*Please remember to check your student’s grades on Infinite Campus regularly. ?
Reminders and Announcements:
- Thursday, September 26 ~ PJammin’ for Cancer dress up day!
- For a donation in any amount, students may wear pajamas. All proceeds benefit Nevada Childhood Cancer Foundation
- Picture day is Monday, September 23rd. Ordering information was sent home last week with students. Please return those Monday.
5th grade Reading: We continue to read our novel Wonder by RJ Palacio. We will read to page 204. We will finish part 4 Jack and part 5 Justin. Students will be guided through our summarizing strategy for literature which is “somebody, wanted, but, so, then” to help them summarize. We summarized parts 1 and 2 together as a class but from this point on, students will be summarizing in small groups, partnerships, and ultimately on their own. We will also be comparing Auggie’s family with Justin’s family. When comparing and contrasting, it is important for students to use specific information. For example, rather than saying “Auggie’s family is nicer than Justin’s” we want students to identify and explain “Auggie’s family is more caring because they all walked with and encouraged Auggie on his first day of school.”
5th grade Writing: 5th grade authors continue to work on their setting-based narratives. Students will work on using narrative techniques which we took notes on last week. The four narrative techniques are: meaningful dialogue, sensory detail/description, character’s thoughts, feelings, and action, and figurative language. Students will be conferring with the teacher, using notes, referring to a mentor text (sample student narratives), as well as using a teacher created narrative modeled paragraph by paragraph, to help them as they draft, revise, and edit essays.
5th grade Projects: In projects, we are moving forward to our second science unit: matter and energy in organisms and ecosystems. Students will get new vocabulary which will be shared with them in Google Classroom. In addition, students will be working on learning how all energy in living things begins with the Sun, what an ecosystem consists of, what an ecosystem needs to thrive, and how energy travels through ecosystems. For the final project, students will be creating travel brochures specific to a major type of biome. Students will research and record a lot of information in order to collaborate with their small groups to create and present their final products. Our goal is to have this project/unit completed in 3-4 weeks.
6th grade Reading: Sixth graders continue to read The Maze Runner by James Dashner, chapters 18-24. Students will be discussing how the main character’s (Thomas) actions go against the rules and order that have helped the Gladers survive thus far. Is Thomas wise or foolish for his actions? How will this affect the plot? Why? This week’s chapters will help students understand how characters’ actions influence the events later in the plot and ultimately influence other characters as well. Students will also continue to work on their map of the Glade project. Students will use the project guide and project rubric to help guide their work. In addition, I will be conferring with groups and making suggestions to help guide their work. Materials for this project should be basic and should not have to be purchased. For example, students will need a lot of twigs, a cardboard box, grass, leaves, small rocks or pebbles that can be painted to represent garden plants. They may also need some small toy farm animals that can be brought from home or borrowed, these will be returned after the project is over. Students will complete another open book comprehension quiz this week. Please feel free to email if you have any questions.
6th grade Writing: In writing, sixth graders will continue their That Was Awesome! narrative in which students will have to write a real narrative (a story based on their own personal experience). Students will work on using narrative techniques which we took notes on last week. The four narrative techniques are: meaningful dialogue, sensory detail/description, character’s thoughts, feelings, and actions, and figurative language. Students will be conferring with the teacher, using notes, referring to a mentor text (sample student narratives), as well as using a teacher created narrative modeled paragraph by paragraph, to help them as they draft, revise, and edit essays.