Friday, October 16th, 2015 - TGIF

I'm going to introduce you to a site called KidBlog.  It's a place where you create blog posts about things having to do with ELA and Social Studies.  I've created classes for both sections of students, and logging in is very simple - I will show you how.  By using this website, we can write blog posts that discuss what others in class have been writing.

Tuesday, October 6th, 2015

Hello everyone!  If you are just joining us for the first time, please feel free to look around at the blog.  Click on links, vote in a survey, or watch a video of current classroom topics.

Friday, September 18th, 2015 - TGIF

Welcome to Friday!

Today in ELA, we'll be taking our first STAR Reading test.  It's important to try your hardest on this test and to not skip through the test in order to finish. We will go through how to log in to the site and afterward, we'll record our results in our ELAIN.

Thursday, September 17th, 2015 - I LOVE Thursdays!

Hey there!  Welcome once again to my favorite day of the week!

Mrs. Isham makes her return once more to our humble classroom to give a final baseline writing prompt.  Today's entry will be an Expository Essay.

We've started working with plot structure in class, and yesterday the kids, while working in groups, created posters for the various Elements of Plot.  Once they had completed this, their task was to then figure out the order in which the elements went together.  Frankly I was impressed: one group only needed 2 tries, and the other needed only one!  Very well done indeed!

Today we'll return to the discussion by applying this newfound knowledge to examples of both visual and written text.  The "Goldilocks and the Three Bears" animation will be our starting point.  The animation is fairly simple and straightforward, thus enabling the students to better achieve an understanding of the elements.  This will be the part that we do together as a class.  Then, the students will work independently to discern the plot structure of a text called Just Once by Thomas Dygard. 

Wednesday, September 16th, 2015 - Happy Wednesday!

It's the middle of the week, and it's a good time to catch up on some of the work that we have been doing in class lately.  We have been busy creating and adding to our ELAINs and our SS notebooks, and I think today would be a good time to organize and catch up a little bit.

In ELA, we have been doing several things.  Yesterday, the classes took time to write a Persuasive essay.  The topic of this essay was "Do kids need their own cell phones?"  Each student was given an article from TIME for Kids that addresses this topic.  Their task was to read this article and then answer the question in a persuasive essay.  In order to write an effective essay, the students were required to cite evidence from the article to back up their answer.

TIME for Kids article

Persuasive Essay Prompt

We also discussed the literary element of Characterization yesterday by doing a close reading of text from My Side of the Mountain. Students were required to look for examples of Sam Gribley's character through the events in the story.  They had to cite the text example, and then make an inference about how this text example illustrated something about his character.

Our next element that we will be discussing is going to be Plot. To do this, we'll start by kicking it old school with a look at Goldilocks and the Three Bears to give us a simple example of plot elements such as Rising Action, Climax and Resolution.

The Plot Pyramid Diagram that we'll be using.

In Social Studies, we are still plugging away with the 5 Themes of Geography.  This is where both classes will be playing catch-up today.  Our SS Interactive Notebooks are a little sparse, so I'm hoping that we can plump them up today!

Tuesday, September 15th, 2015

Hello! I hope everyone is settling in to the school year, and getting accustomed to the routines and requirements of their classes.

Today in ELA, Mrs. Isham will make another appearance to give us the next baseline writing piece.  This time, students will be required to write a Persuasive piece whereby they try and persuade the reader to take a side on an issue.

Students will also be writing their first Reader Response in their ELAIN (ELA Interactive Notebook).  We have been discussing and working with Literary Elements the past couple of days, and this will give them a chance to write about how these elements affect a story.

Reader Response Page for ELAIN

Monday, September 14th, 2015 - Welcome Back from the Weekend

Hey guys!  How was your weekend?  Did you recover form the first week of school?  I hope so.  We have a full week of learning ahead of us, so let's get started.

Last week in ELA class, the classes completed a baseline writing prompt for Mrs. Isham, our new reading teacher.  The students were asked to write a narrative about their summer based on the perspective of their favorite shoes.  This week, the students will complete 2 more baseline writing pieces so that we may understand where the students are beginning with their writing skills.

We also began our ELA Interactive Notebooks (ELAINs).  We are using composition notebooks in which we will glue such things as notes and contented-oriented sheets to reinforce these notes.  The students will also be keeping track of various goals and STAR assessment data.  They will use these to push themselves throughout the year.

The Goal Setting Page for Reading

STAR Assessment Data Tracking Page

We will review our work with the Literary Element known as Setting based on the work we did with a short blurb from Holes.

