Language Arts:
STUDY!!! Vocabulary/Spelling Test: Monday, November 3
Math:
Work on Data Project
Due: November 5
Re-takes for test: Monday, November 3 (after-school)
Corrections on test
Due: Monday, November 3
Social Studies:
Work on Ancient Egypt Project
Research Due: Next Friday, November 7; Project due: Novemer 12
Re-takes for Test: Tuesday, November 4 (after-school)
*If you haven't already, have test signed by parent
Due: No later than Monday, November 3
Vocal Warm-Ups:
Memorize 4th stanza, Jabberwocky
Due: Monday, November 3
Friday, October 31, 2008
Prognosis: Proginoskes
I am practically plural. The little boy thought I was a drive of dragons, didn't he? I am certainly not a cherub. I am a singular cherubim.
~ A Wind in the Door
~ A Wind in the Door
Proginoskes, Calvins, Megs, Echthroi - all were in attendance at our Tea this afternoon, following the conclusion of our Language Arts reading. Today's Tea was probably more along the lines of the Mad Hatter's than a true Socratic discussion, but we did hit on some good topics and, I believe, a good time (and a lot of goodies) was had by all (see photos below).
Thank you to all the parents who helped supply treats and drinks, and a special thanks to Tracy Baker (Chad's mom) for the spooky brew - that was such fun!
Have a happy, healthy, and, to be sure, candy-filled weekend!
Cheers,
Ms. Pitman
Thursday, October 30, 2008
HOMEWORK, Thursday, October 30, 2008
Language Arts:
Create costume, mask or puppet for Friday's AWITD Tea
*Use what you have at home! Be creative!
Due: Tomorrow, Friday, October 31
TYPED Discussion Question and answer (Bold font for ?)
For our Tea
Due: Tomorrow, Friday, October 31
Math:
Work on Math Project (Due Nov. 5)
Make-up Test, Monday after school
Corrections due Monday
Social Studies:
Work on Egypt project (Due: Nov. 12)
Re-take test Tuesday after school
Social Studies Test to be signed by parents
Due: Tomorrow, Friday, October 31
Create costume, mask or puppet for Friday's AWITD Tea
*Use what you have at home! Be creative!
Due: Tomorrow, Friday, October 31
TYPED Discussion Question and answer (Bold font for ?)
For our Tea
Due: Tomorrow, Friday, October 31
Math:
Work on Math Project (Due Nov. 5)
Make-up Test, Monday after school
Corrections due Monday
Social Studies:
Work on Egypt project (Due: Nov. 12)
Re-take test Tuesday after school
Social Studies Test to be signed by parents
Due: Tomorrow, Friday, October 31
Study Skills:
"Z" Connection to be completed
Due: Tomorrow, Friday, October 31
"Born in Arizona, Got a Condo Made of Stone-a..."
King Tut.
Probably most of you parents recall Steve Martin's comedic take on King Tut, back in 1978 when one of the world's most popular exhibits hit the museum circuit. Well, Mr. Martin made a come-back today in Room 503 and the students loved it!
Martin teamed up with the eighties girl band, The Bangles (Walk Like an Egyptian) and Chicago-based folk band, Poi Dog Pondering (The Ancient Egyptians, 1990) to offer some levity to our Ancient Egypt unit. They also offered us the opportunity to re-examine what a genre is (this time in music) and to listen to three different (albeit somewhat silly) perspectives on the ancient civilization we are currently studying.
Speaking of studying, we are continuing to work on honing our study skills through all kinds of different means. Today the students worked on the particular skill of how to read a table of contents to find necessary information. Tonight they will be working on alphabetizing and matching up information. As we continue to practice different study skills, students will have the opportunity to learn which skills help them the most, and they will also gain a sense of what areas they may need (and/or want) to work on further.
There will be lots of opportunity for practice as the sixth graders have two big projects in the works (Math and Social), opportunities to re-take both their last Math and Social Studies tests and an upcoming vocabulary/spelling test.
When in Room 503:
Ay oh whey oh, ay oh whey oh
Walk like an Egyptian...
Probably most of you parents recall Steve Martin's comedic take on King Tut, back in 1978 when one of the world's most popular exhibits hit the museum circuit. Well, Mr. Martin made a come-back today in Room 503 and the students loved it!
Martin teamed up with the eighties girl band, The Bangles (Walk Like an Egyptian) and Chicago-based folk band, Poi Dog Pondering (The Ancient Egyptians, 1990) to offer some levity to our Ancient Egypt unit. They also offered us the opportunity to re-examine what a genre is (this time in music) and to listen to three different (albeit somewhat silly) perspectives on the ancient civilization we are currently studying.
Speaking of studying, we are continuing to work on honing our study skills through all kinds of different means. Today the students worked on the particular skill of how to read a table of contents to find necessary information. Tonight they will be working on alphabetizing and matching up information. As we continue to practice different study skills, students will have the opportunity to learn which skills help them the most, and they will also gain a sense of what areas they may need (and/or want) to work on further.
There will be lots of opportunity for practice as the sixth graders have two big projects in the works (Math and Social), opportunities to re-take both their last Math and Social Studies tests and an upcoming vocabulary/spelling test.
When in Room 503:
Ay oh whey oh, ay oh whey oh
Walk like an Egyptian...
Cheers,
Ms. Pitman
Wednesday, October 29, 2008
HOMEWORK, Wednesday, October 29, 2008
Language Arts:
Read AWITD, Ch. 12
Create Vocabulary Study Cards (13)
Due: Tomorrow, Thursday, Oct. 30
AWITD Discussion Question for Tea
*Must be TYPED; Question in Bold font.
Also type out a well-thought out answer
Due: Friday, October 31
Creatively constructed, mask, costume or puppet, depicting one of the characters from AWITD or AWIT for our Tea.
Due: Friday, October 31
Math:
Signed test and signed corrections policy
Due: Tomorrow, Thursday, Oct. 30
Work on Data Project
Due: November 5
Social Studies:
*Bring Atlas to class tomorrow morning!
Work on Ancient Egypt Project
Research due: Friday, November 7
Project Due: Wednesday, November 12
Vocal Warm-Ups:
Memorize Jabberwocky, stanza 3
Due: Tomorrow, Thursday, Oct. 30
Reminders:
Early dismissal again, tomorrow, Thursday at 12:25 (Parent-Teacher conferences).
Room 503 is low on handi-wipes/sani-wipes - whatever you can spare would be greatly appreciated.
Happily accepting old magazines and empty toilet paper rolls! Send 'em in when you can.
Read AWITD, Ch. 12
Create Vocabulary Study Cards (13)
Due: Tomorrow, Thursday, Oct. 30
AWITD Discussion Question for Tea
*Must be TYPED; Question in Bold font.
Also type out a well-thought out answer
Due: Friday, October 31
Creatively constructed, mask, costume or puppet, depicting one of the characters from AWITD or AWIT for our Tea.
Due: Friday, October 31
Math:
Signed test and signed corrections policy
Due: Tomorrow, Thursday, Oct. 30
Work on Data Project
Due: November 5
Social Studies:
*Bring Atlas to class tomorrow morning!
Work on Ancient Egypt Project
Research due: Friday, November 7
Project Due: Wednesday, November 12
Vocal Warm-Ups:
Memorize Jabberwocky, stanza 3
Due: Tomorrow, Thursday, Oct. 30
Reminders:
Early dismissal again, tomorrow, Thursday at 12:25 (Parent-Teacher conferences).
