March
Monthly Newsletter
For the months of March and April, the students will read the award winning novel, Number the Stars by Lois Lowry! This critical time period remains such an important lesson to teach as it touches on the value of human life and the courage of young friends. It is about the bravery, and triumph of two young girls, whose friendship makes an impact on the world.
Hopefully, students may feel a connection to the lives of these dynamic characters and understand their feelings. There are some sensitive issues , as is to be expected with any story about the World War II; but it is highly appropriate and suitable to the environment of our classroom.
Number the Stars is a historical fiction novel that tells the story of a Jewish family’s escape from Copenhagen. The story takes place during the German occupation that occurred in World War II. Through the help of some close family friends and distant relatives, several endangered Jews are sent to safety. The novel has an inspirational theme about friendship, bravery and courage.
Finally, look for vocabulary words in your students notes to master weekly. The students usually have a vocabulary quiz on Fridays.
Here are our Learning Outcomes:
1. Describe a character in-depth and explain how the character traits relate to other literary elements of the novel. (For example: How does character relate to setting or theme?)
2. Describe how a character’s personality, attitudes, conflict and relationships change and explain why these changes are important to the novel
3. Tell the author’s purpose for writing this novel.
4. Explain how the author develops the theme in the novel.
5. Make connections between the novel and student's personal world, and society.
6. Create a list of quotes which describe character, conflicts and theme
7. Describe the setting from the novel and explain how the writer made the setting come alive.
9. Explain how at least one other text, such as a poem or song, helps to develop the theme.
10. Provide a close-reading of the language used in a specific section of the novel to use as a fluency assessment.
Happy Reading!
Monthly Newsletter
September Newsletter
Welcome to 6th Grade Language Arts! Hopefully, the students have had a restful summer and have returned ready to read! All 6-White students have received an assignment to read for 30 minutes each night. September is free reading month!
During class this September, we will be starting Unit 1 in our Prentice Hall Literature Book. This unit focuses on important literary analysis terms such as character, setting, and plot. Throughout the month your student will be reading and analyzing the short stories from that textbook. Finally, look for vocabulary words for your student to master weekly. The students usually have a vocabulary quiz on Fridays.
Happy Reading,
Mrs. Parker
May and June:
For the months of May and June the students will learn about Famous Authors! They will choose an author to research, using technology, encyclopedias, and biography books to gather information about their selected author. The author choices are classic ones like Poe, Hinton, Angelou, Hijuentes, Hong-Kingston to name a few. Hopefully, it will broaden their reading horizons in the future. I hope the students will continue the reading habit throughout the summer, and throughout their lifetimes.
Happy Reading,
Mrs. Parker
April
For the month of April the students will read the online novel unit called As Brave as You, by Jason Reynolds. Here is a synopsis from Goodreads:
"When two brothers decide to prove how brave they are, everything backfires—literally. Genie's summer is full of surprises. The first is that he and his big brother, Ernie, are leaving Brooklyn for the very first time to spend the summer with their grandparents all the way in Virginia—in the COUNTRY!"
As Brave As You by Jason Reynolds - Goodreads
Here are our Learning Outcomes:
1. Describe a character in-depth and explain how the character traits relate to other literary elements of the novel. (For example: How does character relate to setting or theme?)
2. Describe how a character’s personality, attitudes, conflict and relationships change and explain why these changes are important to the novel
3. Tell the author’s purpose for writing this novel.
4. Explain how the author develops the theme in the novel.
5. Make connections between the novel and student's personal world, and society.
6. Create a list of quotes which describe character, conflicts and theme
7. Describe the setting from the novel and explain how the writer made the setting come alive.
9. Explain how at least one other text, such as a poem or song, helps to develop the theme.
10. Provide a close-reading of the language used in a specific section of the novel to use as a fluency assessment.
Project Bird House:
The students will construct a birdhouse in maker space as our culminating project!
