Ms. Wejman

April 26th, 2013

Poetry Rubric

  Presentation Image Rhythm Figurative Language Line Break
5 The poem is typed and there are no spelling errors. The poem has five examples of sensory images.  The poem uses alliteration and repetition to create a rhythm.  The poet uses an example of a simile, metaphor, and personification in the poem.  The poet has consciously decided how to use line breaks throughout the poem. 
4 There are no spelling errors and the poem is written neatly.  The poem has four examples of sensory images.  The poem uses alliteration or repetition to create a rhythm.  The poet uses three examples of figurative language.  The poet uses line breaks. 
3 There are no spelling errors.  The poem has three examples of sensory images.  There is evidence of rhythm throughout the poem.  The poet uses two examples of figurative language.  Some lines have specific line breaks. 
2 There are few spelling errors.  The poem has two examples of sensory images.  There is some evidence of rhythm in the poem.  The poet uses one example of figurative language.  Few lines have specific line breaks. 
1 There are some spelling errors.  The poem has one example of a sensory image.  There is no evidence of rhythm in the poem.  There is no evidence of figurative language.  The poem has no evidence of line breaks. 

 

April 26th, 2013

Peek at the Week ~ Week of April 29th

Miss Wejman’s

Peek at the Week

Week of April 29th-May 3rd

 

Reader’s Workshop

Common Core Standard: Explain how an author develops the point of view of the narrator or speaker in a text. 

In guided reading group conversations, the groups will discuss what person the story is written.  If the story is written in the third person, the students will identify if the author is written in the limited or omniscient point of view.  Group discussions will focus on speculation on why each author chose to write in either first or third person.

 

Writer’s Workshop

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

Last week, the sixth grade writers received the rubric stating the requirements of the poetry final drafts.  As instructed, the students have the opportunity to fulfill the requirements in one poem or a collection of poems.  The poetry final draft is due on Friday, May 3rd.

 

Social Studies

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

On Friday, May 3rd the students will be assessed on the content taught in Chapter 8 on Ancient Greece.  As always the test will have ten multiple choice questions, five vocabulary questions, two questions where the students need to make choices based as responsible citizens, sequencing events, and an essay.  The essay question is: “The leader Alexander the Great is known for his many accomplishments.  Describe his accomplishments.” The response to this question should be written in MEL-CON format.    

April 26th, 2013

Homework ~ Week of April 29th

April 29, 2013

This week for homework, read The Voice That Challenged a Nation by Russell Freedman.  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 the poems on pages 620-622.  Which poem is your favorite poem?  Answer in five sentences why it is your favorite poem. 

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

Answer the Essential Question of page 609 in five or more sentences. 

Answer the Stop and Think on page 610 in five or more sentences. 

Copy and complete the Graphic Organizer on Page 607 identifying the author’s purpose and three supporting details.     Answer the Stop and Think on page 617 in five or more sentences. 

Use all ten vocabulary words found on pages 604-605 in a sentence.  Each sentence must have at least eight words. 

 

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

 

 

 

April 19th, 2013

Peek at the Week ~ Week of April 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 contributes to the development of ideas. 

The comprehension strategy that will be explicitly taught is cause and effect.  In guided reading groups, the reader will identify an action by the character and determine the cause of that action.  Additionally, we will be focusing on plot and where the readers are on the “plot mountain.” If you are unfamiliar with the “plot mountain,” have your sixth grader identify the different parts of this teaching tool.

 

Writer’s Workshop

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

The writers of sixth grade will continue to be influenced by Poetry Matters by Ralph Fletcher as they write their poems.  Writers’ notebooks will be due this week.  Once notebooks are collected, the students will receive a rubric for the poetry final draft.  All final draft poems will be due on Friday, May 2nd

 

Social Studies

Common Core Standard: Integrate visual information

The students will be using the visual information in Lesson 4 to learn about Alexander’s Great Empire. 

April 12th, 2013

Peek at the Week ~ Week of April 15th

Reader’s Workshop

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

The comprehension strategy that will be explicitly taught is cause and effect.  In guided reading groups, the reader will identify an action by the character and determine the cause of that action.  Because of the short week and field trips, homework and Bingo sheets will not be due until the following week.

 

Writer’s Workshop

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

The writers of sixth grade will continue to be influenced by Poetry Matters by Ralph Fletcher as they write their poems. 

 

Social Studies

Common Core Standard: Identify aspects of a text that reveal an author’s point of view or purpose.

As the students are reading about Greece’s Golden Age, they will identify the author’s purpose for presenting the text.

April 12th, 2013

Homework ~ Week of April 15th

April 15, 2013

This week for homework, read Number the Stars by Lois Lowry.  Because of the short week, you should complete three tic-tac-toe activities in your homework notebook before Friday, April 26th.  At the top of each page, you should write the date and title of the story.

 

Read Number the Stars-A book review.  Write your own five sentence book review

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

Complete the Stop and Think of page 586 in five or more sentences. 

On page 598, there is an interview of Lois Lowry the author of Number the Stars.  What five questions would you ask Lois Lowry? 

Copy and complete the Graphic Organizer on Page 583 identifying the cause and effect.     Read the Stop and Think on page 589 in five or more sentences. 

Use all ten vocabulary words found on pages 580-581 in a sentence.  Each sentence must have at least eight words. 

 

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

 

 

 

April 5th, 2013

Homework ~ Week of April 8th

April 8, 2013

This week for homework, read First to Fly by Peter Busby.  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 Young Pilot Sets Record.  Write a five sentence summary about this narrative nonfiction text. 

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

Write your answer for the Stop and Think found on page 565 in five or more sentences. 

Complete the Design a Feature on page 571. 

Copy and complete the Graphic Organizer on Page 557 identifying three details to make a conclusion/generalization.  Read the Stop and Think on page 566 in five or more sentences. 

Use all ten vocabulary words found on pages 554-555 in a sentence.  Each sentence must have at least eight words. 

 

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

 

 

 

April 5th, 2013

Peek at the Week ~ Week of April 8th

Reader’s Workshop

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

As the students are reading, they will be able to make inferences.  In an inference, the students are using text evidence and background knowledge to express an intelligent thought.  The students will be sharing inferences orally in guided reading groups and in written expression in Bingo sheets. 

 

Writer’s Workshop

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

The students will continue to be inspired to write poetry topics in their writers’ notebooks from the book Poetry Matters by Ralph Fletcher. 

 

Social Studies

Common Core Standard: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 

In addition to learning about vocabulary terms related to ancient Greek culture, the sixth graders will be identifying the meaning of specific Greek roots. 

April 1st, 2013

Greek god/goddess art project

  4 3 2 1
Artistic Expression The god or goddess is drawn with great detail and with many different colors.  The god or goddess is drawn with detail and with color. There is little detail and little color. The god or goddesses is not drawn with color and does not have many details.
Neatness Every detail of the god or goddess is drawn neatly. The god or goddess is neat. There are some details of the god or goddess that are sloppy. The god or goddess is sloppy
External characteristics There are four external characteristics that are included to represent this god or goddess. There are three external characteristics that are included to represent this god or goddess. There are two external characteristics that are included to represent this god or goddess. There is one external characteristic that is included to represent this god or goddess.
Written information There are four facts written about this god or goddess. There are three facts written about this god or goddess. There are two facts written about this god or goddess. There is one fact written about this god or goddess.

 

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