Room 503 is low on handi-wipes/sani-wipes - whatever you can spare would be greatly appreciated.
Happily accepting old magazines and empty toilet paper rolls! Send 'em in when you can.
Jabber, Jabber, Jabber...
No, I am not making a typical observation of our very chatty, ever-talkative class, but I am hoping to impress upon the students of Room 503 the importance of vocal articulation, help them hone their memorization skills while - all the while - introducing them to, probably, the most famous nonsense poem in the English language: Jabberwocky.
Tonight, one of the students' homework assignment is to memorize the third stanza of the poem:
He took his vorpal sword in hand:
Long time the manxome foe he sought—
So rested he by the Tumtum tree,
And stood awhile in thought.
During our vocal warm ups I encourage (actually, I DEMAND) them to work extremely hard to get their mouths fully around the vowels and to hard-hit the consonants that each word so deliciously offers. I encourage (well, DEMAND) them to over-exaggerate each sound in order to really work their mouth muscles.
I think some of the students really hate me between 8:30 and 8:40 A.M., but if this helps them, ultimately, to speak clearly, I'm okay with that.
Appreciation to Lewis Carroll for his help in composing vocal warm-up exercises.
Cheers,
Ms. Pitman
Tuesday, October 28, 2008
HOMEWORK, Tuesday, October 28, 2008
Language Arts:
Read AWITD, Ch. 11
Look up definitions for new vocabulary words:
compassion, respect, reverence
*Write definitions out in COMPLETE SENTENCES.
Due: Tomorrow, October 29
Math:
Data Project due: November 5
Work on this nightly!
Students have all the directions - email if any questions.
Social Studies:
Ancient Egypt Project Form
Due: Tomorrow, October 29
Science:
In two (2) paragraphs (total), please think about, make inferences and write responses to the following questions:
~ How did the invention of the microscope lead to the discovery of the cell?
~ Why do you think it took almost two hundred years after cells were discovered for scientists to conclude that all living things consist of cells?
Due: Tomorrow, October 29
*Student Reminders:
Please put full names and dates in the upper right-hand corner of your assignments; Also, please title/label your assignments so that it is clear what your assignment is (i.e. Vocabulary Definitions).
Reminders:
Early dismissal this Wednesday & Thursday at 12:25 (Parent-Teacher conferences).
Room 503 is low on handi-wipes/sani-wipes - whatever you can spare would be greatly appreciated.
Happily accepting old magazines and empty toilet paper rolls! Send 'em in when you can.
Read AWITD, Ch. 11
Look up definitions for new vocabulary words:
compassion, respect, reverence
*Write definitions out in COMPLETE SENTENCES.
Due: Tomorrow, October 29
Math:
Data Project due: November 5
Work on this nightly!
Students have all the directions - email if any questions.
Social Studies:
Ancient Egypt Project Form
Due: Tomorrow, October 29
Science:
In two (2) paragraphs (total), please think about, make inferences and write responses to the following questions:
~ How did the invention of the microscope lead to the discovery of the cell?
~ Why do you think it took almost two hundred years after cells were discovered for scientists to conclude that all living things consist of cells?
Due: Tomorrow, October 29
*Student Reminders:
Please put full names and dates in the upper right-hand corner of your assignments; Also, please title/label your assignments so that it is clear what your assignment is (i.e. Vocabulary Definitions).
Reminders:
Early dismissal this Wednesday & Thursday at 12:25 (Parent-Teacher conferences).
Room 503 is low on handi-wipes/sani-wipes - whatever you can spare would be greatly appreciated.
Happily accepting old magazines and empty toilet paper rolls! Send 'em in when you can.
Book Ends
In Room 503 when we come to the end of an Independent Reading book, we work on a week-long project that culminates in a classroom presentation. This afternoon we were treated to the first round of presentations.
Five students completed their first Independent book last week and followed up with turning in a Project Form. Just as students get to choose what book they'd like to read (as long as it's not a book they've read before), they also get their choice of project (as long as they don't repeat the same project). Each student is given one week between completion of their book and their project presentation.
Today we had three people who made book jackets for their books Victor Dinh, Claire Ternyik and Samuel Walterscheid. Each student created new cover art and wrote their own summary-version of the book. Each of the book jackets presented were well-done, thoughtful and creative.
Meghan Menendez created a terrific poster/collage for her book, The Sick Cat Poster and Max Steadman dressed up as Ben, from Dragon Rider, and told the story from his character's point of view. He looked terrific and really brought parts of the story to life.
I was very pleased and impressed with this first go-round of presentations. The two main things everyone still needs to work on are articulation and projection. Body carriage and keeping energy focused (as in curbing the habit of flailing arms) is another area that requires attention, as does kicking the ever-nervous habits of interspersing "um" and "like" between every few words.
Nonetheless, I was impressed and inspired by each of these five students' willingness to take the plunge and put in some very good work on their own time. Giving students options to explore what they like and how they like to do it empowers them, in many ways, to take responsibility and dig deeper because they want to. Hopefully, these will become life-long habits and inspire life-long learning.
Cheers,
Ms. Pitman
Monday, October 27, 2008
HOMEWORK, Monday, October 27, 2008
Language Arts:
Read Ch. 10, AWITD
Write a 1 paragraph summary of the chapter.
Due: Tuesday, October 28
Create costume, mask or puppet for Friday's AWITD Tea
*Use what you have at home! Be creative!
NO parent-badgering! : )
Math:
Prepare to begin Data Project tomorrow.
Social Studies:
*Ancient Egypt Project Form
Due: Wednesday, October 29
Vocal Warm Ups:
Memorize 2nd stanza of Jabberwocky
Due: Tuesday, October 28
Independent Reading Projects:
The following students have projects due tomorrow, Tuesday, Oct. 28:
Victor Dinh
Meghan Menendez
Max Steadman
Claire Ternyik
Samuel Walterscheid
A WIND IN THE DOOR TEA TREAT BRINGERS:
Our Traditional Tea is this Friday, October 31.
The following students have offered to bring treats:
Meghan Menendez
Chad Shaw
Ben Shockley
Jacob Shumate
Max Steadman
Thank you in advance, to all of our parents who are helping
supply us with delicious treats for our tea!
Reminders:
Wednesday & Thursday are both early dismissal days
for Parent-Teacher conferences. Dismissal: 12:25 PM.
Room 503 is still accepting:
Handi-wipes/Sanitary wipes (we are LOW)
Empty toilet paper rolls and used magazines for upcoming projects
Read Ch. 10, AWITD
Write a 1 paragraph summary of the chapter.
Due: Tuesday, October 28
Create costume, mask or puppet for Friday's AWITD Tea
*Use what you have at home! Be creative!
NO parent-badgering! : )
Math:
Prepare to begin Data Project tomorrow.
Social Studies:
*Ancient Egypt Project Form
Due: Wednesday, October 29
Vocal Warm Ups:
Memorize 2nd stanza of Jabberwocky
Due: Tuesday, October 28
Independent Reading Projects:
The following students have projects due tomorrow, Tuesday, Oct. 28:
Victor Dinh
Meghan Menendez
Max Steadman
Claire Ternyik
Samuel Walterscheid
A WIND IN THE DOOR TEA TREAT BRINGERS:
Our Traditional Tea is this Friday, October 31.