For the months of February and March the students will complete a writing unit. They will first start with writing different types of poetry and creating a poetry book. Next, this writing unit will introduce students to the fact that ideas for narrative, persuasive, and expository topics can be found everywhere; especially from ordinary moments in time. Now that the outline writing process is complete, students will move forward in the writing process. An outline format will be presented to the students as a crucial planning tool for their drafts. Afterwards, they will examine the elements of writing stages such as: brainstorming, drafting, revising and publishing.
This unit will allow students to progress more independently as they move at their own pace to produce final pieces. Throughout the entire unit students will be encouraged to use a variety of rubrics to evaluate their own writing and set goals for moving forward.
Students will participate in a writer’s workshop during a daily, dedicated writing time. The daily workshop is set up so that students will be presented with a mini- lesson and then be sent off to write until it is time for their teacher writing conference. In the end, final pieces will be produced and evaluated using a rubric.
Learning Objectives:
Common Core Standards:
1. Write arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST.6-8.1.A
2. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.WHST.6-8.1.B
3. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.ELA-LITERACY.WHST.6-8.1.C
4. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.WHST.6-8.1.D
5. Establish and maintain a formal style.
CCSS.ELA-LITERACY.WHST.6-8.1.E
December, January
For the months of December and January, students will learn to develop comprehension strategies as they read the Homeless Bird novel unit. During the last few weeks, students have learned to analyze and respond to literary elements. They continue to work toward mastery of the vocabulary that is to be used during class discussion throughout the year.
Here is the synopsis of the Homeless Bird Novel from Goodreads:
Like many girls her age in India, thirteen-year-old Koly faces her arranged marriage with hope and courage. But Koly's story takes a terrible turn when in the wake of the ceremony, she discovers she's been horribly misled—her life has been sold for a dowry. Can she forge her own future, even in the face of time-worn tradition?
Perfect for schools and classrooms, this universally acclaimed, bestselling, and award-winning novel by master of historical fiction Gloria Whelan is a gripping tale of hope that will transport readers of all ages.
During the unit, students will learn how to use the rich vocabulary that enhances both reading and writing. Further, we will continue using strategies that increase fluency. Vocabulary tests will continue to take place each Friday.
State Standards Covered:
CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-LITERACY.RL.7.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
CCSS.ELA-LITERACY.RL.8.5
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Happy Reading!
Mrs. Parker
For the months of October and November, the students will read the award winning novel, Number the Stars by Lois Lowry! This critical time period remains such an important lesson to teach as it touches on the value of human life and the courage of young friends. It is about the bravery, and triumph of two young girls, whose friendship makes an impact on the world.
Hopefully, students may feel a connection to the lives of these dynamic characters and understand their feelings. There are some sensitive issues , as is to be expected with any story about the World War II; but it is highly appropriate and suitable to the environment of our classroom.
Number the Stars is a historical fiction novel that tells the story of a Jewish family’s escape from Copenhagen. The story takes place during the German occupation that occurred in World War II.
Through the help of some close family and friends, several endangered Jews are sent to safety in this exciting novel. The novel has an inspirational theme about friendship, bravery and courage.
This novel study includes the following learning objectives:
CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-LITERACY.RL.7.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
CCSS.ELA-LITERACY.RL.8.5
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
During class this September, we will be starting the Unit 1, Short Story Unit in our Prentice Hall Literature Book. This unit focuses on important literary analysis terms such as character, setting, and plot. Throughout the month your student will be reading and analyzing the short stories from the class textbook. Finally, look for vocabulary words in your students notes to master weekly. The students usually have a vocabulary quiz on Fridays.
Happy Reading,
Mrs. Parker
CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-LITERACY.RL.7.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
CCSS.ELA-LITERACY.RL.8.5
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Happy Reading,
Mrs. Parker
February/March
For the months of February and March the students will complete the novel unit of The Maze Runner, by James Dasher. Here is the brief trailer of the novel:
November, December Newsletter--Novel Unit The Lightning Thief
During the months of November and December, the students will read an in class novel, The Lightning Thief, by Rick Riorden. It is a story of friendship and bravery. We will combine the novel with an in depth Greek Mythology unit along with many enriching activities. Also, an in-depth study of the Greek Gods will help increase comprehension of this exciting novel. Students will continue to improve the vocabulary and writing skills that coincide with Common Core Standards. Novel Critiques are due soon after students return from Thanksgiving Break.
