Ms. Wejman

March 28th, 2013

Homework ~ Week of April 1st

April 1, 2013

This week for homework, read All Alone in the Universe by Lynne Raye Perkins.  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.

 

ReadDNA Detectives.  Write a five sentence summary about this narrative nonfiction. 

Write a letter to Miss Wejman about this realistic fiction story.  Your letter must have at least five sentences. 

Write your answer for the Stop and Think found on page 536 in five or more sentences. 

Use all ten vocabulary words found on pages 530-531 in a sentence.  Each sentence must have at least eight words. 

 

Copy and complete the Venn Diagram on page 533.  Read the Stop and Think on page 540 in five or more sentences. 
Answer the Essential Question found on page 535 in five or more sentences.  Illustrate your favorite part of the story.  Write a caption underneath the illustration.    Write a paragraph answering the Coming to Life on page 545 in five or more sentences. 

 

 

 

March 28th, 2013

Miss Wejman’s Peek at the Week ~ Week of April 1st

Miss Wejman’s

Peek at the Week

Week of April 1st-5th

 

Reader’s Workshop

Common Core Standard: Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

In guided reading groups, students will compare their books with another book that they have read.  They will be able to identify a reason of how the books are both similar and different. 

 

Writer’s Workshop

Common Core Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

During the month of April, the students will be writing poetry.  Writing mini-lessons will begin with reading a chapter from the book Poetry Matters by Ralph Fletcher.  The students will experiment with the strategy that Ralph Fletcher suggests. 

 

Social Studies

Common Core Standard: Analyze the relationship between a primary and secondary source on the same topic.

The students will begin to learn about Early Greece.  They were also assigned a Greek god/goddess art project.  The students are to pick a Greek god/goddess and illustrate their characteristics. They also need to write about the god or goddess.  This project will be due on Thursday, April 11th.  Students have received a rubric and it can also be found on my blog. 

March 18th, 2013

Fractured Myth Information Sheet

Name:

 

Name of Myth: _____________________________________

Why did you pick this myth to fracture?: ________________________________________________________________________

How do you plan to fracture this myth? ________________________________________________________________________________________________________________________________

Plot Mountain of original myth

 

 

 

 

 

 

 

PlotMountain of fractured myth

 

 

 

 

 

 

Characters in original myth:

 

 

 

Characters in fractured myth:

 

 

March 18th, 2013

Fractured Myth Rubric

  5 4 3 2 1
Fractured Myth The writer has identified the myth to be fractured, detailing what is fractured, and identifying what is the same by completing the information sheet on the back of this rubric.  The writer has identified the myth to be fractured, what is fractured, and what is the same by completing the information sheet on the back of this rubric.  The writer is missing information on the information sheet.  The writer has not completed an information sheet.  The writer did not fracture a myth.
Sentence Fluency Every sentence begins in a different way.  Most of the sentences begin in different ways.  Some of the sentences begin in different ways.  Most of the sentences begin the same way.  All of the sentences begin the same way. 
Plot The fractured myth has a rising action that leads to a climax, and a resolution.  The fractured myth follows a plot.  The fractured myth is missing a rising action, climax, or resolution.  The fractured myth is missing two of the essential elements for a plot.  There is no plot in the story. 
Paragraphing The writer has divided their fractured myth into appropriate paragraphs.  The fractured myth 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. 
March 15th, 2013

Homework ~ Week of March 18th

March 18, 2013

This week for homework, read Bodies from the Ash by Eric A. Kimmel.  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.

 

Read Since Vesuvius.  Answer the text to text on page 521 in five or more sentences. 

Write a letter to Miss Wejman about this informational story.  Your letter must have at least five sentences. 

Write your answer for the Stop and Think found on page 516 in five or more sentences. 

Use all ten vocabulary words found on pages 502-503 in a sentence.  Each sentence must have at least eight words. 

 

Copy and complete the Graphic Organizer on page 505.  Identify the main idea with two supporting details.  Read the Stop and Think on page 510 in five or more sentences. 
Answer the Essential Question found on page 507 in five or more sentences.  Illustrate your favorite part of the story.  Write a caption underneath the illustration.    Answer the Turn and Talk on page 517 in five or more sentences. 

 

 

 

March 15th, 2013

Miss Wejman’s Peek at the Week ~ Week of March 18th

Miss Wejman’s

Peek at the Week

Week of March 18th-22nd

 

Reader’s Workshop

Common Core Standard: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and continues to the development of ideas.