 Elements of Setting Graphic Organizer for Holes

Friday, September 11th, 2015 - Happy Friday!

Woohoooooooo!  We made to the first Friday of the school year!  Pat yourselves on the back!

Thursday, September 10th, 2015 - Happy Thursday!

Welcome to my favorite day of the week!  I wanted to take the time and show you my blog.  We've been so busy in class lately that I haven't had a lot of time to do so.  You can access this blog from home if you have internet access by going to josephpappa.blogspot.com. When you go there, you'll be able to see all of these things, click on them, vote in a poll, or check out videos, like the one we'll see below about India.

Enjoy!
 

Tuesday, September 8th, 2015 - Welcome Back to School!

     Good morning, kids!  Welcome back to school, and welcome to my classroom.  This is my blog that I created last year for my students to look at and gather information from about class.  It's also a wonderful resource for parents to visit, as I discuss the things that are currently happening in class (current events, announcements, class happenings, homework, important pages, et cetera).  To find my blog on the web, all you have to do is type in josephpappa.blogspot.com in the address bar at the top and you or your parents can check it out when you have internet access.

     I hope today goes smoothly for all of you!  Remember: it's the first day, so juuuuuusst relaaaaaaax...deep breaths everyone....

Tuesday, June 16th, 2015 - Happy Fun Day!

Good Morning!

Today is Fun Day for our homeroom as well as Mrs. Mullin's.  Weather permitting, we will be going outside from 10:50 to 12:10 today to take part in activities!

Monday, June 15th, 2015 - Welcome Back!

Good Morning everybody!  Welcome back from the weekend!  Did you know that we only have 9 days of school left, including today?  That means that:

• We have only 1 more Monday,
• We have only 2 more Tuesdays,
• We have only 2 more Wednesdays,
• We have only 2 more Thursdays, and
• We have only 1 more Friday!

Today is a regular school day, with a normal schedule.  This is important because we are going to need today in order to finish up our Persuasive Essays on an Environmental Issue.  Why is this important?  Because any student that doesn't finish the essay by tomorrow morning (Tuesday 6/16) will be unable to take part in the Fun Day for our 6th grade classes. 

We've been working on this essay for quite some time.  We've spent many days in the computer lab, either researching, compiling a rough copy and then working on revisions for a final copy.  A good number of you have turned in your essays after having made your revisions, and I thank you for that.  The rest, however, need to kick it up a few notches.

For those of you that have finished, you will still need your personal reading books and keep working on your Reading Response Journals.

Wednesday, June 10th, 2015

Good morning everyone!  It's the middle of the week again!

In ELA today:

• Final polishing is being done on our persuasive essays again today.  Both sections will be going to the Primary Computer Lab to continue typing their work.
• Please don't forget all that we discussed yesterday regarding the format of your essays, as well our chat about avoiding plagiarism (see yesterday's post in case you have forgotten).
• Remember also that you are responsible for a Reading Response Journal.  It is important to choose a CHAPTER book (not a graphic novel or "Wimpy Kid" type of book) that you are interested in reading.  With the book fair happening last week, as well as the free books given out by Mrs. Quartz (Thank You!), most kids should have access to a book.  You may also browse my books that I have.
• Below is a sample of what your Reading Response Journal pages look like:

 

• Please fill in the necessary information about your book, as well as the question you are using for each response (remember: you need a DIFFERENT question each day).
• These Reading Response Journals are being done so that your reading and writing skills are kept active right up until the end of school.

Tuesday, June 9th, 2015 - Happy Tuesday!

Good Morning, everyone!  I'm back!  It's a soggy start to the day, and kind of humid.

In ELA today:

• We are continuing to wrap up our persuasive essays on an environmental issue that humans have created.
• I need to stress the importance of a few things:
1. Do not copy and paste from a website to your paper.  It is blatant and inexcusable plagiarism.
2. Each paper needs to have a bibliography page for their work.  This tells me that you have used some data from different websites, and have given the author(s) credit for their work.
3. I expect your font size to be 12.
4. You may use Arial, Times New Roman or Courier for your font, nothing else.
5. No double-spacing.
6. No space between paragraphs.
7. Indent new paragraphs.
8. Please use "left" or "justify" alignment in your essays.

• The example below is how your essay should look:

 

Courier font, size 12, justified, 1.5 spacing 

• The persuasive essay is due this Friday (6/12).

Thursday, June 4th, 2015 - It's Learning Fair Day!

We've finally made it!  Tonight at the APWES, we will be having our Learning Fair from 6 to 8.  Most of the students' work will be set up in the gymnasium, but our projects will be located in room 400. 

