plan. Try your strategy. Think about what you are doing. Once in a while, ask yourself, "Am I on the right track?" If not, change what you are doing. there is always something else you can try.

5. Review your work
Keep thinking about the problem. Finding an answer does not mean you are done. You need to keep going until you are sure you solved the problem correctly.

REWARDS in RtI Reading

This week the Tier 2 RtI reading class began a new program called REWARDS. Here is a quick overview of the program from the Teacher's Manual.

REWARDS is a specialized reading program designed to teach secondary students a flexible strategy for decoding long words and to increase their oral and silent reading fluency. the letters in teh acronym stand for:
R-reading
E-excellence
W-word
A-Attack and
R-Rate
D-Development
S-Strategies

Smiley Face Tricks in LA

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.

Complex Sentences

Complex Sentences
Rules:
1.Combine simple sentences with a subordinating conjunction.
2.When a conjunction is in front of sentence, use comma to separate the two sentences.
3.No comma is needed when the conjunction separates two sentences.

Subordinating Conjunctions
after
because
since
when
while
as
although
before
unless
whenever
if
until

Directions: Join each pair of simple sentences to form ONE complex sentence. Use the subordinating conjunction in parentheses.

EX. I spotted the snake. It slid away. (before, because)
I spotted the snake before it slid away
OR
After I spotted the snake, it slid away.

6th Grade Reading Project

The sixth graders have started their first independent reading project. Last Friday, the students went to the IMC to check out a fiction novel. On Monday, we explained the project with some examples. The students will be completing a Plot and Response Journal while reading thier novel. The Journal is due on Friday, September 30th.

Directions: As you read your novel, write a one-two sentence summary and a response statement for each chapter/section you read. Make sure to include the date and page number for each entry.

Plot Summary: actual events from the book

Response:a prediction of what will happen next
a question about something you don't understand
a reaction to something a character did or said
an opinion about what you liked, disliked, or found interesting

7th Grade Math

Welcome back 7th graders! Especially 6th period Math!

I am super excited to be co-teaching in the 7th grade Math classroom with Miss Enzbigilis this school year. Many of the students in this class were in my same Math class last year with Mrs. Snodgrass. Last year was one of my favorite Math years. The students that make up this class are ready to learn and try very hard to comprehend the material presented. Their determination makes my job very easy, and I can't wait to show Miss Enzbigilis how wonderful these students are!

Similar to last year, the students will be required to have pencils, a calculator, and their notebook everyday. Their textbook can be left at home and can also be accessed online.

Please feel free to contact me with any questions or concerns. amesker@ccsd66.org

Welcome Back!

Welcome to Lakeview 6th graders. I am luckty enough to work with Mrs. Crews again this year in the Language Arts and Reading class. This year the students will be asked to have a folder for each subject and one notebook to use in both classes. The sixth graders will also have an English workbook for LA and a Buckle Down ISAT workbook for Reading. The textbooks will remain in the class. Please feel free to contact me with any questions or concerns. amesker@ccsd66.org

The Phantom Tollbooth

The sixth grade students will be reading the drama version of the novel The Phantom Tollbooth. The drama is a fantasy that contains one or more fantastic or unreal elements. It features fantastic characters and settings. For example, the main character, who is a boy, meets Tock, a talking "watchdog" with an alarm clock in his belly. Together thses characters travel through imaginary lands: the Land of Wisdom, Dictionopolis, Digitopolis, and the Land of Ignorance.

Percents %

The 6th grade students will continue to work with percents as we finish Chapter 8 in the textbook.

On Monday, the students will write fractions and decimals as percents. A chart of the common percents, decimals, and fractions is on page 431 in the textbook.

On Tuesday and Wednesday, the students will find the percent of a number by changing the percent to a fraction or a decimal before multiplying. The students will continue the lesson with some real-world applications. They will find the sale price of items using a given discount, and calculate simple interest when given the principal, rate, and time.

Thursday and Friday will be review days for the test next week.

Research Project in LA

Over the next few weeks the sixth grade students will be selecting and researching a sport or hobby that you are interested in or want to learn more about! When your research is complete, you will be creating an outline and a demonstration speech that you will present to your classmates!

Research Requirements
1.Research Library Days – Monday, May 9 -111 (4 days total)
During this time you are expected to stay on task, work quietly (remember this is a library), and gather enough information about your sport/hobby.
2.When researching you will need to fill out a “Bibliography Sheet” for each source you find. (ex. , Internet, CD-ROM). You will need to use at least one print source ( Book, magazine, encyclopedia) and at least one scholarly data base (EBSCO, World Book Online). You must use at least three different sources.



Bibliography Sheets

Once you have decided a fact will be used from a source, you must complete a bibliography sheet. ONE sheet must be filled out for EACH source.

Note Card Requirements
1.You will be required to turn in a minimum of 30 note cards. Many of you will need to use more than 30 due to the abundance of information you will discover about your sport/hobby.