The following students have offered to bring treats:
Meghan Menendez
Chad Shaw
Ben Shockley
Jacob Shumate
Max Steadman
Thank you in advance, to all of our parents who are helping
supply us with delicious treats for our tea!
Reminders:
Wednesday & Thursday are both early dismissal days
for Parent-Teacher conferences. Dismissal: 12:25 PM.
Room 503 is still accepting:
Handi-wipes/Sanitary wipes (we are LOW)
Empty toilet paper rolls and used magazines for upcoming projects
Form(s) and FUNction
Today was a day of forms...Independent Reading Forms, Ancient Egyptian Project Forms...form(al) vocabulary and grammar exercise forms and two big forms, called TESTS (Math and Social Studies, in that order).
This morning afforded us practice time with the basic neccessities of writing: grammar and vocabulary. These are two areas that certainly require our entire class' attention: not one of us is perfect (or even close) in this area (including yours truly), and so attention must be paid - and will be throughout the school year.
Another area we are continuing to pay close attention to is our study skills. This will be another on-going practice, and the students will be given different exercises weekly that will help them hone this most important skill. Today we engaged in an exercise that required focused listening, which, of course is a key ingredient when it comes to taking in information.
I heard many requests from students to do more exercises like the listening one we did this afternoon, which is great - because the more fun the students have practicing these kind of skills the more fun and creative they can get when it comes to engaging in their actual study habits.
Cheers,
Ms. Pitman
This morning afforded us practice time with the basic neccessities of writing: grammar and vocabulary. These are two areas that certainly require our entire class' attention: not one of us is perfect (or even close) in this area (including yours truly), and so attention must be paid - and will be throughout the school year.
Another area we are continuing to pay close attention to is our study skills. This will be another on-going practice, and the students will be given different exercises weekly that will help them hone this most important skill. Today we engaged in an exercise that required focused listening, which, of course is a key ingredient when it comes to taking in information.
I heard many requests from students to do more exercises like the listening one we did this afternoon, which is great - because the more fun the students have practicing these kind of skills the more fun and creative they can get when it comes to engaging in their actual study habits.
Cheers,
Ms. Pitman
Friday, October 24, 2008
HOMEWORK, Friday, October 24, 2008
Language Arts:
Read AWITD, Ch.'s 8 & 9
Due: Monday, October 27
*Begin thinking about a character and costume from either A Wrinkle in Time or A Wind in the Door to wear to our Tea next Friday...Full assignment will be given on Monday.
Math:
STUDY!!! "Data About Us" test on Monday.
Social Studies:
STUDY!!! Test on Ancient Egypt, Sections 1-4, Text on Monday
Misc.:
Please work on completing any outstanding work and/or re-doing any work that you would like to try to "up" your score/grade on.
Read AWITD, Ch.'s 8 & 9
Due: Monday, October 27
*Begin thinking about a character and costume from either A Wrinkle in Time or A Wind in the Door to wear to our Tea next Friday...Full assignment will be given on Monday.
Math:
STUDY!!! "Data About Us" test on Monday.
Social Studies:
STUDY!!! Test on Ancient Egypt, Sections 1-4, Text on Monday
Misc.:
Please work on completing any outstanding work and/or re-doing any work that you would like to try to "up" your score/grade on.
All Roads Lead to Rome, But All Riddles Lead to...
Egypt.
At least today, in our Finally it's Friday groups, where each group was charged with creating a riddle, and all of the answers had to be "Egypt."
Here is an example from The Rapping Bunnies:
I was two, but now am one;
'Twas in chaos, then in none - and now again.
It was the pharaoh saved me.
What am I?
Each riddle had to be placed on the exterior of a group-constructed (carefully measured) pyramid, and the answer (Egypt) had to be placed inside.
The second activity each group had to complete, was a time line of Ancient Egypt. Different events, people and time periods were typed on individual pieces of paper (sans dates) an each group had to put them in chronological order - and do it as quickly as possible - in order to "win" the event. The Zamarocians came in f irst.
We had the opportunity to celebrate Dane's eleventh birthday today - one day late (because he was out sick yesterday) - with yummy cupcakes. Not wanting to be honored with the typical birthday song, we sang "The Alphabet Song," per his request.
In other Room 503 news, we named our Geckos yesterday, by group vote: Mario (the more muted-colored one) and Luigi (the brighter yellow of the two). We will be sending them home over the weekends with different students (with willing parents). Ryan took them home this weekend. I am sure they will have a good couple of days.
And, I hope, so shall all of you.
Cheers,
Ms. Pitman
At least today, in our Finally it's Friday groups, where each group was charged with creating a riddle, and all of the answers had to be "Egypt."
Here is an example from The Rapping Bunnies:
I was two, but now am one;
'Twas in chaos, then in none - and now again.
It was the pharaoh saved me.
What am I?
Each riddle had to be placed on the exterior of a group-constructed (carefully measured) pyramid, and the answer (Egypt) had to be placed inside.
The second activity each group had to complete, was a time line of Ancient Egypt. Different events, people and time periods were typed on individual pieces of paper (sans dates) an each group had to put them in chronological order - and do it as quickly as possible - in order to "win" the event. The Zamarocians came in f irst.
We had the opportunity to celebrate Dane's eleventh birthday today - one day late (because he was out sick yesterday) - with yummy cupcakes. Not wanting to be honored with the typical birthday song, we sang "The Alphabet Song," per his request.
In other Room 503 news, we named our Geckos yesterday, by group vote: Mario (the more muted-colored one) and Luigi (the brighter yellow of the two). We will be sending them home over the weekends with different students (with willing parents). Ryan took them home this weekend. I am sure they will have a good couple of days.
And, I hope, so shall all of you.
Cheers,
Ms. Pitman
Thursday, October 23, 2008
HOMEWORK, Thursday, October 23, 2008
Language Arts:
Read AWITD, Ch. 6
Look up (and write down) definitions for three new Vocab. Words:
Portmanteau(x), Curmudgeon, Catty
Due: Tomorrow, Friday, October 24
Vocal Warm Ups:
Memorize the first stanza of Jabberwocky
*Practice exaggerated articulation!
Due: Tomorrow, Friday, October 24
Math:
STUDY! Test on Monday!!!
Social Studies:
Complete stud cards
Due: Tomorrow, Friday, October 24
STUDY! Test on Monday!!!
Looking for a few good parents...
This Saturday is Fall Community Clean Up Day at TPA. We will be meeting at school from 8 AM - Noon, and you can come for all four hours or anywhere in between (students too)!
We also need some help with covering text books, so if you're available next week sometime, please contact Nicky Pitman @ npitman@tempeprep.org and let her know if and when.
Thanks so much!
Read AWITD, Ch. 6
Look up (and write down) definitions for three new Vocab. Words:
Portmanteau(x), Curmudgeon, Catty
Due: Tomorrow, Friday, October 24
Vocal Warm Ups:
Memorize the first stanza of Jabberwocky
*Practice exaggerated articulation!
Due: Tomorrow, Friday, October 24
Math:
STUDY! Test on Monday!!!
Social Studies:
Complete stud cards
Due: Tomorrow, Friday, October 24
STUDY! Test on Monday!!!
Looking for a few good parents...
This Saturday is Fall Community Clean Up Day at TPA. We will be meeting at school from 8 AM - Noon, and you can come for all four hours or anywhere in between (students too)!
We also need some help with covering text books, so if you're available next week sometime, please contact Nicky Pitman @ npitman@tempeprep.org and let her know if and when.
Thanks so much!