Happy Reading,
Mrs. ParkerBook one in the blockbuster Maze Runner series that spawned a movie franchise and ushered in a worldwide phenomenon! And don’t miss The Fever Code, the highly-anticipated series conclusion that finally reveals the story of how the maze was built! The story is set in a distant future, where a group of teens are mysteriously teleported into a giant, stone maze. Not only has their memory been cleared, but they also have no indication as to why they have ended up in this position and what means they must take to escape.
The students still need to continue to read for 30 minutes at home and the novel critique is due at the end of the month.
Learning Outcomes:
1. Students will demonstrate comprehension of the novel.
2. Students will analyze literary elements.
3. Students will use a variety of strategies to build vocabulary.
4. Students will respond to literature in writing.
5. Students will practice elements of grammar, usage and style.
Happy Reading,
Mrs. Parker
:
December/January
As Brave As You:
During the Months of December and January the students will be reading the novel,
As Brave as You, by Jason Reynolds.
Read ahead to find the Review :
Jason Reynolds makes his middle-grade fiction debut in this compelling story of two brothers, age 10 and 13, whose parents drive them from their home in Brooklyn, New York, to spend a few weeks in the summer with their grandparents in rural Virginia. The parents are "having problems" in their marriage and are taking time alone to work on them, partly on vacation in Jamaica. The story involves some heavy issues, including the death of a family member, long-term grief, mental illness, post-traumatic-stress disorder, discussion of an elderly relative's blindness, divorce, and gun use. Learning to shoot a gun is mainly presented as a right of passage in country life, so families should be prepared to discuss gun safety. This would be a great book for parents and kids to read together.
The students still need to continue to read for 30 minutes at home and the novel critique is due the first week in January.
Learning Outcomes:
1. Students will demonstrate comprehension of the novel.
2. Students will analyze literary elements.
3. Students will use a variety of strategies to build vocabulary.
4. Students will respond to literature in writing.
5. Students will practice elements of grammar, usage and style.
Happy Reading,
Mrs. Parker
October/November Newsletter--Novel Unit
For the months of October and November, students will learn to develop comprehension strategies as they read the Homeless Bird novel unit. During the last few weeks, students have learned to analyze and respond to literary elements. They are working toward mastery of the vocabulary that is to be used during class discussion throughout the year.
Here is the synopsis of the Homeless Bird Novel from Goodreads:
Like many girls her age in India, thirteen-year-old Koly faces her arranged marriage with hope and courage. But Koly's story takes a terrible turn when in the wake of the ceremony, she discovers she's been horribly misled—her life has been sold for a dowry. Can she forge her own future, even in the face of time-worn tradition?
Perfect for schools and classrooms, this universally acclaimed, bestselling, and award-winning novel by master of historical fiction Gloria Whelan is a gripping tale of hope that will transport readers of all ages.
During the unit, students will learn how to use the rich vocabulary that enhances both reading and writing. Further, we will continue using strategies that increase fluency. Vocabulary tests will continue to take place each Friday.
Paperback Required Reading Novel Choices are: November is a free reading novel month.
1. Hatchet, by Gary Paulson
2. Tracker, by Gary Paulson
Learning Outcomes:
1. Students will demonstrate comprehension of the novel.
2. Students will analyze literary elements.
3. Students will use a variety of strategies to build vocabulary.
4. Students will respond to literature in writing.
5. Students will practice elements of grammar, usage and style.
Happy Reading,
Mrs. Parker
Welcome to 6th Grade Language Arts! Hopefully, students have had a restful summer and have returned ready to read! All 6-White team students will have an opportunity to read an award-winning novel from my class to read for at home each night. At the end of each month, students will demonstrate comprehension of the the novel that they have chosen in a variety of ways--from comprehension assessments to projects. At home, parents can help by asking questions about the characters, setting, and plot of the novel your child is reading.