2.Your note cards should include the following themes from your sport or hobby.
a.History & Origin (where/how the sport originated)
b.How To... (this is what you will use for your demonstration speech! Use 10-15 cards for this section)
c.Interesting Facts

Ratios and Rates

This week the sixth grade students have completed the Chapter 12 unit on solving equations are moving to Ratios and Rates.

A ratio can be written to compare two things. A ratio can be written 3 different ways: a to b, a:b, or as a fraction a over b.

Students will write ratios and equivalent ratios.

A rate is a ratio of two measures that have different units, such as 15 miles/3 seconds.

A unit rate has a denominator of 1 unit, such as 20 words/1 minute.

Lit Roles in Reading

Your literature role will change for every meeting. There are six roles and you will complete each one only once. The roles will rotate so that each role is only completed once per meeting. The Illustrator and Investigator role will be completed at the same time.

Connector-find connections between the book and you, and between the book and the wider world.

Literary Luminary- locate a few special sections or quotations in the text for your group to talk over.

Summarizer-prepare a brief summary of the assigned readings.

Scene Setter-track where the action takes place during the assigned reading.

Illustrator-draw some kind of picture related to the reading. It can be a sketch, cartoon, diagram, flowchart, or stick-figure scene.

Investigator-dig up some background information on any topic related to your book

Solving Equation Test next week

Addition Equation - add the opposite to both sides
EX: 2 + m = -3
+ -2 = +-2
m = -5

Subtraction Equations - Turn into an addition equations and add the opposite to both sides.

w - 2 = 5
w + -2 = 5
+ 2 = +2
w = 7

Multiplication and Division Equation- do the opposite operation to both sides.

Ex:
5w = 15
5w = 15
-- = --
5 = 5
w = 3


EX:
y = -25
--
5
5*y = -25 *5
--
5
y = -125

Subtraction Equations

The sixth grade students started subtraction equation yesterday in Math class. There are a few simple rules they need to follow to be successful.

Turn all subtraction equations into addition equations:
1. Leave 1st number alone (usually the variable).
2. Change addition to subtraction.
3. Change the sign of the 2nd number (positive to negative, negative to positive)

Then follow addition equation rules:
1. Add the opposite to both sides.
2. Solve equation remember your integer rules (same sign=add and keep sign OR different sign=what you have more of? and Subtract to find out how much more.)

Literature Response for Lit Circles

After reading your assigned chapters or pages, write a four paragraph reading response. Your response should include the following components.

Introduction Paragraph:Include an introduction that names the literary work (chapter/page #s) and the author.
Tell enough about the assigned section so that readers unfamiliar with it can understand your response.

Two body Paragraphs:Focus on one element to analyze (setting, characters, plot, theme)
Support your statements with quotations and details from the story.
Include specific/personal reactions to the evidence from the text.

Conclusion Paragraph:Summarize the response in the conclusion.

Literature Circles in Reading

The sixth graders in Mrs. Crews classes will be starting Lit Circles on Wednesday, 4/6. The students will be assigned a book according to their Lexile number from the MAPS testing down during the fall and winter. The students will read the book as a group, complete assignments independently, and discuss the activities as a group. At the end, will have a Mosaic tile project they will construct and present as a group.


Products included in Literature Circles
1. Three Bookmarks-
bookmark #1 due 4/8
bookmark #2 due 5/11
bookmark #3 due 5/16
2. Two Literature Responses-
Lit Response #1 due 4/13
Lit Response #2 due 5/19
3. Six Literature Roles- Connector
Literary Luminary
Summarizer
Scene Setter
*Illustrator
*Investigator
4. One GROUP Mosaic Tile Poster- Due 5/20

What Makes a Great Compare-Contrast Essay?

A compare-contrast essay compares similarities and contrasts the differences between two subjects.

Remember these guidelines when you write a compare-contrast essay.
1. Choose two subjects you can compare and contrast easily.
2. Write an engaging introduction that names your two subjects.
3. Compare and contrast corresponding details for each subject.
4. Select a method of organization, and stick to it from beginning to end.
5. Use topic sentences to state the main idea of paragraphs.
6. Use transitional words and phrases to compare and contrast.
7. Write a conclusion that sums up you main ideas in a satisfying way.

Adding and Subtracting Integers

The sixth graders are deep into the integer unit. Below are the rules for adding and subtracting integers.

Adding Integers:
1. Same Sign- add numbers and keep the sign
2. Different Sign- find the difference (subtract) and keep the sign of what you have more of

Subtracting Integers:
1. 1st number stays the same
2. Change subtraction to addition
3. Change the sign of the 2nd number
4. Follow the rules of addition.

Pronouns

Sixth grade students have entered the lovely world of PRONOUNS! This week we will be working with Subject, Object, and Possessive Pronouns. The students also took notes on the pronoun's antecedent. Here are some of the notes covered:

• A PRONOUN is a word that takes the place of one or more nouns.
• The ANTECEDENT is the noun that the pronoun refers to.

