Ms. Wejman

May 31st, 2013

Peek at the Week ~ Week of June 3rd

Miss Wejman’s

Peek at the Week

Week of June 3rd-7th

 

Reader’s Workshop

In the final month of school, the students will have the opportunity to read their independent book in class.  If they need more structured activities, they will be given specific activities to complete.  On Monday, the students will be given the REACH assessment.  This test does not account as a grade but as an assessment measure for CPS. 

 

Writer’s Workshop

Common Core Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

In addition to writing yearbook articles, the sixth graders will also be introduced to the Young Author book assignment.  Traditionally, this was a CPS wide project.  Because of funding, this program was cut two years ago.  The students are excited about this fun writing assignment where they get to write about their topic of choice.  This week, they will receive rubrics stating the requirements for their books.  The students will have time in class to write.  All books will be due on Monday, June 17th.  On Wednesday, June 19th, we will have a celebration honoring all of the writers.  More information regarding the celebration will become available as we get closer to the date. 

 

Social Studies

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

 On Tuesday, June 4th, the students will be assessed on Chapter 9.  The test will have ten multiple choice questions, five vocabulary questions, two historical outcome questions that the students will have to answer pertaining to what has been taught, categorizing culture in the Roman Empire, and an essay written in the MEL-CON format.  The essay question is, “During the time known as the Pax Romana, or Roman Peace, the Roman Empire continued to grow.  Millions of people speaking different languages and following many customs lived there. What helped unify the different people of the Roman Empire?”   

 

Last week, the students were introduced to the history museum project.  Every sixth grader has been assigned a historical figure or event.  The students that chose an historical event will be creating a diorama.  The students that chose an historical figure will be dressing as a “wax model” of the person.  The museum will take place on Tuesday, June 18th in the cafeteria.  Students were given rubrics explaining the requirements for their assigned exhibits. 

 

In class, the students will read about Rome’s decline and division.  They will be tracing these events on a timeline. 

May 30th, 2013

World History Museum Rubrics

On Tuesday, June 18th, the Ray School Cafeteria will be transformed to a World History Museum.  Students will be responsible for creating exhibits.  Each sixth grader will either create a diorama of a learned historical event or choose to be a “wax model” of a learned historical figure. 

 Wax Model Rubric 4 3 2 1
Costume The sixth grader has used creative costuming or props to look the part of the historical figure for the wax museum. The sixth grader is costumed or has props to look the part of the historical figure for the wax museum. The sixth grader is costumed. The sixth grader is not in costume.
Written Paragraph The sixth grader has written a first person paragraph spoken as the historical figure giving information paraphrased from the social studies book. The sixth grader has written a first person paragraph spoken as the historical figure giving information with most of the information paraphrased from the social studies book. The sixth grader has written a paragraph about the historical figure with information mostly paraphrased from the social studies book.  The sixth grader has written a paragraph about the historical figure with limited paraphrased information from the social studies book.
Speech The sixth grader has memorized the paragraph and speaks in the part of the historical figure every time the “button” is pressed. The sixth grader has memorized the paragraph and speaks in the part of the historical figure most every time the “button” is pressed. The sixth grader has memorized some of the paragraph and speaks in the part of the historical a few times the “button” is pressed. The sixth grader does not speak the part of the historical figure.
Wax Model Throughout the museum activity, the sixth grader acts like the wax model of the historical figure. For most of the wax museum, the sixth grader acts like the model of the historical figure. The sixth grader leaves a lot of information out about this event when talking with the audience. The sixth grader does not take the wax museum seriously.

 

 Diorama’s Rubric 4 3 2 1
Visual Appearance The diorama is displayed neatly, creatively, and three dimensionally. One of the required visual elements is missing.  Two of the required visual elements are missing.  The diorama does not have the necessary visual appearances.
Historical Event The event created in the diorama is historically accurate according to the social studies book. The diorama is missing an element of the event. The diorama is missing a few of the elements of the event. The diorama is missing several elements of the event.
Index Cards Included with the diorama, there must be an index cards that paraphrases the information about the event from the social studies book. The written information mostly paraphrases information from the social studies book. Some of the written information is paraphrased from the social studies book. The written information is plagiarized from the social studies book or it is limited.
Expertise The sixth grader acts as a docent who is an expert about the event by giving the audience information and answering all questions.  The sixth grader is able to give most of the information about this event and is able to answer most of the audience’s questions. The sixth grader leaves a lot of information out about this event when talking with the audience. The sixth grader is not an expert on the event.

 

May 24th, 2013

Miss Wejman’s Peek at the Week ~ Week of May 27th

Miss Wejman’s

Peek at the Week

Week of May 28th-31st

 

Reader’s Workshop

On Tuesday, May 28th, the sixth graders will be given the end of the year test.  CPS is requesting that all reading grades for sixth grade be due on Wednesday, May 29th at noon.  Because of this, there will be no reading homework for the rest of the year.  In class, students will be independently reading or writing.  If students need structured activities, they will be given specific reading tasks to do in class.

 

Writer’s Workshop

Common Core Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

The students are responsible for interviewing teachers for their yearbook articles.  Special emphasis will be focused on getting a good quote from the teacher.  The quote should be an opinion from the teacher pertaining to the year.  The article should be composed of the who, what, where, why, and when of the topic. 

 

Social Studies

Common Core Standard: Distinguish among fact, opinions, and reasoned judgment in a text.

