Ms. Wejman

October 26th, 2012

Peek at the Week ~ Week of October 29th

Miss Wejman’s

Peek at the Week

Week of October 29th-November 2nd

 

Reader’s Workshop

Common Core Standard: Cite textual evidence of what the text says explicitly as well as inferences drawn from the text. 

While the students are reading, they will be able to make inferences in the text.  They will be able to support their inference with specific text evidence. 

 

Writer’s Workshop

Common Core Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Throughout the week, the students will continue to draft their research papers for their science fair projects in writer’s workshop.  Mini-lessons will focus on the requirements stated in the rubric.  The correct format for the title page and reference list will also be introduced.  On Friday, the students will be able to take their rough draft and writer’s notebook home.  The students should type their draft over the weekend.  All final drafts will be due on Tuesday, November 6th.  Students are to save their research reports so that they can make the necessary edits before they turn the research papers in with their science fair projects. Please bring the writer’s notebook back to school on Monday.  The students will use their writer’s notebook to begin the new writing genre on the 5th. 

 

Social Studies

Common Core Standard: Identify key steps in a text’s description of a process related to history/social studies. 

Using a timeline, the students will identify the dates and events of the building of the Sumerian empire.  They will work with a group to illustrate and write the events building the first empire.  To learn more about the cities of the empire, the students will be creating travel brochures of either Nineveh or Babylon.  The students all received rubrics stating the requirements of this project.  Travel brochures will be due for Group 2 on Thursday, November 1st, Group 1: Tuesday, November 6th, and Group 3: Thursday, November 8th

 

Halloween Field Trip

On Halloween, we will be walking to the International Children’s Film Festival.  We will not switch classes in the morning on this day.  Please make sure that sixth graders dress weather appropriate for the walking field trip on this day. There are no other special instructions for this day. 

 

Oriental Institute Field Trip for 512

On Friday, the students in Room 512 will be walking to the Oriental Institute to learn about the Mesopotamian culture.  They will participate in an archaeological dig and tour of the magazine to see many primary sources of ancient civilization.  Students are to bring in a lunch from home.  We will eat at12:15 in the classroom and leave for the museum at 12:40. 

October 26th, 2012

Homework ~ Week of October 29th

October 29, 2012

 

This week for homework, read The Boy Who Saved Baseball by John H. Ritter.  By Friday, you should complete three tic-tac-toe activities in your homework notebook.  At the top of each page, you should write the date and title of the story.

 

Did you like this story?  Write five sentences explaining why you like this story or not with specific details from the story.

Answer the Stop and Think question on page 159 in five or more sentences. 

Before reading this story, preview the story.  Write three sentences predicting what you think this story will be about. 

Use all ten vocabulary words found on pages 146-147 in a sentence.  Each sentence must have at least eight words. 

 

After reading The Boy Who Saved Baseball, what conclusion did you make?  Support this conclusion with three details.  Answer the Essential Question on page 151.  Please answer the question in five or more sentences. 
Answer the Stop and Think question found on page 155 in five or more sentences.      Illustrate your favorite part of the story.  Write a caption underneath the illustration.    Write a letter to Miss Wejman about this realistic fiction story.  Your letter must have five or more sentences. 

 

 

 

October 22nd, 2012

Social Studies Project

Nineveh or Babylon Travel Brochure

Due Date: Group 2: Thursday, November 1st, Group 1: Tuesday, November 6th,

Group 3: Thursday, November 8th

You are a travel agent in the year 650 BC.  As a travel agent, you want to persuade people to either visit the ancient city of Nineveh or Babylon.  Follow the directions of the rubric to make a travel brochure.  The brochures will account for the project portion of your grade.

I am fully aware that the sixth graders have a lot of work to do in the next couple of weeks.  Completing this work may require time management at home.  If a student has concerns with getting all of the home assignments done in the next few weeks, I would like to sit down with the student and parent to discuss this and I will come up with a solution.  Time management at home will be discussed in class.

Format

Design

Persuasion

Facts

4

All six rectangles have at least a picture or text.

The brochure is creative, decorative, organized, and colorful.

The travel agent has given specific information that would make people want to come to visit either Nineveh or Babylon.

The travel agent has included at least four facts about either Nineveh or Babylon.

3

Five of the rectangles have a picture or text.

The brochure is organized and colorful.

The travel agent has given information that would make people want to come to visit either Nineveh or Babylon.

The travel agent has included at least three facts about either Nineveh or Babylon.

2

Four of the rectangles have a picture or text.

