The sixth grade students are finished with fractions and have moved on to INTEGERS.
We started with Comparing and Ordering Integers:
1. Negatives- integers that are less than 0
2. Positives- integers that are greater than 0
Opposites- numbers that are the same distance form zero on opposite directions on a number line. 3 and -3 are opposites.
Absolute Value- is the distance a number is from 0.
1. the absolute value of 5 is 5
2. the absolute value of -7 is 7
Absolute values are always positive.
The week the sixth graders will be adding and subtracting integers.
Rules of Addition:
1. Same Signs- 1. add 2. Keep sign
ex. -4 + -5 = -9 or 5 + 2 = 7
2. Different Signs- 1. Subtract numbers 2. keep sign of # with greatest absolute values
ex. -4 + 7 = 3 or 9 + -4 = 5
Rules for Subtraction:
1. Turn into additions (subtraction turn to addition and take the opposite of second number)
2. Follow addition rules.
ex: 4 - 2 is 4 + -2 = 2
ex: -8 - (-3) is -8 + 3= -5
There is a great Brain Pop to watch with a quiz for students to practice. Follow the link below:
Integer Brain Pop (adding and subtracting)
Login: ccsd66 Password: 66student
Tuesday, January 29, 2013
Wednesday, January 23, 2013
Tuck Everlasting
The sixth graders started Tuck Everlasting, by Natalie Babbitt. On Friday we will take our first quiz over chapter 1 through 8. So far about 90% of the reading has been completed in class. The students were each assigned a copy of the novel to reread chapters in order to complete comprehension worksheets and study for the quiz.
Below is a list of the comprehension activities we have started in the first 8 chapters.
Chapters 1 & 2 ~ Personification to Create Imagery- worksheet page 7
Imagery consists of words and phrases that appeal to readers’ senses. Writers
use sensory details to help readers imagine how things look, feel, smell, sound, and
taste. In this chapter, Natalie Babbitt uses personification (giving human
emotions and qualities to nonhuman objects) to help her create imagery. Read the
following excerpts from chapters one and two and notice the imagery that is
created by the underlined personification.
Chapters 3 & 4 ~ Imagery worksheet- page 8
Throughout these chapters and the entire novel, Natalie Babbitt uses imagery to help
the readers feel like they are there. She describes the setting so that the reader has a
complete picture of what the place is like. Read the following two passages and underline
the words that allow you to “see” the setting.
Chapters 5 & 6 ~ Conflict, Onomatopoeia, Similes- worksheet page 9
*Conflict – a struggle or clash between opposing characters or forces (external conflict) or
the character’s emotions (internal conflict)
*Onomatopoeia
When an author uses words to imitate the sound they represent, this is onomatopoeia.
Read the following sentence. Circle the example of onomatopoeia.
The melody faltered. Another few widely spaced notes plinked, and then it stopped.
*A simile is when two unlike things are compared using the words like or as.
After Winnie has been taken by the Tucks, she is calmed down by Mae’s music box.
…it was the same music she had heard the night before…it calmed her. It was like a
ribbon tying her to familiar things. (Page 35)
After Chapter 5 ~ Point of View- worksheet page 10
The point of view of a story makes all the difference in the world. If a character is telling the
story, the first person point of view is used. If none of the characters are telling the story,
and an unseen narrator is telling it, the third person point of view is being used. If the narrator
focuses on only one character, the limited third person point of view is used. If the narrator
allows the reader to know thoughts and feelings of one character, then another’s, then
another’s, the third person omniscient point of view is used.
Chapters 7 & 8 ~ Creating a Comic Strip- worksheet page 11
Go back and reread the passage that describes the Tuck’s discovery of the spring and their
realizing that it was peculiar (pages 37-41). Then, create a comic strip illustrating the events.
Use the boxes below to illustrate your comic strip. Pay attention to Babbitt’s imagery as you
draw each scene. You may use captions or dialogue.
Below is a list of the comprehension activities we have started in the first 8 chapters.