As the students are reading about the beginnings of Christianity, they will identify the facts and opinions of the religion that became the official religion of the Roman Empire.  On Tuesday, June 4th, the students will be assessed on Chapter 9.  The test will have ten multiple choice questions, five vocabulary questions, two “what-if” questions that the students will have to answer questions pertaining to what has been taught, categorizing culture in the Roman Empire, and an essay written in the MEL-CON format.  The essay question is, “During the time known as the Pax Romana, or Roman Peace, the Roman Empire continued to grow.  Millions of people speaking different languages and following many customs lived there. What helped unify the different people of the Roman Empire?”

May 20th, 2013

Peek at the Week ~ Week of May 20th

Miss Wejman’s

Peek at the Week

Week of May 20th-24th

 

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.

As the readers are reading their guided reading books, they will be making inferences of what they read.  All sixth graders should know that an inference is a thought comprehended about the text that is not explicitly stated.  Readers need to use the text and their mind to make an inference.  Some sixth graders confuse inference with prediction.  When your child is reading at home, ask your child to make an inference of the independent text that he or she is reading.

 

Writer’s Workshop

Common Core Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

The sixth graders will be interviewing teachers and students to collect the who, what, where, why, and, when for their article. 

 

Social Studies

Common Core Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

The students will learn about The Roman Empire’s Pax Romana. Because of the great advances during this time, they will be able to identify the accomplishments and lasting contributions. 

 

 

 

May 10th, 2013

Fourth Quarter Homework

Name:

Since we are done with the Journey’s book, the sixth grade reading homework will change.  The students will be responsible for documenting their independent reading at home twice a week.  Every Friday, the sheet will be due.  The sixth grader will be responsible for reading thirty minutes twice a week and completing the activities on this sheet. This will always be posted on the blog in case the hard copy is lost.  Homework will still be ten percent of the final reading grade. 

Date:

Book read:

Author:

Genre:

Before reading: What do you predict is going to happen in the book that you read?

 

First page read:

Start time:

Pick an unfamiliar word that you read in the text:

Use a dictionary to define the meaning:

 

Last page read:

End time:

Write a three sentence summary to summarize what you read.

 

 

Was your prediction correct?

If yes, how was it correct? If no, how was it not correct? 

 

Date:

Book read:

Author:

Genre:

Before reading: What do you predict is going to happen in the book that you read?

First page read:

Start time:

Pick an unfamiliar word that you read in the text:

Use a dictionary to define the meaning:

 

Last page read:

End time:

Write a three sentence summary of what you read.

 

 

Was your prediction correct?

If yes, how was it correct?  If no, how was it not correct? 

 

 

Adult signature:

 

 

May 10th, 2013

Peek at the Week ~ Week of May 13th

Miss Wejman’s

Peek at the Week

Week of May 13th-17th

 

Reader’s Workshop

Common Core Standard: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

In guided reading groups, the sixth grade readers will determine the theme of their books.  The readers will be able to support their theme with specific text evidence. 

Since the sixth graders have finished the stories in their Journeys books, homework will change for the remainder of the quarter.  For the remainder of the fourth quarter, the sixth graders will be responsible for reading for thirty minutes twice a week.  They will be responsible for documenting the independent reading.  Every Monday, the students will receive a hard copy to document their reading.  An online form will also be available on the blog.  Homework will continue to account for 10% of the reading grade.  Because the Journeys books are done, all students are to turn them in at their earliest convenience.

 

Writer’s Workshop

Common Core Standard: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

To complement the research papers assigned in science, the sixth graders will review how to write an in text citation.  As this is being explicitly taught to the sixth graders, paraphrasing to avoid plagiarism will also be reviewed.  

 

Social Studies

Common Core Standard: Integrate visual information

Using the visual information found in the text, the students will be able to learn about The Path of Roman Conquest.  More specifically they will be able to identify a picture found in Lesson 2 that helps their learning about the Punic Wars.  As they are writing in MEL-CON format to describe the picture, they will also use the text to support their writing. To further their understanding of the Roman Conquest, they will compare historical maps of the Empire.  Homework pages due this week include page 82 on Tuesday and Pages 83-84 on Thursday.

May 3rd, 2013

Homework~ Week of May 6th

May 6, 2013

This week for homework, read Robotics by Helena Domaine.  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.

 

Which robot were you most impressed with?  Write your answer in at least five sentences. 

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

Answer the Essential Question of page 633 in five or more sentences. 

Answer the Stop and Think on page 635 in five or more sentences. 

Copy and complete the Graphic Organizer on Page 631 sequencing three main events.  Answer the Stop and Think on page 642 in five or more sentences. 

Use all ten vocabulary words found on pages 628-629 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. 

 

 

 

May 3rd, 2013

Week of May 6th ~ Peek at the Week

Miss Wejman’s

Peek at the Week

Week of May 6th-10th

 

Reader’s Workshop

Common Core Standard: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change towards a resolution.

As we discuss the plot mountain in guided reading groups, we will be identifying how and why characters change because of events in the plot.  On Friday, the students will take a test assessing them on the comprehension strategies taught in Unit 5.

 

Writer’s Workshop

Common Core Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task purpose, and audience. 

During the month of May, the students will be writing articles pertaining to Ray that will be compiled in a newspaper format.  This week, the students will be given article examples to identify important features of this specific genre. 

 

Social Studies

Common Core Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 

  To begin a Unit on the Ancient Romans, the students will learn of the founding of Rome.  They will use both primary and secondary sources to learn about the Etruscans and Latins.  Since Latin roots play an important role in the English language, the students will also be identifiying words that have these roots and what the words mean. 

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