If you have time tonight, please stop by and see your child's work that he/she has put into their projects!

Wednesday, June 3rd, 2015 - Welcome To The Middle Of The Week!

Good morning everyone!  I hope your day has been wonderful so far!  Have you been checking out the Peregrine Falcon eyases?  They've gotten pretty big!  The poor little male is still quite a bit smaller than his sisters....

We'll be continuing our preparations for the Learning Fair this Thursday, June 4th.  It's from 6:00PM to 8:00 PM.  Our 6th grade projects will be shown in our homerooms that evening.

Students have been hard at work practicing their video presentations and assembling their poster boards and tri-folds.  I can't wait to see the results!

Tuesday, June 2nd, 2015

It's business as usual today in ELA class.  In fact, every day from now until through Thursday (June 4th) will be the same.  We need to wrap up our project work for the Learning Fair this week.  All students have been doing a wonderful job at working together!

Monday, June 1st, 2015 - Welcome Back!

It's June 1st?  When the heck did that happen?!?  Holy mackerel - who's using the Time Quickening Ray without permission????

In ELA today:

• Yes, you guessed it...we are continuing to work on our projects and persuasive essays again today. 
• We'll again be focusing on our environmental issues projects W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. that coincide with our persuasive essay W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. that we've been researching and writing the past couple of weeks. 
• Yesterday in class, we discussed the different types of projects that students may wish to do.  They are as follows:
• A poster (you may wish to include some kind of model)
• A tri-fold presentation board (you may wish to include some kind of model)
• A diorama (a "scene" depicting your point of view; you have to have written information included to inform the viewer)
• A video
• A commercial
• A Public Service Announcement
• A skit that is recorded
• The poster and tri-fold presentation board, we discussed, are basically the same thing.  It's just that some students prefer working with the poster material, and some prefer the tri-fold material. 
• For the video, we discussed that students are allowed to have others perform with them, with a couple of points to remember:
• If the other members have environmental issues that are different, then they also have to have their own, separate projects.
• If the other members have environmental issues that are the same or are similar, they may work together and earn the same grade.
• All projects must include the same basic parts/points:
• A statement that grabs the attention of the viewer
• Multiple pieces of evidence that illustrates your position on this issue (including data/facts/information learned from websites)
• Some part of it must illustrate the opposite opposition to yours
• Some mention of a career related to your environmental issue. It could be a career that:
• Prevents the issue from occurring 
• Controls the issue after it occurs
• Researches the issue
• Enforces laws that are designed to punish perpetrators of the issue
• A bibliography of the websites/publications that you used for research.
• All projects must include a "call to action" portion.
• All projects must be completed by Thursday, June 4th.  That is the day of the Learning Fair.  These projects will be displayed for others to see.
• We have finished reading Frightful's Mountain, but we have one more chapter quizRI.6.1: Cite textual evidence to support what the text says explicitly as well as inferences drawn from the text. to take for Chapter 19 - Destiny Is On Wing.  Swing on over to Socrative and knock that out.

Friday, May 29th, 2015 - TGIF

It's Friday once again!  Can you believe how fast these weeks are flying by???  Today is supposed to be in the mid-80's, but I'm hoping the humidity won't be bad...

In ELA today:

• It's a broken record it seems, but we will continue with our work schedule for our projects and for the persuasive essays.
• We'll again be focusing on our environmental issues projects W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. that coincide with our persuasive essay W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. that we've been researching and writing the past couple of weeks. 
• Yesterday in class, we discussed the different types of projects that students may wish to do.  They are as follows:
• A poster (you may wish to include some kind of model)
• A tri-fold presentation board (you may wish to include some kind of model)
• A diorama (a "scene" depicting your point of view; you have to have written information included to inform the viewer)
• A video
• A commercial
• A Public Service Announcement
• A skit that is recorded
• The poster and tri-fold presentation board, we discussed, are basically the same thing.  It's just that some students prefer working with the poster material, and some prefer the tri-fold material. 
• For the video, we discussed that students are allowed to have others perform with them, with a couple of points to remember:
• If the other members have environmental issues that are different, then they also have to have their own, separate projects.
• If the other members have environmental issues that are the same or are similar, they may work together and earn the same grade.
• All projects must include the same basic parts/points:
• A statement that grabs the attention of the viewer
• Multiple pieces of evidence that illustrates your position on this issue (including data/facts/information learned from websites)
• Some part of it must illustrate the opposite opposition to yours
• Some mention of a career related to your environmental issue. It could be a career that:
• Prevents the issue from occurring 
• Controls the issue after it occurs
• Researches the issue
• Enforces laws that are designed to punish perpetrators of the issue
• A bibliography of the websites/publications that you used for research.
• All projects must include a "call to action" portion.
• All projects must be completed by Thursday, June 4th.  That is the day of the Learning Fair.  These projects will be displayed for others to see.
• We'll also be reading the next chapter:RL.6.3: Describe how a particular story's or drama's plot unfolds in a series of episodes... Chapter 19 - Destiny Is On Wing today in class.