Chapters 1 & 2 ~ Personification to Create Imagery- worksheet page 7
Imagery consists of words and phrases that appeal to readers’ senses. Writers
use sensory details to help readers imagine how things look, feel, smell, sound, and
taste. In this chapter, Natalie Babbitt uses personification (giving human
emotions and qualities to nonhuman objects) to help her create imagery. Read the
following excerpts from chapters one and two and notice the imagery that is
created by the underlined personification.
Chapters 3 & 4 ~ Imagery worksheet- page 8
Throughout these chapters and the entire novel, Natalie Babbitt uses imagery to help
the readers feel like they are there. She describes the setting so that the reader has a
complete picture of what the place is like. Read the following two passages and underline
the words that allow you to “see” the setting.
Chapters 5 & 6 ~ Conflict, Onomatopoeia, Similes- worksheet page 9
*Conflict – a struggle or clash between opposing characters or forces (external conflict) or
the character’s emotions (internal conflict)
*Onomatopoeia
When an author uses words to imitate the sound they represent, this is onomatopoeia.
Read the following sentence. Circle the example of onomatopoeia.
The melody faltered. Another few widely spaced notes plinked, and then it stopped.
*A simile is when two unlike things are compared using the words like or as.
After Winnie has been taken by the Tucks, she is calmed down by Mae’s music box.
…it was the same music she had heard the night before…it calmed her. It was like a
ribbon tying her to familiar things. (Page 35)
After Chapter 5 ~ Point of View- worksheet page 10
The point of view of a story makes all the difference in the world. If a character is telling the
story, the first person point of view is used. If none of the characters are telling the story,
and an unseen narrator is telling it, the third person point of view is being used. If the narrator
focuses on only one character, the limited third person point of view is used. If the narrator
allows the reader to know thoughts and feelings of one character, then another’s, then
another’s, the third person omniscient point of view is used.
Chapters 7 & 8 ~ Creating a Comic Strip- worksheet page 11
Go back and reread the passage that describes the Tuck’s discovery of the spring and their
realizing that it was peculiar (pages 37-41). Then, create a comic strip illustrating the events.
Use the boxes below to illustrate your comic strip. Pay attention to Babbitt’s imagery as you
draw each scene. You may use captions or dialogue.
Monday, January 14, 2013
Adding and Subtracting Fractions and/or Mixed Numbers
The rules for adding or subtracting fractions is the same as adding or subtracting mixed numbers.
Rule for +/- Fractions/Mixed Numbers
1. Make them fractions - (turn all mixed numbers into impropers)
2. Find a common denominator.
3. Make equivalent fractions (if you are changing the denominators, you must change the numerators)
4. + or - numerators, keep the denominators the same
5. Simplify if needed.
Rule for +/- Fractions/Mixed Numbers
1. Make them fractions - (turn all mixed numbers into impropers)
2. Find a common denominator.
3. Make equivalent fractions (if you are changing the denominators, you must change the numerators)
4. + or - numerators, keep the denominators the same
5. Simplify if needed.
Persuasive Compositions
The sixth graders have started writing Persuasive works. Last week, the sixth graders wrote a paragraph choosing if expensive brands and labels are worth the high prices. Below is a outline format we would like the students to follow when writing their Persuasive Composition. The district writing rubrics can be found on the district website homepage.
Persuasive Composition Outline
I.
Hook: An opening sentence that attracts or “hooks” the reader’s
attention
INTERPRET your hook
(powerful statement, quote, or fact)
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.
1. Evidence 1: may consist of facts, examples, statistics, or real life experiences that supports
your reason
l Interpretation: Explain and Extend
2. Evidence 2: “same”
l Interpretation:
3. Evidence 3: “same”
l Interpretation:
III.
Reason 2: a REASON, BENEFIT, or an ADVANTAGE to support
your argument.
1. Evidence 1:may consist of facts, examples, statistics, or real life experiences that supports
your reason
l Interpretation: Explain and Extend
2. Evidence 2: “same”
l Interpretation:
3. Evidence 3: “same”
l Interpretation:
IV. Reason
3: a REASON, BENEFIT, or an ADVANTAGE to support your argument.
1. Evidence 1:may consist of facts, examples, statistics, or real life experiences that supports
your reason
l Interpretation: Explain and Extend
2. Evidence 2: “same”
l Interpretation:
3. Evidence 3: “same”
l 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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