During class this September, we will be starting Unit 1 , which is Introduction to the Short Story. This unit focuses on important literary analysis terms such as character, setting, and plot. Throughout the month your student will be reading and analyzing the short stories found in Google Classroom. Finally, look for vocabulary words in your students Goodnotes to master weekly. The students usually have a vocabulary quiz on Fridays.
Learning Outcomes:
1. Students will demonstrate comprehension of several short stories.
2. Students will analyze literary elements.
3. Students will use a variety of strategies to build vocabulary.
4. Students will respond to literature in writing.
5. Students will practice elements of grammar, usage and style.
Happy Reading,
Mrs. Parker
Mrs. Parker-Language Arts:
During the month of May the students will read an in class novel, The Lightning Thief, by Rick Riorden. It is a story of friendship and bravery. We will combine the novel with an in depth Greek mythology unit along with many enriching activities. Our study of Greek root words will help increase comprehension of this exciting novel. Students will continue to improve vocabulary, and writing skills throughout the unit. Vocabulary assessments will occur. Students are expected to continue reading at home, a novel of their choice, each day for 30 minutes to improve comprehension. This expectation should continue over the summer, as well.
Objectives
Students will:
• Read and discuss “The Lightning Thief” by Rick Riordan literally and analytically.
• Gain a basic understanding of the 12 Olympians in Greek mythology.
• Discuss the universal theme of completing a quest found in both the novel and Greek mythology.
Standards
CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-LITERACY.RL.7.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
CCSS.ELA-LITERACY.RL.8.5
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
Happy Reading,
Mrs. Parker
Objectives
Students will:
• Read and discuss “The Lightning Thief” by Rick Riordan literally and analytically.
• Gain a basic understanding of the 12 Olympians in Greek mythology.
• Discuss the universal theme of completing a quest found in both the novel and Greek mythology.
Standards
CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
CCSS.ELA-LITERACY.RL.7.9
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
CCSS.ELA-LITERACY.RL.8.5
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
March Newsletter- Novel Unit: Homeless Bird, by Gloria Whelan
For the months of February and March, students will continue to develop comprehension strategies as they particpate in the activities of the Homeless Bird novel unit. During the next few weeks, students will learn to analyze and respond to literary elements. They are working toward mastery of the vocabulary that is to be used during class discussion throughout the year.
Here is the synopsis of the Homeless Bird Novel from Goodreads:
"Like many girls her age in India, thirteen-year-old Koly faces her arranged marriage with hope and courage. But Koly's story takes a terrible turn when in the wake of the ceremony, she discovers she's been horribly misled—her life has been sold for a dowry. Can she forge her own future, even in the face of time-worn tradition?
Perfect for schools and classrooms, this universally acclaimed, bestselling, and award-winning novel by master of historical fiction Gloria Whelan is a gripping tale of hope that will transport readers of all ages."
During the unit, students will learn how to use the rich vocabulary that enhances both reading and writing. Further, we will continue using strategies that increase fluency. They will also respond to literature using the writing process to complete narrative, agurmentative, and expository essays.
Learning Outcomes:
Learning Objectives:
Common Core Standards:
1. Write arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST.6-8.1.A
2. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.WHST.6-8.1.B
3. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.ELA-LITERACY.WHST.6-8.1.C
4. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.WHST.6-8.1.D
5. Establish and maintain a formal style.
CCSS.ELA-LITERACY.WHST.6-8.1.E
This writing unit will introduce students to the fact that ideas for narrative, persuasive, and expository topics can be found everywhere; especially from ordinary moments in time. Now that the outline writing process is complete, students will move forward in the writing process. An outline format will be presented to the students as a crucial planning tool for their drafts. Afterwards, they will examine the elements of writing stages such as: brainstorming, drafting, revising and publishing.