Whose Line is it Anyway?
This has been the week of time lines!
The students have made time lines for Ancient Egypt (you can see two in the two entries below this one) and they have made "imagery" time lines for the first three chapters from A Wind in the Door.
The students are also working on their own time lines - staying on track with their studying for two upcoming tests this Monday in both Math and Social Studies. Hopefully, having some extra hours due to early dismissal will help. So should tutoring, if students wish to take advantage of the time offered by both Mrs. Veenstra and myself this afternoon.
My apologies for the short entries these past couple of days - but I'm on a time line called "deadlines." Thanks for your understanding. So without further ado -
Cheers,
Ms. Pitman
P.S. A big Happy Birthday shout out to Dane, who is home sick today. Room 503 missed you today and we'll all look forward to celebrating with you tomorrow!
The students have made time lines for Ancient Egypt (you can see two in the two entries below this one) and they have made "imagery" time lines for the first three chapters from A Wind in the Door.
The students are also working on their own time lines - staying on track with their studying for two upcoming tests this Monday in both Math and Social Studies. Hopefully, having some extra hours due to early dismissal will help. So should tutoring, if students wish to take advantage of the time offered by both Mrs. Veenstra and myself this afternoon.
My apologies for the short entries these past couple of days - but I'm on a time line called "deadlines." Thanks for your understanding. So without further ado -
Cheers,
Ms. Pitman
P.S. A big Happy Birthday shout out to Dane, who is home sick today. Room 503 missed you today and we'll all look forward to celebrating with you tomorrow!
Wednesday, October 22, 2008
HOMEWORK, Wednesday, October 22, 2008
Language Arts:
Read AWITD, Ch. 6
Create a discussion question based on the chapter. Write the question in bold-face type (if writing on the computer) or in a different colored pen. Write out a one-paragraph answer to your own question (in non-bold text, if on the computer) in a different colored pen. THOUGHTFUL question and answer, please.
Due: Tomorrow, Thursday, October 23
Math:
STUDY! Test changed from Friday to MONDAY, October 27.
Social Studies:
Ancient Egypt Time Line
Due: Thursday, October 23Chapter
Study Cards, Sec. 1-4
Due: Friday, October 24
STUDY: Test (Sections 1-4), Monday, October 27
River Project:
Using your science text book, the internet and any other resources you can get a hold of,research what type of river YOUR river is: Old, Mature, Youthful or Rejuvenated. Make sure you have evidence to support your findings.Due: Thursday, October 23
ATTENTION:
Tutoring Hours this week...
Mrs. Veenstra: Thursday, 1-3 PM
Ms. Pitman: Thursday, 1-2 PM
Reminders:
Tomorrow, Thursday is early dismissal for parent-teacher conferences.
Student dismissal: 12:25
We are collecting all kinds of magazines for a project in December, please bring them in whenever you can.
We are collecting empty toilet paper rolls for another project in December, as well. Any time you finish a roll, please save them and send them in for our collection. We need over 100.
Thanks!
Read AWITD, Ch. 6
Create a discussion question based on the chapter. Write the question in bold-face type (if writing on the computer) or in a different colored pen. Write out a one-paragraph answer to your own question (in non-bold text, if on the computer) in a different colored pen. THOUGHTFUL question and answer, please.
Due: Tomorrow, Thursday, October 23
Math:
STUDY! Test changed from Friday to MONDAY, October 27.
Social Studies:
Ancient Egypt Time Line
Due: Thursday, October 23Chapter
Study Cards, Sec. 1-4
Due: Friday, October 24
STUDY: Test (Sections 1-4), Monday, October 27
River Project:
Using your science text book, the internet and any other resources you can get a hold of,research what type of river YOUR river is: Old, Mature, Youthful or Rejuvenated. Make sure you have evidence to support your findings.Due: Thursday, October 23
ATTENTION:
Tutoring Hours this week...
Mrs. Veenstra: Thursday, 1-3 PM
Ms. Pitman: Thursday, 1-2 PM
Reminders:
Tomorrow, Thursday is early dismissal for parent-teacher conferences.
Student dismissal: 12:25
We are collecting all kinds of magazines for a project in December, please bring them in whenever you can.
We are collecting empty toilet paper rolls for another project in December, as well. Any time you finish a roll, please save them and send them in for our collection. We need over 100.
Thanks!
We've Got Geckos!
Hatched today and a little bit shy (in case you can't find 'em - one's on the top of the plant, the other is at the top of the terrarium, on the wall), we've got two newborn additions to Room 503.
A few students thought they had hatched earlier in the morning, but we weren't sure until just before dismissal. Tomorrow we will be discussing names and exactly how we will need to care for our wards.
I am cutting this entry short, as Mrs. Veenstra and I are between conferences. But you know what the infamous "they" say: Brevity is best!
Cheers,
Ms. Pitman
Tuesday, October 21, 2008
HOMEWORK, Tuesday, October 21, 2008
Language Arts:
Read AWITD, Ch. 4
Due: Tomorrow, Wednesday, October 22
Math:
Test Friday, October 24: STUDY!
*Mrs. Veenstra sent a review packet home. Students may complete as much or as little as they choose to do their best on the test.
Social Studies:
Bring in a 100 pack of lined index cards.
Due: Tomorrow, Wednesday, October 22
Ancient Egypt Time Line
Due: Thursday, October 23
Chapter Test (Sections 1-4), Monday, October 27
River Project:
Using your science text book, the internet and any other resources you can get a hold of,
research what type of river YOUR river is: Old, Mature, Youthful or Rejuvenated. Make sure you have evidence to support your findings.
Due: Thursday, October 23
ATTENTION: Tutoring Hours this week...
Mrs. Veenstra: Thursday, 1-3 PM
Ms. Pitman: Thursday, 1-2 PM
Reminders:
Wednesday & Thursday are both early dismissal for parent-teacher conferences.
Student dismissal: 12:25
Read AWITD, Ch. 4
Due: Tomorrow, Wednesday, October 22
Math:
Test Friday, October 24: STUDY!
*Mrs. Veenstra sent a review packet home. Students may complete as much or as little as they choose to do their best on the test.
Social Studies:
Bring in a 100 pack of lined index cards.
Due: Tomorrow, Wednesday, October 22
Ancient Egypt Time Line
Due: Thursday, October 23
Chapter Test (Sections 1-4), Monday, October 27
River Project:
Using your science text book, the internet and any other resources you can get a hold of,
research what type of river YOUR river is: Old, Mature, Youthful or Rejuvenated. Make sure you have evidence to support your findings.
Due: Thursday, October 23
ATTENTION: Tutoring Hours this week...
Mrs. Veenstra: Thursday, 1-3 PM
Ms. Pitman: Thursday, 1-2 PM
Reminders:
Wednesday & Thursday are both early dismissal for parent-teacher conferences.
Student dismissal: 12:25
Dragons, Cherubim and Pangaea - Oh, My!
Room 503 seems to always be buzzing and bustling with activity and today was no exception.
We began our morning with drama, where the students were introduced to a very stock improv game called "Party Quirks" (you may have seen this performed on Whose Line is it Anyway?). The game begins with a "host" who steps out of the room, so that they don't hear what happens next.
Next, four other "guests" are chosen, and, by way of audience participation, each are given a "quirk" or persona of some kind to act out. The rule of thumb is that as each "guest" enters the "party" they must commit to acting out this quirk - being very clear in their actions, expressions, vocalizations and words - without completely giving it away to the host/hostess (who must guess what each guest's quirk is).