• And, I'd like to have everyone take the SocrativequizRI.6.1: Cite textual evidence to support what the text says explicitly as well as inferences drawn from the text. on Chapter 18 - The Earth Calls Frightful. Remember, plese use only your last name to log in to the website.

Thursday, May 28th, 2015 - Yes, it's Thursday!

Hello everybody!  It's my favorite day of the week again!  It's even better because it feels a bit cooler outside, so hopefully we won't be sweaty messes today.  Yuck!

In ELA today:

• It will essentially be a repeat of yesterday. 
• We'll again be focusing on our environmental issues projects W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. that coincide with our persuasive essay W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. that we've been researching and writing the past couple of weeks. 
• Yesterday in class, we discussed the different types of projects that students may wish to do.  They are as follows:
• A poster (you may wish to include some kind of model)
• A tri-fold presentation board (you may wish to include some kind of model)
• A diorama (a "scene" depicting your point of view; you have to have written information included to inform the viewer)
• A video
• A commercial
• A Public Service Announcement
• A skit that is recorded
• The poster and tri-fold presentation board, we discussed, are basically the same thing.  It's just that some students prefer working with the poster material, and some prefer the tri-fold material. 
• For the video, we discussed that students are allowed to have others perform with them, with a couple of points to remember:
• If the other members have environmental issues that are different, then they also have to have their own, separate projects.
• If the other members have environmental issues that are the same or are similar, they may work together and earn the same grade.
• All projects must include the same basic parts/points:
• A statement that grabs the attention of the viewer
• Multiple pieces of evidence that illustrates your position on this issue (including data/facts/information learned from websites)
• Some part of it must illustrate the opposite opposition to yours
• Some mention of a career related to your environmental issue. It could be a career that:
• Prevents the issue from occurring 
• Controls the issue after it occurs
• Researches the issue
• Enforces laws that are designed to punish perpetrators of the issue
• A bibliography of the websites/publications that you used for research.
• All projects must include a "call to action" portion.
• All projects must be completed by Thursday, June 4th.  That is the day of the Learning Fair.  These projects will be displayed for others to see.
• One difference from yesterday is that you will be taking a quizRI.6.1: Cite textual evidence to support what the text says explicitly as well as inferences drawn from the text. on Chapter 17 - Frightful Feels The Call To The Sky. We read this chapter together is class, so I feel pretty confident that everyone should be successful.
• And, of course, you will need to read the next chapter:RL.6.3: Describe how a particular story's or drama's plot unfolds in a series of episodes... Chapter 18 - The Earth Calls Frightful. 

Wednesday, May 27th, 2015 - Welcome to the Middle of the Week!

Whew!  What a steamy couple of days we'll be "enjoying" this week in class!  I bet many of you are wishing now that you had the "Sweat Repulsion" superpower now, don't you?!?

Today in ELA:

• We'll again be focusing on our environmental issues projects W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. that coincide with our persuasive essay W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. that we've been researching and writing the past couple of weeks. 
• Yesterday in class, we discussed the different types of projects that students may wish to do.  They are as follows:
1. A poster (you may wish to include some kind of model)
2. A tri-fold presentation board (you may wish to include some kind of model)
3. A diorama (a "scene" depicting your point of view; you have to have written information included to inform the viewer)
4. A video
• A commercial
• A Public Service Announcement
• A skit that is recorded

• The poster and tri-fold presentation board, we discussed, are basically the same thing.  It's just that some students prefer working with the poster material, and some prefer the tri-fold material. 
• For the video, we discussed that students are allowed to have others perform with them, with a couple of points to remember:
1. If the other members have environmental issues that are different, then they also have to have their own, separate projects.
2. If the other members have environmental issues that are the same or are similar, they may work together and earn the same grade.
• All projects must include the same basic parts/points:
1. A statement that grabs the attention of the viewer
2. Multiple pieces of evidence that illustrates your position on this issue (including data/facts/information learned from websites)
3. Some part of it must illustrate the opposite opposition to yours
4. Some mention of a career related to your environmental issue. It could be a career that:
• Prevents the issue from occurring 
• Controls the issue after it occurs
• Researches the issue
• Enforces laws that are designed to punish perpetrators of the issue

• A bibliography of the websites/publications that you used for research.
• All projects must include a "call to action" portion.
• All projects must be completed by Thursday, June 4th.  That is the day of the Learning Fair.  These projects will be displayed for others to see.
• There will not be a quiz today, but you are responsible for keeping up with the reading.  Make sure to read Chapter 17 - Frightful Feels The Call Of The Sky. 