The brochure is organized but is lacking color.

There is some information that would make the person want to visit Nineveh or Babylon.

The travel agent has included at least two facts about either Nineveh or Babylon.

1

Three of the rectangles have a picture or text.

The brochure is sloppy.

There is no persuasion that would make the person want to visit the cities.

The travel agent has included one fact about either Nineveh or Babylon.

October 22nd, 2012

Research Writing Rubric

Research Writing Rubric

 

 

Presentation

Introduction and Conclusion

Researched information

Language

Reference List

5

The research report is typed and has no spelling, capitalization, or punctuation errors. 

The research report has an introduction with a luring lead, hypothesis, and information about what the research paper will be about. The conclusion concludes the paper.

Three body paragraphs have a main idea with three supporting details explaining the hypothesis. 

The report is written completely in the third person.  Sentences begin with relevant transitional words that aid in the flow of the paper. 

Twelve references are written in correctAPAformat. 

4

The research report has no spelling, capitalization, or punctuation errors. 

The research report has an introduction with a lead and information. The conclusion concludes the paper. 

Two body paragraphs have a main idea with three supporting details. 

The report is written in the third person.  Sentences begin with transitional words. 

Eight-Eleven references are written in correctAPAformat. 

3

The research report has few spelling, capitalization, and punctuation errors. 

The research report has an introduction with a lead and hypothesis. The conclusion concludes the paper. 

One body paragraph has a main idea with three supporting details. 

There are instances where the writer has written in the first or second person and has used phrases that are not appropriate for a formal paper.

Five-seven references are written in correctAPAformat. 

2

There are many spelling, capitalization, and punctuation errors. 

The introduction states what the report will be about.  The conclusion concludes the paper. 

Three paragraphs have a main idea with two supporting details. 

There are many examples of first and second person pronouns. 

One-Four references are written in correctAPAformat.    

1

There are several spelling, capitalization, and punctuation errors. 

There is an introduction.  There is a conclusion. 

Two paragraphs have a main idea with two supporting details. 

The report is not written in the third person. 

None of the references are written in correctAPAformat. 

 

October 19th, 2012

Peek at the Week ~ Week of October 22nd

Miss Wejman’s

Peek at the Week

Week of October 22nd-26th

 

Reader’s Workshop

Common Core Standard: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 

The Journeys’ skill of the week is fact and opinion.  In addition to identifying fact and opinion, they will be supporting thoughts with specific text evidence in guided reading groups.  As the readers are stating specific text evidence they will also be making inferences.  Since this concludes Unit One in Journeys, we will be taking our first unit test on Friday.  The test is multiple-choice and will assess the students on the skills taught over the past five weeks.  Students will answer their questions based on reading passages. 

 

Writer’s Workshop

Common Core Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Today the students received a research rubric stating how the science research paper will be graded.  In class, the students will be drafting their papers.  This will be done entirely in the writer’s workshop until Friday, November 2nd.  I will do my best to check in with at least five writers a day.  If they need additional help with drafting, I am always available before or after school.  The students will bring home their drafts on Friday, November 2nd.  All typed final drafts will be due on Tuesday, November 6th.  Please let me know if you have any specific questions about the research paper. 

 

Social Studies

Common Core Standard: Cite specific textual evidence to support analysis of primary and secondary source. 

To reinforce note taking skills, the students will review paraphrasing.  Every sixth grader will be given a subtitle to paraphrase.  Their job will be to teach as many people as they can about what they learned about their section in the social studies text.   Because of the many battles during this time in history, the students will also be practicing strategies in conflict resolution.  They will role play a conflict and model how to resolve it using strategies stated in the book.  Homework assigned this week will be pages 26, 30, and 31. 

October 19th, 2012

Homework ~ Week of October 22nd

October 22, 2012

This week for homework, read The Myers Family by Leonard S. Marcus.  By Friday, you should complete three tic-tac-toe activities in your homework notebook.  At the top of each page, you should write the date and title of the story.

 

Did you like this story?  Write five sentences explaining why you like this story or not.

Illustrate your favorite part of the story.  Write a caption underneath the illustration. 

Before reading this story, preview the story.  Write five sentences predicting what you think this story will be about. 

Use all ten vocabulary words found on pages 120-121 in a sentence.  Each sentence must have at least eight words. 

 

Identify three opinions and three facts in this biography.  Answer the Stop and Think found on page 130.  Your answer must have five sentences. 
Answer the Stop and Think question found on page 127 in five or more sentences.    Answer the personal response found on page 133 in five or more sentences. Write a letter to Miss Wejman about this biography.  Your letter must have five sentences. 