With the completion of the ISAT, the sixth graders will return to the regular routine of the reader’s workshop.  Bingo Sheet and Tic Tac Toe activities will both be due on Friday, March 22nd.  Throughout the week, readers will also meet in guided reading groups to discuss their guided reading book. 

 

Writer’s Workshop

Common Core Standard: Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details, and well-structured event sequences.

Throughout the month of March, the students have been read aloud Greek myths.  After the myth was read to them, they fractured the myth in their writer’s notebook.  This week, they will pick any myth of their choosing and fracture it.  Final drafts are due on Friday, March 22nd.  Every sixth grader will receive a rubric identifying the criteria of this writing assignment. 

 

Social Studies

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

On Tuesday, the sixth graders will take the Chapter 7 Social Studies test.  The test will be composed of ten multiple choice questions, five true or false questions, two questions pertaining to a telescoping time line, two inferential questions, and one essay.  For the inferential question, the students have to make an inference after reading a passage about Chandragupta Maurya.  The essay question is: “Ashoka became known as ‘the greatest and noblest ruler India has known.’ Explain why he was a great leader and how he became a great leader.” The question must be answered using the MEL-CON format.  During the rest of the week, the students will begin to learn about Ancient Greece.

March 8th, 2013

Miss Wejman’s Peek at the Week ~ Week of March 11th

Miss Wejman’s

Peek at the Week

Week of March 11th-15th

 

ISAT Schedule

Tuesday, March 12th, 9:30-10:15: Reading 20 multiple choice, 1 extended response

 

Wednesday, March 13th, 9:30-10:15: Math 2 extended responses

 

Writer’s Workshop

Common Core Standard: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Last week, the students were introduced to the writing genre of the month, fractured myths.  Every day the students are read a Greek Mythology picture book. In their writers’ notebooks, the students are fracturing myths.  Next week, they will pick any Greek myth that they would like to publish as a final draft.  All final drafts are due on Friday, March 22nd.  They will receive a rubric for this final draft on Monday, March 18th.

 

Social Studies

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

In continuing to learn about China’s great dynasties, the students will work in groups to create a timeline highlighting the events that took place during each dynasty. 

March 8th, 2013

Filial Piety Project due Tuesday, March 19th

Confucius was one of China’s most important philosophers that lived during the Zhou dynasty.  He had a lot of thoughts regarding respecting and honoring family.  The ancient Chinese called this respect towards family as filial piety.  To learn about this Zhou dynasty tradition, the sixth graders will be practicing filial piety at home.  Every day the students will identify one way how they are respectful to their parents.  The completed table will account for the project portion of the social studies grade.  This sheet will be due on Tuesday, March 19th

 How did I complete Filial Piety today?  How did I respect my parents’ wishes? How was I respectful towards my parents? 

Date How did I complete Filial Piety today?  How did I respect my parents’ wishes? How was I respectful towards my parents?  Parent Initials
   

 

 
   

 

 
   

 

 
   

 

 
   

 

 
   

 

 
   

 

 
March 1st, 2013

Peek at the Week ~ Week of March 4th

Miss Wejman’s

Peek at the Week

Week of Monday March 4th-8th

Because of the ISAT, there will be no homework this week.  Instead of homework, the concentration of the week should be on getting plenty of sleep, eating healthy foods, and getting the appropriate amount of physical activity.

ISAT Schedule

Tuesday, March 5th

Reading: 30 Multiple Choices, 9:30-10:15

Wednesday, March 6th

Math: 40 Multiple Choices, 9:30-10:15

 Thursdsay, March 7th

Reading: 20 Multiple Choices and One Extended Response, 9:30-10:15

Friday, March 8th

Math: 30 Multiple Choice and three Short Answers, 9:30-10:15

Social Studies

Common Core Standard: Describe how a text presents information.

In the beginning of the week, the students will wrap up learning about the Maurya and Gupta Empires.  After completing the Cornell Notes of these two empires, they will learn about the Zhou, Qin, and Han, three of China’s great dynasties. In groups, they will compare and contrast the government and achievements of each of the dynasties.  In learning about the Zhou Dynasty, they will learn about Confucius.  He is remembered by many as a great teacher who spent much of his life thinking about ways to improve society.  One of his theories about government and society had to do with family.  He believed that children were supposed to treat their parents with honor and respect.  This treatment was called filial piety.  The sixth graders will be learning about the respect towards family first hand with a filial piety project.  On Thursday, each sixth grader will receive a filial piety sheet.  Each day, the sixth graders will be responsible for completing an activity that shows respect towards their parents.  The project must be complete by Tuesday, March 19th. 

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