Tuesday, May 26th, 2015 - Welcome Back!

I hope you had a relaxing weekend the past three days!  I also hope you took a little time out of your day yesterday to remember those who gave the ultimate gift in allowing us to enjoy our freedom.

In ELA today:

• We will be discussing more about our projects related to the environmental issue that we are writing a persuasive essay about.  Many of us have begun typing on the computers and are ready to make revisions/edits to their work.  
• We will be using the Persuasive Essay Checklist today in order to see what we need to fix/add/change to our writing to make it complete.
• Students will also need to read the next chapter:RL.6.3: Describe how a particular story's or drama's plot unfolds in a series of episodes... Chapter 16 - Frightful And Oksi Run The Show.

• We have a quizRI.6.1: Cite textual evidence to support what the text says explicitly as well as inferences drawn from the text. to take on Socrative for Chapter 15 - A Pal Finds A Pal.

In Social Studies today:

• We will be reviewing the comparison charts that students made after reading about Athens and Sparta last Friday in class.
• We will be asking ourselves this question:  Why do you think these two city-states were so different?  Aren't they both a part of Greece?

Friday, May 22nd, 2015 - It's Friiiiiiiiday!

What a beautiful day it is!  Sunshine, manageable temperatures...I'll take it!

In ELA today:

• We will be discussing the project portion of our exploration into the issues that effect our environment.  This is a chance to go beyond the written part, and create a visual representation that will grab the attention of others.  The students will be displaying what they have discovered in regard to their respective environmental issues.  As a bonus, these presentations will be on display the night of the Learning Fair (which is scheduled for June 4th this year).
• We will also be reflecting on our work for the persuasive essay itself.  Students will share what they have written with a classmate as a way of getting another person's perspective on the work that they have created.  Using a Persuasive Essay Checklist (see below), the students will critically examine the elements of another person's work.

• We are not going to have a Socrative quiz today.  I know, you're all quite distressed about this, but please try to remain calm...!
• Students will be responsible for reading the next chapter:RL.6.3: Describe how a particular story's or drama's plot unfolds in a series of episodes... Chapter 15 - A Pal Finds A Pal this weekend.  Please remember that if you have internet access, you can listen to the chapter.  Just click on the Chapter 15 video link below.

In Social Studies today:

• We are going to be looking at the Greek city-states, in particular Athens and Sparta.  These two city-states have many unique characteristics about each of them, as well as some things in common.
• The first that the students will be doing is reading pages 195 - 201RI.6.7: Integrate information presented in different media or formats to develop a coherent understanding of a topic. in our WORLD textbooks.  These pages offer a glimpse of ancient Greek life.
• After this, the students will be looking more closely at Athens and Sparta, and using information that they have read to create a side-by-side chartRI.6.2: Determine the central idea of a text... that compares these city-states.

Thursday, May 21st, 2015 - Happy Thursday!

What an exciting presentation we had yesterday afternoon!  Thanks again to Mrs. Jean Soprano and Kindred Kingdoms Wildlife Rehabilitation Centerhttp://www.kindredkingdoms.com/index.htm for bringing in, among other birds, a Great Horned Owl, a Barred Owl, a Screech Owl, AND a Peregrine Falcon!  The students were extremely well-behaved and represented APW Elementary School quite well.  There were some excellent questions from the crowd!

Can you name some things that Mrs. Soprano mentioned in her talk that we've read about in Frightful's Mountain?  I can think of at least three things1. Pesticides like DDT.2. Peregrine Falcons migrating.3. Nictitating membranes. How many can you think of?

In ELA today:

• It's business as usual in class, with our steady diet of

• a quizRI.6.1: Cite textual evidence to support what the text says explicitly as well as inferences drawn from the text. (Socrative) on Chapter 13,
• reading the next chapter RL.6.3: 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 as the plot moves toward a resolution. Chapter 14 - Sam Battles Bird Instincts,

• And continuing our work on our persuasive essayW.6.1: Write arguments to support claims with clear reasons and relevant evidence.,

• Last night's homework was to read Chapter 13 of Frightful's Mountain - Sam Takes Charge.  What does the phrase "take charge" mean? What does Sam do to "take charge" in this chapter? What do think would happen if he didn't do what he did? RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
• We will be visiting the lab once more today, in the afternoon.  Be prepared to start wrapping up your research, and if you haven't done so, you really need to start putting things down on paper.