 

October 18th, 2012

Upcoming Field Trips

Sixth Grade Field Trip News

Oriental Institute

Because of the strike, the sixth graders are behind in the social studies ancient history timeline.  To help reinforce what is being taught in class, the field trip has been moved to November.  Room 512 will walk to the Oriental Institute on Friday, November 2nd from 1-3PM.  Room 503 will walk to the Oriental Institute on Friday, November 16th.  Students should bring a lunch from home.  Thank you for the overabundance of chaperones who volunteered for the originally scheduled field trip.  If you are available to chaperone for the newly scheduled field trip, please complete the bottom portion of this letter. 

 

Chicago International Children’s Film Festival

On Wednesday, October 31st, the 4th, 5th, and 6th graders will participate in Halloween Program-Inside Out. At 9AM, we will walk to the Logan Center (915 E. 60th Street) to view the movie.  We will be back at Ray no later than 11:30AM.  The lunch schedule will not be affected for this field trip.  Again, we need three adult chaperones for this field trip.  If you are available to chaperone for this field trip, please complete the bottom portion of this letter. 

 

Thank you so much in being flexible regarding the change in schedule. If you are able to chaperone for either field trip, please complete the bottom of the portion of this letter.  No additional field trip permission is needed since the general field trip form was previously completed.  As always, please email Ms. Wejman (jmwejman@cps.edu) or Ms. Drewa (vldrewa@cps.edu) with any questions, comments, or concerns.

 

 

_______I am able to chaperone on the field trip to the Oriental Institute.

 

_______ I am able to chaperone on the field trip to the Halloween Program-Inside Out.

 

Name: ________________________________________________________________

 

Email: ________________________________________________________________

 

Child’s Name: __________________________________________________________

 

 

October 12th, 2012

Homework ~ Week of October 15th

October 15, 2012

This week for homework, read The Aces Phone by Jeanne DuPrau.  By Friday, you should complete three tic-tac-toe activities in your homework notebook.  At the top of each page, you should write the date and title of the story.

 

Did you like this story?  Write five sentences explaining why you like this story or not.

Illustrate your favorite part of the story.  Write a caption underneath the illustration. 

Before reading this story, preview the story.  Write five sentences predicting what you think this story will be about and why you are making this prediction.  

Use all ten vocabulary words found on pages 94-95 in a sentence.  Each sentence must have at least eight words. 

 

Write five sentences explaining the plot of this story.  Identify three problems that Martin has.    
Answer the essential question found on page 99 of the story in five sentences.  Answer the Stop and Think question found on page 101.  Please answer the question using five sentences.  Write a letter to Miss Wejman about this science fiction story.  Your letter must have at least five sentences. 

 

 

 

October 12th, 2012

Peek at the Week ~ Week of October 15th

Miss Wejman’s

Peek at the Week

Week of October 15th-19th

 

Reader’s Workshop

Common Core Standard: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to development of the theme, setting, or plot. 

Theme will be introduced to the students this week.  As the students are reading, they will be able to identify specific text evidence which supports their thoughts of theme.  Throughout the year, the students will have to use specific text evidence to support their thoughts in comprehending text.  This is a feature of the Common Core standards which are fully being implemented at schools throughout the nation. 

 

Writer’s Workshop

Common Core Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 

Last Thursday and Friday, the sixth graders began to outline their research projects.  This week, they will be instructed how to write an introduction.  They will also be reminded how to write the APA format in the reference list.  Science Fair guidelines state that students must include twelve current sources (copyright within the last seven years).  Students should bring their research to language arts every day.    

 

Social Studies

Common Core Standard: Cite specific textual evidence to support analysis of primary and secondary source. 

The students will be given their first social studies test of the quarter.  The unit tests account for 25% of the quarter grade.  For the test, the students will have ten multiple choice questions, five vocabulary questions, five questions using a parallel time line, two questions pertaining to generalizations, and an essay question.  The question to the essay is “How did the domestication of plants and animals change societies?” The students will answer the essay in five or more sentences.  The students have learned that a generalization is a summary statement made about a group of related facts and details.  Given a fact from the text, the students will make a generalization.  Group 1 will take the test on Tuesday, ,October 16th, and Group 3 will take the test on Thursday, October 18th. 

October 5th, 2012

October 8th ~ Peek at the Week

Miss Wejman’s

Peek at the Week

Week of October 8th-12th

 

Reader’s Workshop

Common Core Standard: Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic. 