Once the quirks are established, the "guests" are asked to stand outside an imaginary front door, and the "host" is brought back into the room and onto the stage. The host then proceeds to "set up" the party - pantomiming where the tables are, what foods are where, etc. When the doorbell rings, he/she answers it, inviting the first guest in, who immediately begins displaying his/her quirk.
Sometimes the host is able to guess what the quirk is right away, other times it takes having all the guests at the party to interact with one another and help give other clues. This is great game because it encourages commitment to character, vocalization, physicalization and focuses on communication - in a really fun way!
The Sixth Graders did a terrific job, overall, acting out "quirks" like having a fear of paintings, being obsessed with cookies, being attracted to shiny objects, etc.
The Language Arts homework from last night entailed doing a bit of research on dragons and cherubims, as they are included in our current read, A Wind in the Door. We began discussion about it this morning, but were short on time, so we will be delving into these subjects further throughout the next week or two.
This afternoon our class was privileged to have a special science lesson with Dr. D (a.k.a. Dana Desonie, a.k.a. Reed's mom). Dr. D's lesson today was on Pangaea (the supercontinent that we has learned about last quarter), and she was able to explain to the students the history of its discovery, the theories behind it, as well as show us the evidence that substantiates its past existence.
Dr. D began by writing the following statement on the white board: The present is the key to the past. She then asked the students what they thought this meant, and then she was able to help the students understand how it does or does not relate to Pangaea.
Using overheads to help the students see how Pangaea was certainly a possible, plausible and probable reality, Dr. D had the students follow along in pairs and trios to (literally) piece together the continents into one Super Continent (each group was given paper continents and had to mark the continents with glaciers, rocks, mountains and fossils to see how/where the continents might fit together).
Our guest gave us some great background information on Alfred Wegner, the father of the continental drift theory (and Pangaea), and brought us up to date with an introduction to plate tectonics.
Having Dr. D as a guest was terrific in several ways: 1) Because of her knowledge of Pangaea and its history she was able to give the students valuable information, and go into a far deeper explanation than my own surface know-how; 2) It's so great to mix things up a bit for the students and give them the opportunity to learn from someone new (they hear only mine and Mrs. Veenstra's voice all day); 3) Whenever I have the opportunity to sit in and observe someone else teach, it allows me to reflect on my own teaching and it allows me a new perspective in experiencing how the students in Room 503 learn (and teach one another).
And that deserves a really big, OH MY!
Cheers,
Ms. Pitman
We began our morning with drama, where the students were introduced to a very stock improv game called "Party Quirks" (you may have seen this performed on Whose Line is it Anyway?). The game begins with a "host" who steps out of the room, so that they don't hear what happens next.
Next, four other "guests" are chosen, and, by way of audience participation, each are given a "quirk" or persona of some kind to act out. The rule of thumb is that as each "guest" enters the "party" they must commit to acting out this quirk - being very clear in their actions, expressions, vocalizations and words - without completely giving it away to the host/hostess (who must guess what each guest's quirk is).
Once the quirks are established, the "guests" are asked to stand outside an imaginary front door, and the "host" is brought back into the room and onto the stage. The host then proceeds to "set up" the party - pantomiming where the tables are, what foods are where, etc. When the doorbell rings, he/she answers it, inviting the first guest in, who immediately begins displaying his/her quirk.
Sometimes the host is able to guess what the quirk is right away, other times it takes having all the guests at the party to interact with one another and help give other clues. This is great game because it encourages commitment to character, vocalization, physicalization and focuses on communication - in a really fun way!
The Sixth Graders did a terrific job, overall, acting out "quirks" like having a fear of paintings, being obsessed with cookies, being attracted to shiny objects, etc.
The Language Arts homework from last night entailed doing a bit of research on dragons and cherubims, as they are included in our current read, A Wind in the Door. We began discussion about it this morning, but were short on time, so we will be delving into these subjects further throughout the next week or two.
This afternoon our class was privileged to have a special science lesson with Dr. D (a.k.a. Dana Desonie, a.k.a. Reed's mom). Dr. D's lesson today was on Pangaea (the supercontinent that we has learned about last quarter), and she was able to explain to the students the history of its discovery, the theories behind it, as well as show us the evidence that substantiates its past existence.
Dr. D began by writing the following statement on the white board: The present is the key to the past. She then asked the students what they thought this meant, and then she was able to help the students understand how it does or does not relate to Pangaea.
Using overheads to help the students see how Pangaea was certainly a possible, plausible and probable reality, Dr. D had the students follow along in pairs and trios to (literally) piece together the continents into one Super Continent (each group was given paper continents and had to mark the continents with glaciers, rocks, mountains and fossils to see how/where the continents might fit together).
Our guest gave us some great background information on Alfred Wegner, the father of the continental drift theory (and Pangaea), and brought us up to date with an introduction to plate tectonics.
Having Dr. D as a guest was terrific in several ways: 1) Because of her knowledge of Pangaea and its history she was able to give the students valuable information, and go into a far deeper explanation than my own surface know-how; 2) It's so great to mix things up a bit for the students and give them the opportunity to learn from someone new (they hear only mine and Mrs. Veenstra's voice all day); 3) Whenever I have the opportunity to sit in and observe someone else teach, it allows me to reflect on my own teaching and it allows me a new perspective in experiencing how the students in Room 503 learn (and teach one another).
And that deserves a really big, OH MY!
Cheers,
Ms. Pitman
Monday, October 20, 2008
HOMEWORK, Monday, October 20, 2008
Language Arts:
Spend some time this evening researching dragons and cherubim. Find out how both are viewed or were viewed in at least two different cultures or time periods. Write at least two (2) paragraphs on your findings.
Due: Tomorrow, Tuesday, October 21
AWITD Ch's 1-3 Imagery Time Line (began in class)
Due: Tomorrow, Tuesday, October 21
Math:
Additional Practice p. 121, 2 & 3
Due: Tomorrow, Tuesday, October 21
Social Studies:
Bring in a packet of 100 lined index cards
Due: Wednesday, October 22
Work on and complete Ancient Egypt Time Line
*Be neat, clear, thoughtful and imaginative
Due: Thursday, October 23
Spend some time this evening researching dragons and cherubim. Find out how both are viewed or were viewed in at least two different cultures or time periods. Write at least two (2) paragraphs on your findings.
Due: Tomorrow, Tuesday, October 21
AWITD Ch's 1-3 Imagery Time Line (began in class)
Due: Tomorrow, Tuesday, October 21
Math:
Additional Practice p. 121, 2 & 3
Due: Tomorrow, Tuesday, October 21
Social Studies:
Bring in a packet of 100 lined index cards
Due: Wednesday, October 22
Work on and complete Ancient Egypt Time Line
*Be neat, clear, thoughtful and imaginative
Due: Thursday, October 23
Operation: Time Line Monday
Today seemed to be the day of time lines (planned, though not premeditated).
Following this weekend's Language Arts homework of summarizing A Wind in the Door's third chapter, the students in Room 503 worked their way through chapters 1-3, and wrote down the first and last sentences from each chapter. By doing so, we found that the last sentence or line of the chapter seemed to truly wrap up, or come full circle, back to the first. Have a look for yourselves:
Ch. 1:
(1st) “There are dragons in the twins vegetable garden.”
(Last) “You see, Meg! They were here! My dragons were here!”