Wednesday, May 20th, 2015 - It's Birds of Prey day!

We have an afternoon of excitement planned today!  At 1:00, Jean Soprano, from the Kindred Kingdoms Wildlife Rehabilitation Centerhttp://www.kindredkingdoms.com/index.htm, will be here today talk about various birds of prey such as the kinds we have been reading about in ELA.

In ELA today,

• We'll take another stab at collaboratingSL.6.1: Engage effectively in a range of collaborative discussions (one-to-one, in groups, and teacher-led)with diverse partners on grade 6 topics, texts, and issues, building on each others' ideas and expressing their own clearly. with our classmates on what they have discovered so far during their research.  Remember, it would be absolutely fantastic to pair up with someone who is researching a similar topic as you, but sometimes it's nice just to hear what others are doing and discovering.
• We will also need to take the Socrative quizRI.6.1: Cite textual evidence to support what the text says explicitly as well as inferences drawn from the text. for Chapter 12 - There Are Three.  Please remember that you can use your books for help. 
• And of course, you will need to hit up the next chapterRL.6.3: 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 as the plot moves toward a resolution., Chapter 13 - Sam Takes Charge. 

Tuesday, May 19th, 2015

Hello there! We have a little surprise for you tomorrow. We have a falconer coming in to the school to show us this graceful bird! Hopefully, it does not rain so that we can go outside to enjoy the show. But if it does, we will still have the presentation inside!

In ELA today:

• We will be continuing our researchRI.6.7: Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. into our environmental issues that we have chosen for our persuasive essays.  As a different twist to the routine, I'd like to have pairs/small groups of students working together to share the work SL.6.1: Engage effectively in a range of collaborative discussions (one-to-one, in groups, and teacher-led)with diverse partners on grade 6 topics, texts, and issues, building on each others' ideas and expressing their own clearly. that they have done so far.  For example, I would like people that are researching animal poaching to share ideas and information with each other.  I'd like to see the individuals researching oil spills to collaborate together and enlighten each other on the effects that these have on the environment. 
• As a reminder, please please please, you HAVE to back up what you say with cold, hard facts from your research.  These kinds of details separate a persuasive essay from a narrative essayA story or account of events, experiences, or the like, whether true or fictitious..  You have to take a stand or a position on something, and back it up.  How do we do this?

1. By having LOTS of information found on credibleworthy of belief or confidence; trustworthy. websites that give accurate information about your topic, not sites driven by emotion.
2. By placing this information in your writing so it has real impact.

• We also need to take the Socrative quizRI.6.1: Cite textual evidence to support what the text says explicitly as well as inferences drawn from the text. for Chapter 11 - The Kids Are Heard. I know that the routine of having a quiz everyday can get tiresome at times, but I think it's important to know if you are understanding the material.  Plus, you get to know right away how you did, and if you need to pay more attention.
• And, of course, you will need to read the next chapterRL.6.3: 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 as the plot moves toward a resolution. of Frightful's Mountain called There Are Three. FYI - anyone can listen to the audio chapters, whether in school, or (if you are able to) at home.  We are limited at school by the amount of technology, however, so you will need to take turns.

Monday, May 18th, 2015

Welcome back from the weekend! I hope you are well-rested and ready for another week of learning!

Today in ELA:

• We have a Socrative quiz RI.6.1: Cite textual evidence to support what the text says explicitly as well as inferences drawn from the text. on Chapter 10 - There Are Eggs And Trouble. Hmmm, what trouble RI.6.1: Cite textual evidence to support what the text says explicitly as well as inferences drawn from the text. does the author refer to here?  
• You will need to read Chapter 11 - The Kids Are Heard.  What kids? What are they saying that needs to be heard? How do they make themselves heard? Compare these kids to kids like yourselves: how are they different? How are they alike?RI.6.1: Cite textual evidence to support what the text says explicitly as well as inferences drawn from the text.

• We will also need to keep working on our rough drafts of our persuasive essays today in class. Remember: there are requirements necessary to complete this assignment.   
• We will be heading to the lab today for more researchRI.6.7: Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue..  Please be prepared to gather as much information as you can.

Friday, May 15th, 2015

I'm testing to see if I can use tooltipsYESSSSS! I DID IT! in this blog.

Friday, May 15th, 2015 - TGIF!

