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!
Thursday, February 26, 2009
Wednesday, February 25, 2009
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
http://www.triblocal.com/Downers_Grove/Detail_View/view.html?type=stories&action=detail&sub_id=50199
Wednesday, February 11, 2009
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.
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.
Thursday, February 5, 2009
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.
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.
Monday, January 26, 2009
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)
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)
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.
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