Ch. 2:
(1st) When Meg and Charles Wallace returned to the house, silently, each holding strange and new thoughts, evening was moving in with the wind.
(Last) Suddenly a voice called to them from the direction of the woods, “Do not be afraid.”
Ch. 3:
(1st) A huge form strode swiftly through the woods and into the pasture; it reached them in a few strides, and then stood very still, so that folds of the long robe seemed chiseled out of granite.
(Last) Was he real? What is real?
Each student then chose which chapter he/she wanted to focus on. Next they were given a piece of blank paper and were instructed to create an image for the first sentence and one for the last. Then they were to create at least one image (but could create several more) in between - creating an "image/imagery" time line of the chapter. This assignment began in class, but was given as a full-fledged homework assignment (see HOMEWORK entry) that is due tomorrow.
This afternoon, we began working on a time line for our Ancient Egypt unit. As a class, we determined the most important dates of the time period we are studying, and wrote them out chronologically. The students were then given a long, piece of poster board paper to create their own Ancient Egypt time line. Making sure to include a line, students can incorporate all kinds of images and ideas, so long as they make sure to clearly label the three different Kingdoms (Old, Middle and New), their dates and place the images in the correct areas of the time line.
The time line is a three-day assignment and so the expectations for the students are high: the time line must be neat, clear, imaginative and thoughtful. The students began the project in class and I noticed quite a few students already hurrying through. This project needs time and care and I would like to encourage the students who jumped in full-throttle, to take a step back and, perhaps, start over if need be.
Let the time lines begin!
Cheers,
Ms. Pitman
Following this weekend's Language Arts homework of summarizing A Wind in the Door's third chapter, the students in Room 503 worked their way through chapters 1-3, and wrote down the first and last sentences from each chapter. By doing so, we found that the last sentence or line of the chapter seemed to truly wrap up, or come full circle, back to the first. Have a look for yourselves:
Ch. 1:
(1st) “There are dragons in the twins vegetable garden.”
(Last) “You see, Meg! They were here! My dragons were here!”
Ch. 2:
(1st) When Meg and Charles Wallace returned to the house, silently, each holding strange and new thoughts, evening was moving in with the wind.
(Last) Suddenly a voice called to them from the direction of the woods, “Do not be afraid.”
Ch. 3:
(1st) A huge form strode swiftly through the woods and into the pasture; it reached them in a few strides, and then stood very still, so that folds of the long robe seemed chiseled out of granite.
(Last) Was he real? What is real?
Each student then chose which chapter he/she wanted to focus on. Next they were given a piece of blank paper and were instructed to create an image for the first sentence and one for the last. Then they were to create at least one image (but could create several more) in between - creating an "image/imagery" time line of the chapter. This assignment began in class, but was given as a full-fledged homework assignment (see HOMEWORK entry) that is due tomorrow.
This afternoon, we began working on a time line for our Ancient Egypt unit. As a class, we determined the most important dates of the time period we are studying, and wrote them out chronologically. The students were then given a long, piece of poster board paper to create their own Ancient Egypt time line. Making sure to include a line, students can incorporate all kinds of images and ideas, so long as they make sure to clearly label the three different Kingdoms (Old, Middle and New), their dates and place the images in the correct areas of the time line.
The time line is a three-day assignment and so the expectations for the students are high: the time line must be neat, clear, imaginative and thoughtful. The students began the project in class and I noticed quite a few students already hurrying through. This project needs time and care and I would like to encourage the students who jumped in full-throttle, to take a step back and, perhaps, start over if need be.
Let the time lines begin!
Cheers,
Ms. Pitman
Friday, October 17, 2008
HOMEWORK, Friday, October 17, 2008
*Note: Same homework as yesterday.
Language Arts:
Read Ch. 3, AWITDWrite a three (3) paragraph summary of the chapter.
Due: Monday, October 20
Re-write Fall Break Story:Exaggerate; Be FantasticalRe-read/edit.
Due: Monday, October 20
Math:
Ace 3: 1-4, 7, 8, 19
Due: Monday, October 20
Social Studies:
Read Section 4, History Text, p. 102-106
Answer Assess. Questions 1-3 (including chart, ques. 3)
Due: Monday, October 20
River Project:
Research and find out what the words are (how they are spelled, or phonetically spelled, and how they are pronounced)for both "River and "Water" in four different languages (not including English). Write them down, clearly marked as to what language they are. *If your river flows through a non-English speaking country, it would be very cool if one of the languages you research is native to that country.
Due: Monday, October 20
Late Homework:
Any homework not completed last week should be completed over the weekend and turned in Monday, including: *Bringing back SIGNED Reading Discussion Rubric, which was due this morning before the activities began.
Language Arts:
Read Ch. 3, AWITDWrite a three (3) paragraph summary of the chapter.
Due: Monday, October 20
Re-write Fall Break Story:Exaggerate; Be FantasticalRe-read/edit.
Due: Monday, October 20
Math:
Ace 3: 1-4, 7, 8, 19
Due: Monday, October 20
Social Studies:
Read Section 4, History Text, p. 102-106
Answer Assess. Questions 1-3 (including chart, ques. 3)
Due: Monday, October 20
River Project:
Research and find out what the words are (how they are spelled, or phonetically spelled, and how they are pronounced)for both "River and "Water" in four different languages (not including English). Write them down, clearly marked as to what language they are. *If your river flows through a non-English speaking country, it would be very cool if one of the languages you research is native to that country.
Due: Monday, October 20
Late Homework:
Any homework not completed last week should be completed over the weekend and turned in Monday, including: *Bringing back SIGNED Reading Discussion Rubric, which was due this morning before the activities began.
Academic Field Day
Academic Field Day turned out to be much like a gigantic Finally it's Friday series of activities. The biggest differences being that it wasn't just made up of small groups of students in Room 503, but mixed age groups from the whole school, and: there were doughnuts.
Because I was running a particular group (Improv: Telegraph Murder), I only had the chance to work with about six of the Sixth Grade students. I did hear from most of the other students that they had a really fun day, and I heard from several of the other teachers that the Sixth Graders did a great job in their groups - keeping up with the older students and able to answer a lot of questions!
Other activities besides Improv included in Academic Field Day were Science Pictionary, Perilous Polygot (Languages), Math Crypto and Quiz Bowl (History and Literature).
It was a high-energy day and by 2:30, everyone looked like they were ready to call it quits. Hopefully, the students of Room 503 will find some time for a bit of R & R this weekend, in between homework and whatever other plans are in the works for you and yours.
Cheers,
Ms. Pitman
Because I was running a particular group (Improv: Telegraph Murder), I only had the chance to work with about six of the Sixth Grade students. I did hear from most of the other students that they had a really fun day, and I heard from several of the other teachers that the Sixth Graders did a great job in their groups - keeping up with the older students and able to answer a lot of questions!
Other activities besides Improv included in Academic Field Day were Science Pictionary, Perilous Polygot (Languages), Math Crypto and Quiz Bowl (History and Literature).
It was a high-energy day and by 2:30, everyone looked like they were ready to call it quits. Hopefully, the students of Room 503 will find some time for a bit of R & R this weekend, in between homework and whatever other plans are in the works for you and yours.