Welcome to Friday!  We've been making pretty good progress this week in ELA, and I'm pleased with the efforts of my students.

Today in ELA:

• We will be having our last Socrative quiz for the week on Chapter 9 - Frightful Finds Sam. It's a little bit different, with a few True/False questions mixed in.  Take your time and read the questions carefully!
• For the weekend, you need to read Chapter 10 - There Are Eggs And Trouble.  Frightful's life is about to change pretty drastically in this chapter...

 

• We will also be working more on our persuasive essays.  I have a few more anchor charts for you to look at and use for tips in writing your persuasive essays.  Check out the pictures below.

Thursday, May 14th, 2015 - Yayyy! Thursday!

It's my favorite day of the week!  It's like Christmas Eve, only it happens every week!  Woooo-Hoooo!

In ELA today:

• Yep, there is a Socrative quiz today, but remember - it's on Chapters 7 and 8.  You may wish to review those chapters (especially 7) before you take the quiz.  It's still only 10 questions, but it will cover more material.
• In Chapter 7 - Disaster Leads To Survival,  the author reveals two environmental issues that affect the birds mentioned in this novel.  What are they?  
• This website discusses the effects of DDT on the Peregrine Falcon.  Check it out.
• For more information about Peregrine Falcons in New York State, check out the NYS Department of Environmental Conservation's website.
• Here's a neat video link of a Peregrine Falcon in flight.
• You will also need to read Chapter 9 - Frightful Finds Sam. 

• In today's class, we will continue to work on our persuasive essay.  We will explore what the overall product is going to look like.  We already have a piece of the puzzle in place with your thesis statements from yesterday.

 

Wednesday, May 13th, 2015: Welcome To The Middle Of The Week!

Wow!  What a difference in the weather!  Sure, it's drizzly outside, but the temperature is certainly comfortable.

I'm glad to be back in class, although I was quite busy yesterday!  Hopefully (and I haven't heard any negative reports yet) you were good for the guest teacher yesterday.

In ELA today:

• We will take time to begin thinking about our THESIS statement.  This statement reflects what your position is on an environmental issue, and focuses your work.
• A thesis statement is more than "I think hydro fracking is wrong."  To...what?  So...what?  Like...what? Why?
• Using this sort of thinking develops your thesis, and in turn develops your writing.  That is why we need to take the time to THINK about our writing.

Of course, we also have the "usual suspects" to deal with:  a chapter quiz and the reading of the next chapter in Frightful's Mountain.

• Head on over to Socrative and take the quiz for Chapter 7.  Please please please, use your book if you need to.  And, honestly, this is the pace that we are sticking with: read a chapter, take the quiz.  Reading the chapter is SUPER important.  It's your job to somehow, some way, get that reading done.
• Speaking of reading, the next chapter (Chapter 8 - Hunger Is Frightful's Teacher) is up next!

Tuesday, May 12th, 2015 - Happy Tuesday!

Obviously, I am not in class today, but that doesn't mean you won't be busy!

In ELA today:

• You will begin with taking the Socrative quiz today on Chapter 6 - Frightful Finds The Enemy.  Please use your books for help, and take your time.  If you have read the chapter, these quizzes should be simple for you.
• When you have finished that, please begin reading  Chapter 7 - Disaster Leads To Survival.  If you don't finish this in class, please complete it for homework.  Please read carefully.

• Continue thinking about your research.  You need to get as much information as possible for this paper.  You are trying to persuade someone of you position on the issue.  The more you have, the better you will be.
• On Wednesday, we are going to work on a thesis statement.  This will catapult your readers into being persuaded by your writing.

Monday, May 11th, 2015 - It's a brand new week!

In ELA today:

• We will continue working on our research topics!  Many of us have gotten a good jump on finding facts and information about our issue, using a narrowed-down topic.  This has helped us to be more concise with searching the web.
• We also need to come up with a statement that we will use for our thesis statement. This does two things:

1. It helps us to focus on how we want to persuade our readers about our topic, and
2. It helps us to focus on what we want/need to research about.

• Your homework for the weekend was to have read Chapter 5 of Frightful's Mountain - Frightful Peregrinates.  If you need to refresh your memory of this chapter, please do so.  We have a quiz on Socrative today on this chapter.
• Your homework, besides thinking about your research topic, is to read Chapter 6 of Frightful's Mountain - Frightful Finds The Enemy.

Friday, May 8th, 2015 - Happy Friday!