This week’s reader’s workshop book will be an informational text.  The students will identify the different text features and explain how they enhance the topic being explained in the book.  In guided reading groups, they will continue to discuss author’s purpose and point of view. 

 

Writer’s Workshop

Common Core Standard: Use precise words and phrases relevant descriptive details and sensory language to convey experiences and events. 

All narratives are due on Tuesday.  The sixth grade writers will share their writing on Tuesday in class and will turn them in to be graded.  The rubric to the narrative is posted on the blog.  On Wednesday, the students will begin research.  As stated at Open House, the research strategies that will be taught in language arts pertain to the science fair.  It is to the student’s benefit to bring science fair researched material to class.  Paraphrasing mini-lessons will be taught to the sixth graders this week.  The purpose of these lessons will be to discourage plagiarism. 

 

Social Studies

Common Core Standard: Determine the central idea of information of a primary or secondary source.  Provide an accurate summary of the source distinct from prior knowledge. 

The students will be given their first social studies test of the quarter.  The unit tests account for 25% of the quarter grade.  For the test, the students will have ten multiple choice questions, five vocabulary questions, five questions using a parallel time line, two questions pertaining to generalizations, and an essay question.  The question to the essay is “How did the domestication of plants and animals change societies?” The students will answer the essay in five or more sentences.  The students have learned that a generalization is a summary statement made about a group of related facts and details.  Given a fact from the text, the students will make a generalization.  Group 2 will take the test on Friday, October 12th, Group 1 will take the test on Tuesday, October 16th, and Group 3 will take the test on Thursday, October 18th

October 5th, 2012

Homework ~ Week of October 8th

October 8, 2012

This week for homework, read The Fruit Bowl Project by Sarah Durkee.  By Friday, you should complete three tic-tac-toe activities in your homework notebook.  At the top of each page, you should write the date and title of the story.

 

Did you like this story?  Write five sentences explaining why you like this story or not.

Illustrate your favorite part of the story.  Write a caption underneath the illustration. 

Before reading this story, preview the story.  Write five sentences predicting what you think this story will be about supported by what you previewed. 

Use all eight vocabulary words found on pages 66-67 in a sentence.  Each sentence must have at least eight words. 

 

Identify three text features, indicate the page number, and explain the purpose for each one.  Which student’s writing assignment do you like the best?  Why do you like this one the best?  Write five sentences explaining why you like this writing the best. 
There is a haiku on page 72.  Write three of your own haikus.  On page 75, Brendan used the feature of listing.  Using the list format, write twenty words that make you think of this story.  Write a letter to Miss Wejman about this fruit bowl.  Your letter must have at least five sentences. 

 

 

 

October 1st, 2012

Narrative Rubric

The narrative will be due on Tuesday, October 18th.  Students will be working on narratives in class Tuesday, October 2nd-Monday, October 8th.  Whatever they don’t finish in class, they must finish at home. 

 

  5 4 3 2 1
Topic The writer writes a narrative about a small moment with a beginning, middle, and end.  The writer writes a narrative with a beginning, middle, and end.  The writer writes a narrative that is missing a beginning, middle, or end.  The writer writes a narrative that is missing a beginning, middle, and end.  The writer does not write a narrative. 
Detail The writer uses excellent description which includes at least three different senses.  The writer uses good description with the use of two senses.  The writer describes the narrative experience with one of the senses.  The writer is missing details to describe the narrative experience.  The narrative is missing details. 
Word Choice The narrative includes excellent examples of nouns, verbs, and adjectives.  The narrative includes good examples of nouns, verbs, and adjectives.  The narrative has some examples of descriptive nouns, verbs, and adjectives.  The narrative has a few examples of descriptive nouns, verbs, and adjectives.  The narrative is missing descriptive nouns, verbs, and adjectives. 
Paragraphing The writer has divided their narrative into appropriate paragraphs.  The narrative writing has paragraph breaks.  Most of the paragraph breaks are appropriate.  The paragraph breaks do not come at the appropriate time in the writing.  The writer has not divided their writing into paragraphs. 
Conventions Every sentence begins with a capital letter and ends with the correct punctuation.  All words are correctly spelled.  Every sentence begins with a capital letter and ends with the correct punctuation.  Most words are correctly spelled.  Most sentences begin with a capital letter and end with the correct punctuation.  Most words are correctly spelled.  Some sentences begin with a capital letter and end with the correct punctuation.    Many words are spelled incorrectly.  There are many errors in capitalization, punctuation, and spelling. 

 

 

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