This unit will allow students to progress more independently as they move at their own pace to produce final pieces. Throughout the entire unit students will be encouraged to use a variety of rubrics to evaluate their own writing and set goals for moving forward.
Students will participate in a writer’s workshop during a daily, dedicated writing time. The daily workshop is set up so that students will be presented with a mini- lesson and then be sent off to write until it is time for their teacher writing conference. In the end, final pieces will be produced and evaluated using a rubric.
Learning Objectives:
Common Core Standards:
1. Write arguments focused on discipline-specific content.
CCSS.ELA-LITERACY.WHST.6-8.1.A
2. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.WHST.6-8.1.B
3. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.ELA-LITERACY.WHST.6-8.1.C
4. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.WHST.6-8.1.D
5. Establish and maintain a formal style.
CCSS.ELA-LITERACY.WHST.6-8.1.E
For the month of November and December, the students will read the online novel unit called As Brave as You, by Jason Reynolds. Here is a synopsis from Goodreads:
"When two brothers decide to prove how brave they are, everything backfires—literally. Genie's summer is full of surprises. The first is that he and his big brother, Ernie, are leaving Brooklyn for the very first time to spend the summer with their grandparents all the way in Virginia—in the COUNTRY!"
As Brave As You by Jason Reynolds - Goodreads
Here are our Learning Outcomes:
1. Describe a character in-depth and explain how the character traits relate to other literary elements of the novel. (For example: How does character relate to setting or theme?)
2. Describe how a character’s personality, attitudes, conflict and relationships change and explain why these changes are important to the novel
3. Tell the author’s purpose for writing this novel.
4. Explain how the author develops the theme in the novel.
5. Make connections between the novel and student's personal world, and society.
6. Create a list of quotes which describe character, conflicts and theme
7. Describe the setting from the novel and explain how the writer made the setting come alive.
9. Explain how at least one other text, such as a poem or song, helps to develop the theme.
10. Provide a close-reading of the language used in a specific section of the novel to use as a fluency assessment.
October Newsletter:
During the month of October your students will continue the Short Story Unit. They have studied plot vocabulary and can plot out a story using a plot line. They will continue to read short stories, analysing the plot, characterization and will be introduced to writing using an outline. Please continue to check thier agendas to ensure success.
I love teaching short stories at the beginning of the year for many reasons. First, short stories demonstrate the literary devices that students need to identify in a shorter amount of time which will prepare them for the upcoming novel unit. Students have been working on identifying rising action, climax, resolution, and various other moments in the short story. Soon they will learn to recognize these moments in the longer novels.
The short stories that are read in this unit include a diverse mix of authors so that your students can widen their worldview and hopefully even relate to some of the characters.
One way I get students to connect to stories is through writing. Since I teach short stories at the beginning of the year, I also cover writing expectations, as well. To teach students transitions between paragraphs, I ask students to find the commonality between two stories. We will work on providing a transition from one paragraph to the next.
Students will use an outline as a springboard to their first writing piece. I try to connect a writing opportunity in close proximity to something we have just read, while the author’s writing style is fresh on the student’s minds. For example, I might assign them to write an alternate ending or have them respond to a character’s dilemma in the story.
Learning Outcomes cont.:
1. Students will demonstrate comprehension of several short stories.
2. Students will analyze literary elements.
3. Students will use a variety of strategies to build vocabulary.
4. Students will respond to literature in writing.
5. Students will practice elements of grammar, usage and style.
Happy Reading!
September Newsletter--Introduction to the Short Story
Welcome to 6th Grade Language Arts! Hopefully, students have had a restful summer and have returned ready to read! All 6-White team students will select an award-winning novel from my class to read for at home each night. At the end of each month, students will demonstrate comprehension of the the novel that they have chosen in a variety of ways--from comprehension assessments to projects. At home, parents can help by asking questions about the characters, setting, and plot of the novel your child is reading.