Cheers,
Ms. Pitman
Thursday, October 16, 2008
HOMEWORK, Thursday, October 16, 2008
Language Arts:
*Bring back SIGNED Reading Discussion Rubric
Due: Tomorrow, Friday, October 17
Read Ch. 3, AWITD
Write a three (3) paragraph summary of the chapter
Due: Monday, October 20
Re-write Fall Break Story:
Exaggerate; Be Fantastical
Re-read/edit
Due: Monday, October 20
Math:
Ace 3: 1-4, 7, 8, 19
Due: Monday, October 20
Social Studies:
Read Section 4, History Text, p. 102-106
Answer Assess. Questions 1-3 (including chart, ques. 3)
Due: Monday, October 20
River Project:
Research and find out what the words are (how they are spelled, or phonetically spelled, and how they are pronounced)for both "River and "Water" in four different languages (not including English). Write them down, clearly marked as to what language they are. *If your river flows through a non-English speaking country, it would be very cool if one of the languages you research is native to that country.
Due: Monday, October 20
*Bring back SIGNED Reading Discussion Rubric
Due: Tomorrow, Friday, October 17
Read Ch. 3, AWITD
Write a three (3) paragraph summary of the chapter
Due: Monday, October 20
Re-write Fall Break Story:
Exaggerate; Be Fantastical
Re-read/edit
Due: Monday, October 20
Math:
Ace 3: 1-4, 7, 8, 19
Due: Monday, October 20
Social Studies:
Read Section 4, History Text, p. 102-106
Answer Assess. Questions 1-3 (including chart, ques. 3)
Due: Monday, October 20
River Project:
Research and find out what the words are (how they are spelled, or phonetically spelled, and how they are pronounced)for both "River and "Water" in four different languages (not including English). Write them down, clearly marked as to what language they are. *If your river flows through a non-English speaking country, it would be very cool if one of the languages you research is native to that country.
Due: Monday, October 20
Going With the Flow...
...is the name of the game these days, as the students in Room 503 make their way into the second quarter of the school year.
It's been an interesting week, returning from fall break to a new classroom set up, a mixed-up schedule (due to Parent-Teacher conferences and Academic Field Day), and a lot more homework. But like the rivers they are busy researching, the Sixth Grade students are simply going with the flow.
Tomorrow is Academic Field Day, an all-school event. All the students at TPJA/TPA will be in teams of mixed ages and will move from activity to activity, exploring different areas of academia in fun and challenging ways.
The day will begin with "breakfast" (doughnuts and juice - so you might want to still eat a little something at home), followed by the traditional "senior pinning." After that, the games begin! The students will rotate through five rounds of activities, culminating by 2:30 PM. Please feel free to pick up your student at that time.
Thank you to all the parents who have joined Mrs. Veenstra and I for Parent-Teacher conferences so far - it has been a pleasure to talk and work with all of you to ensure the best education possible for your children. We will look forward to meeting with the rest of you next week!
Cheers,
Ms. Pitman
It's been an interesting week, returning from fall break to a new classroom set up, a mixed-up schedule (due to Parent-Teacher conferences and Academic Field Day), and a lot more homework. But like the rivers they are busy researching, the Sixth Grade students are simply going with the flow.
Tomorrow is Academic Field Day, an all-school event. All the students at TPJA/TPA will be in teams of mixed ages and will move from activity to activity, exploring different areas of academia in fun and challenging ways.
The day will begin with "breakfast" (doughnuts and juice - so you might want to still eat a little something at home), followed by the traditional "senior pinning." After that, the games begin! The students will rotate through five rounds of activities, culminating by 2:30 PM. Please feel free to pick up your student at that time.
Thank you to all the parents who have joined Mrs. Veenstra and I for Parent-Teacher conferences so far - it has been a pleasure to talk and work with all of you to ensure the best education possible for your children. We will look forward to meeting with the rest of you next week!
Cheers,
Ms. Pitman
Wednesday, October 15, 2008
HOMEWORK, Wednesday, October 15, 2008
Language Arts: Read Ch. 2, AWITD
Using the four new vocabulary words from yesterday, write the definitions for each in complete sentences (in your own words); Then, use each word in a complete sentence. Please do this on a separate sheet of paper.
Fall Break Story: write an elaborate, exaggerated, fantastical story based on your fall break experience(s). At least one (1) full page.
Due: Tomorrow, Thursday, October 16
River Project: Research one new fact. Write at least three sentences about it.
Due: Tomorrow, Thursday, October 16
Math: Excellence Essay: Due: Tomorrow, Thursday, October 16
Test: October 24...begin studying!!!
O.T.O.: Sam Hamilton Rough Draft Letter
Due: Tomorrow, Thursday, October 16
Suggestions:
Organize your notebooks...
Begin making study flash cards in all your subjects so you'll be ready for any upcoming tests!
Make an appointment with Mrs. Veenstra and/or Ms. Pitman for tutoring. Remember: tutoring is for those who might need some extra help AND it's also for those who'd like to "dig deeper" - who want to challenge themselves further.
Reminder:
Parent/Teacher Conferences continue tomorrow; Half-Day schedule for students: 12:25 dismissal.
Using the four new vocabulary words from yesterday, write the definitions for each in complete sentences (in your own words); Then, use each word in a complete sentence. Please do this on a separate sheet of paper.
Fall Break Story: write an elaborate, exaggerated, fantastical story based on your fall break experience(s). At least one (1) full page.
Due: Tomorrow, Thursday, October 16
River Project: Research one new fact. Write at least three sentences about it.
Due: Tomorrow, Thursday, October 16
Math: Excellence Essay: Due: Tomorrow, Thursday, October 16
Test: October 24...begin studying!!!
O.T.O.: Sam Hamilton Rough Draft Letter
Due: Tomorrow, Thursday, October 16
Suggestions:
Organize your notebooks...
Begin making study flash cards in all your subjects so you'll be ready for any upcoming tests!
Make an appointment with Mrs. Veenstra and/or Ms. Pitman for tutoring. Remember: tutoring is for those who might need some extra help AND it's also for those who'd like to "dig deeper" - who want to challenge themselves further.
Reminder:
Parent/Teacher Conferences continue tomorrow; Half-Day schedule for students: 12:25 dismissal.
What of Wednesday?
It just flew by...
And I have a feeling that's exactly how the next few Wednesdays and Thursdays are going to feel due to half-day schedules, in order to accomodate parent-teacher conferences.
Many weeks ago the students were given a list of "Essentials" - requirements necessary for Sixth Grade students. For one reason or another (i.e. simply being a Sixth Grader), many of the students usually forget one or more of these when it comes to their work.
However, we will continue to refer back to the list until all of the "essentials" are consistently - and across the board - implemented. They are as follows:
And I have a feeling that's exactly how the next few Wednesdays and Thursdays are going to feel due to half-day schedules, in order to accomodate parent-teacher conferences.
Many weeks ago the students were given a list of "Essentials" - requirements necessary for Sixth Grade students. For one reason or another (i.e. simply being a Sixth Grader), many of the students usually forget one or more of these when it comes to their work.
However, we will continue to refer back to the list until all of the "essentials" are consistently - and across the board - implemented. They are as follows:
- Room 503 ESSENTIALS…
Write your First and Last Name on ALL papers in the top right corner or on the top right line (unless indicated otherwise).
Write the Date below your name on ALL papers.
If you are using notebook paper with 3-hole punches, your first page the 3-hole punches are to be on the LEFT SIDE of the paper.
Write in complete sentences when you are writing papers, homework assignments, answering quiz questions, or writing journal entries.
Begin all sentences with a Capital letter and end the sentences with a period (or proper punctuation). (.)