Subject Pronouns

• Singular- I, you, he, she, it
• Plural- we, you, they

Object Pronouns

• Singular- me, you, him, her, it
• Plural- us, you, them

Possessive Pronoun

• Used Before Nouns- my, your, his, her, its, our, their
• Used Alone- mine, yours, his, hers, its, ours, theirs

Tricky Contractions

• its- belongs to it OR it's- it is
• their- belongs to them OR they're- they are
• your- belongs to you OR you're- you are

Integers in Math

The sixth graders started INTEGERS this week.

Integers are whole numbers that can be less or more than zero. Zero is also an integer.

Negative integers are integers that are less than zero. (-2, -124, -12)
Positive integers are integers that are greater than zero. (3, 123, 13)

Words like profit, increase, and above are often used for positive integers.
Words like loss decrease, and below are used for negative integers.

Opposites are two numbers that are the same distance away from zero in opposite directions. (ex: -2 and 2 are opposite numbers)

Students can also compare integers using a number line.
for example:
1. -3 < 7
2. -6 < 0
3. 0 > -4
4. 5 > -7
6. -9 < 9
7. 1 > -5
8. -11> -12
9. -10 < 8
10. -15 > -16

Mesker, 2/24

LA/Per1- Buckle Down p. 59-63
Reading/Per2- Handout p. 9 Follow Up Questions
Math/Per6- ISAT multiple choice questions

ISAT test prep

During the last two weeks, the 6th graders have be working in and out of the Buckle Down ISAT test practice booklet. The students are learning test taking strategies and practicing timed testing.

Here are some helpful hints and test taking tips:
1. Eat breakfast. Come to school next week well rested and fed.
2. Read EVERY set of directions. The ISAT are filled with individual directions.
3. Read each question twice and ask yourself "What do they want?".
4. Read all the possible answer and eliminate 2 right away.
5. Chose the best choice out of the ones listed.

Good Luck 6th Graders!!!!!

Maniac Magee Movie

Mrs. Crews's 6th grade class has finished the Maniac Magee novel. This week we are watching the movie. We have asked student to use a Venn Diagram to discuss the similarities and differences between the novel and the movie. On Tuesday, the students will answer one of the following questions. Students should follow the ERR format when answering the questions.

1. After reading the novel and viewing the movie, which do you believe creates the better experience? Would you recommend students read the book or watch the movie. Use evidence from both to support your answer, and be sure to interpret your evidence with your own ideas.

OR

2. Compare and contrast the Maniac Magee movie and the novel. Explain any similarities or differences. Be sure to interpret your evidence. Explain how it made the book or movie, better or worse. Use evidence from the movie and novel to support your answer, and be sure to interpret your evidence with your own ideas.

Here is a link to the video:
http://www.nick.com/videos/clip/NTV_Maniac_Magee_full.html

6th graders start ADVERBS!!

Today the 6th graders started Adverbs. We will be taking notes using the students' LA/Reading spirals/notebooks and the English textbook. The students should use their notes to help with the nightly assignments.

Today we started with the definition of an adverb and some examples. Your child's spiral/notebook should look like this.

Adverbs!
An adverb will modify or describe a verb, adjective, or another adverb.

Adverbs can answer these questions. Find the verb and ask . . .
How: quirky, safely, calmly.
Where: there, here, north, south
When: always, now, usually, occasionally

Math Test Wednesday!

The sixth graders will be taking a test on adding and subtracting fraction and mixed numbers on Wednesday this week.

There are just a few easy steps to remember.
1. Make everything a fractions first.
2. Find a common denominator and make equivalent fractions.
3. Add or Subtract the numerators.
4. The denominators stay the same.
5. Put answer in simplest form and/or make a mixed number.

There will also be estimation problems on the tests.

Students will need note-cards for the rest of the week as we will be starting geometry.

Spirit Days on Friday

Last Friday was a Super Hero spirit day. The sixth grade team was out keeping the halls at Lakeview safe. This Friday is "Wild Card" spirit day. Students are able to choose thier own spirit day can come dressed any way they like.

Steps to Multiplying and Dividing Fractions

Multiplying Fractions
1. Make all whole numbers and mixed numbers fractions.
2. Cross cancel using common factors (only numerators with denominators)
3. Multiply straight across.
4. Simpify and/or make improper factions mixed numbers

Dividing Fractions.
1. Make all whole numbers and mixed numbers fractions.
2. find the reciprocal of the second fraction.
3. Cross cancel using common fractors (only numerators with denominators)
4. Multiply straight across.
5. Simpify and/or make improper fractions mixed numbers.

Persuasive Compostitions.

The sixth graders are writing a persuasive composition on one of two topics. The students were able to choose between: "Cell phones being on during the school day.", or "Lakeview having student uniforms.". The following is a the outline format we are using with the students.


Persuasive Composition Outline
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.