During class this September, we will be starting Unit 1 , which is Introduction to the Short Story. This unit focuses on important literary analysis terms such as character, setting, and plot. Throughout the month your student will be reading and analyzing the short stories found in Google Classroom. Finally, look for vocabulary words in your students Goodnotes to master weekly. The students usually have a vocabulary quiz on Fridays.
Learning Outcomes:
1. Students will demonstrate comprehension of several short stories.
2. Students will analyze literary elements.
3. Students will use a variety of strategies to build vocabulary.
4. Students will respond to literature in writing.
5. Students will practice elements of grammar, usage and style.
Happy Reading,
Mrs. Parker
January Newsletter (Writing Unit)
For the month of January, the students will continue the Writing Unit. In this unit they will review and practice each stage of the writing process: prewriting, drafting, revision, and publishing. Using this process, they will compose a variety of writing pieces such as Creative Poetry, Narrative, Persuasive, and Expository essays.
This writing unit will introduce students to the fact that ideas for narrative, persuasive, and expository topics can be found everywhere; especially from ordinary moments in time. When the creative poetry writing unit is complete, students will move forward in the writing process. An outline format will be presented to the students as a crucial planning tool for their drafts. Afterwards, they will examine the elements of writing stages such as: brainstorming, drafting, revising and publishing.
Students will be able to progress more independently as they move at their own pace to produce final pieces. Throughout the entire unit students will be encouraged to use a variety of rubrics to evaluate their own writing and set goals for moving forward.
Students will participate in a writer’s workshop during a daily, dedicated writing time. The daily workshop is set up so that students will be presented with a mini- lesson and then be sent off to write until it is time for their teacher writing conference. In the end, three final pieces will be produced and evaluated.
Part of the writing process involves using both peer and online editing to obtain the feedback needed to make their essays better. Students will review The Six Traits of Writing and use the grading rubrics for self-assessment.
The book that we will use as our springboard for writing is Three Stars in the Night Sky, by Fern Chapman. The protagonist is Gerda and her story of family separation reflects the dislocating trauma, culture shock, and excruciating loneliness many unaccompanied minors immigrants experience. As Gerda becomes an American, she never stops longing to be reunited with her family. Three Stars in the Night Sky illuminates the personal damage of racism in three countries -- Nazi Germany, the Dominican Republic, and the United States during the 1930s and 40s -- and the emotional devastation of a child coming to a new country alone. We are very excited to participate in this "All School" project.
Vocabulary tests will continue to occur on most Fridays and, of course, the Reading Requirement is 30 minutes per day.
Happy Reading!
December Newsletter
For the month of December, the students will begin a Writing Unit. In this unit they will review and practice each stage of the writing process: prewriting, drafting, revision, and publishing. Using this process, they will compose a variety of writing pieces such as Creative Poetry, Narrative, Persuasive, and Expository essays.
This writing unit will introduce students to the fact that ideas for narrative, persuasive, and expository topics can be found everywhere; especially from ordinary moments in time. When the creative poetry writing unit is complete, students will move forward in the writing process. An outline format will be presented to the students as a crucial planning tool for their drafts. Afterwards, they will examine the elements of writing stages such as: brainstorming, drafting, revising and publishing.
Students will be able to progress more independently as they move at their own pace to produce final pieces. Throughout the entire unit students will be encouraged to use a variety of rubrics to evaluate their own writing and set goals for moving forward.
Students will participate in a writer’s workshop during a daily, dedicated writing time. The daily workshop is set up so that students will be presented with a mini- lesson and then be sent off to write until it is time for their teacher writing conference. In the end, three final pieces will be produced and evaluated.
Part of the writing process involves using both peer and online editing to obtain the feedback needed to make their essays better. Students will review The Six Traits of Writing and use the grading rubrics for self-assessment. For the culminating project, the students will select an essay to enter into either a writing contest or to publish in our annual Poetry I-Book.
Vocabulary tests will continue to occur on most Fridays and, of course, the Reading Requirement is 30 minutes per day.
Happy Reading!