In ELA today:

• We're going to "back the truck up" and review yesterday's work session.  I was reflecting back on how I presented the "getting started" portion of our research project, and I feel as though I could have done a better job at it.  So, today I'm going to revisit the ins and the outs of the graphic organizer, and hopefully make things a bit more clear.
• We'll be visiting the computer lab to begin in earnest our research on facts and insights into the environmental issues we've chosen, and to discover the careers related to these issues.
• In addition to trying to persuade community members of our position, we are also going to present some information regarding the "other side of the coin" - the position opposite of ours.  We are doing this to show that, indeed, every story, every issue, every problem has more than just our perspective.  Hopefully, this will help make us to be more well-rounded thinkers!

• The Revised "Focusing Our Research" Graphic Organizer:

•  We also, hold on to your hats, another quiz on Socrative! Today's quiz is on Chapter Four - The Wilderness Tests The Eyases.
• Your homework will be to read Chapter Five of Frightful's Mountain - Frightful Peregrinates. Hmmm...I wonder what 'peregrinate' means?  Click here to find out!
• Also, if you have a moment, all poems need to be typed up and saved to your folder and mine on the 'Y' drive.  
• Finally, over the weekend, you need to read Chapter Five - Frightful Peregrinates.

Thursday, May 7th, 2016 - I Love Thursday!

Today in ELA:

• We'll be looking more closely at the research topic that we have chosen.  Specifically, I'd like for us to narrow down our general topics to focus our efforts when we start researching on the Web.

• Examples of narrowing down a topic might include:

1. Instead of saying animal cruelty, you might narrow it down to the treatment of animals that are used in the mass production of food.
2. Instead of saying water pollution, you might narrow it down to the dumping of garbage in the world's oceans and it's effects on various animal populations. 

• On top of this, you are required to take a stand on the issue: what are your feelings on the issue?   If you are against the issue, find evidence to support your position.  If you support the issue, give reasons and evidence to support your position.
• You are trying to persuade someone to agree with your position.  You have to have support for what you believe.
• We also have another Socrative quiz to take on Chapter Three of Frightful's Mountain - The Eyases Get On Wing. 
• Finally, you'll be reading Chapter Four of Frightful's Mountain - The Wilderness Tests The Eyases independently.

 

Today in Social Studies:

• We will be wrapping up/discussing the Cornell Notes for pages 192 - 195 of our textbook.
• I have been seeing some wonderful examples from students so far!

Wednesday, May 6th, 2015

In ELA today...

• We will continue with our discussion about the impacts that human beings have had on our environment.  Last night, you were supposed to think about different ways in which our species has affected the natural world around us.  Furthermore, it will be up to you to decide which side of issue that you "stand on": are you okay with the impact because of the positive outcomes that are involved, or are you opposed to the issue because the negatives are just too costly to put up with.

• We will begin with a discussion of the issues that you have decided upon.  Remember: bring up an issue that you feel strongly about.  This will be your topic that you will be researching and writing a position paper on for the rest of our ELA time.

• The chart that we will be using today in class (that you will be filling in as well):

• After our discussion, you will be taking another short quiz on Chapter Two of Frightful's Mountain.  Like yesterday, go to the Socrative website and enter 'Pappa' as the Room.  Also, when you are entering your name, please type your LAST NAME first, then your FIRST NAME.  The website sorts your names alphabetically, which is a help to me!

• Finally, we will (if time allows) begin listening to Chapter Three of Frightful's Mountain - The Eyases Get On Wing.  If we are unable to finish, your homework will be to read to the end of the chapter (page 42). 

In Social Studies today...

• We will be continuing on with Ancient Greece.  Students have had bountiful quantities of time in class to finish up their back work.  Any more time devoted to that will be on their own, away from class time.

• We will be reading pages 192 to 195 in our WORLD textbook, and using Cornell Notes sheets to track information that we discover about the Geography of Ancient Greece.

Tuesday, May 5th, 2015 - Happy Tuesday!

Lots of things going on today in ELA!

• We'll be taking a short quiz on Chapter One on a website called Socrative.  It's a very simple and easy-to-use website!
• We'll be listening to an audio version of Chapter Two - Frightful Goes to Falcon School from Frightful's Mountain.

• We'll be beginning our discussion of a research topic based upon how human beings affect their environment.  Frightful's Mountain is one example of how humans, through the use of the pesticide DDT, have had a detrimental effect on the eggs (and therefore, the populations) of migratory birds.
• The brainstorming sheet that we will be using:
 

 

In Social Studies, we'll be "playing catch-up"!  Several students owe one or more assignments:

• Ancient Greece Key Terms

• Ancient Greece Movie - 20 Questions

• Ancient Greece Map