Assignments are to be handed in on time (unless you have a valid excuse from a parent or have checked with Ms. Pitman beforehand). Any late assignments will have points taken off for every day late (points off will vary depending on assignments).
Take it upon yourself to ask for help if you need it.
The word “like” should only be used to explain when you “like” something, as in: I LIKE M & M’s.”; in comparison to something as in a simile, “HIS SMILE IS LIKE A RAY OF SUNSHINE.”; and when offering an example: “IT’S LIKE WHEN I TAKE MY DOG FOR A WALK. WHAT’S GOOD FOR HER, IS GOOD FOR ME, AS WELL.”
And so it is...
Cheers,
Ms. Pitman
Tuesday, October 14, 2008
HOMEWORK, Tuesday, October 14, 2008
Language Arts: Create a discussion question for AWITD, Chapter 1. Write the question in bold-face type (if writing on the computer) or in a different colored pen. Write out a one-paragraph answer to your own question (in non-bold text, if on the computer) in a different colored pen.
Look up definitions for new vocabulary words. Write definitions on second column of vocab. sheet (these do not have to be in complete sentences).
Due: Tomorrow, Wednesday, October 15
Math: Excellence Essay (Due Thursday)
2 Cat. ??'s
2 Num. ??'s
Due: Tomorrow, Wednesday, October 15
Social Studies:
Read Sec. 3, p. 96-101, History Text (including Ramses biography)
Answer Assessment Questions 1 -4 (including diagram), p. 100
Due: Tomorrow, Wednesday, October 15
Science/Interdisciplinary:
Finish transferring info. from old River Project book to new packet.
Find two new piece of information about your river (write in your own words)
Due: Tomorrow, Wednesday, October 15
O.T.O.:
Sam Hamilton letter, rough draft due Thursday
Reminder:
Parent-Teacher conferences begin tomorrow; 12:25 Student dismissal.
Look up definitions for new vocabulary words. Write definitions on second column of vocab. sheet (these do not have to be in complete sentences).
Due: Tomorrow, Wednesday, October 15
Math: Excellence Essay (Due Thursday)
2 Cat. ??'s
2 Num. ??'s
Due: Tomorrow, Wednesday, October 15
Social Studies:
Read Sec. 3, p. 96-101, History Text (including Ramses biography)
Answer Assessment Questions 1 -4 (including diagram), p. 100
Due: Tomorrow, Wednesday, October 15
Science/Interdisciplinary:
Finish transferring info. from old River Project book to new packet.
Find two new piece of information about your river (write in your own words)
Due: Tomorrow, Wednesday, October 15
O.T.O.:
Sam Hamilton letter, rough draft due Thursday
Reminder:
Parent-Teacher conferences begin tomorrow; 12:25 Student dismissal.
To, Too Tuesday
I am not stuttering, but I am being repetitive...in terms of helping some of the students in Room 503 understand - and remember - which words to use when.
This morning we went back over some words we had already covered, such as "to" and "too", "there" and "their", and "our" and "are". Consistently, these words get interchanged with one another in everything from journal entries, to stories, to Social Studies homework.
We also went over the difference between "were" and "was" and that both words are used in the past tense (some students tend to randomly mix past and present tense), but that "was" is singular and "were" is plural.
Our four new vocabulary words are words that we use almost daily, and yet almost half the class misspells them, and some students are not clear about - or can't remember - what the words mean. The words will be available on today's Homework post.
This afternoon the students were each given a marshmellow...to touch. "What!?," you ask. So did the students. In the first quarter, especially at the beginning of the term, the Sixth Graders engaged in a great deal of observation work. I intermittently try to squeeze more in, in order to give the students the opportunity to hone their awareness skills and to engage all of their senses.
Today, I asked the students to observe through touch. We all know marshmellows can be mushy, sticky, fluffy, etc. But what do they really feel like? What is the actual texture of a marshmellow? What does it feel like to squish between two fingers? Two hands? Can it bounce? What does it feel like when you rub it on your cheek?
After spending time with their marshmellow, I asked the students to draw what they felt...what a marshmellow feels like. "What?!," you ask (as did the students). I explained that I didn't want them to draw what they did with the marshmellow and I didn't want them to draw what the marshmellow looked like. I asked them to find a way to draw what it actually felt like.
Through this experience it is my hope that the students will 1) learn to express themselves and articulate their feelings, thoughts and observations, not only through words and concrete images, but also through images created from their actual experiences, and 2) acquire a desire to experience, think and express in different ways.
Above, at the top of this post (and the posting above this) are some images of what marshmellows feel like.
Cheers,
Ms. Pitman
This morning we went back over some words we had already covered, such as "to" and "too", "there" and "their", and "our" and "are". Consistently, these words get interchanged with one another in everything from journal entries, to stories, to Social Studies homework.
We also went over the difference between "were" and "was" and that both words are used in the past tense (some students tend to randomly mix past and present tense), but that "was" is singular and "were" is plural.
Our four new vocabulary words are words that we use almost daily, and yet almost half the class misspells them, and some students are not clear about - or can't remember - what the words mean. The words will be available on today's Homework post.
This afternoon the students were each given a marshmellow...to touch. "What!?," you ask. So did the students. In the first quarter, especially at the beginning of the term, the Sixth Graders engaged in a great deal of observation work. I intermittently try to squeeze more in, in order to give the students the opportunity to hone their awareness skills and to engage all of their senses.
Today, I asked the students to observe through touch. We all know marshmellows can be mushy, sticky, fluffy, etc. But what do they really feel like? What is the actual texture of a marshmellow? What does it feel like to squish between two fingers? Two hands? Can it bounce? What does it feel like when you rub it on your cheek?
After spending time with their marshmellow, I asked the students to draw what they felt...what a marshmellow feels like. "What?!," you ask (as did the students). I explained that I didn't want them to draw what they did with the marshmellow and I didn't want them to draw what the marshmellow looked like. I asked them to find a way to draw what it actually felt like.
Through this experience it is my hope that the students will 1) learn to express themselves and articulate their feelings, thoughts and observations, not only through words and concrete images, but also through images created from their actual experiences, and 2) acquire a desire to experience, think and express in different ways.
Above, at the top of this post (and the posting above this) are some images of what marshmellows feel like.
Cheers,
Ms. Pitman
Monday, October 13, 2008
HOMEWORK, Monday, October 13, 2008
Language Arts:
Read Ch. 1: A Wind in the Door (AWITD)
Fill out "Independent Reading" Form
Vocabulary Words: Write definitions for the first three in COMPLETE sentences, in your own words; Also, write a sentence using each of the words (1 vocab. word per sentence).
Due: Tomorrow, Tuesday, October 14
Math:
Excellence Essay, rough draft
Due: Tomorrow, Tuesday, October 14
Social Studies:
Read Section 2, p. 90-95; Read Gods/Goddesses hand-out
Complete Venn Diagram: Compare/Contrast Mesopotamia/Egypt
Write/type one complete paragraph (begin w/topic sentence), comparing/contrasting Mesopotamia & Ancient Egypt.
Due: Tomorrow, Tuesday, October 14
O.T.O.:
Go over Mother Teresa piece and be able to recite (memorized)
Due: Tomorrow, Tuesday, October 14
Begin rough draft of letter to Sam Hamilton re: marina project & manatees
Due: THURSDAY, October 16
Suggestion:
Organize and maintain notebooks throughout the second quarter.
Reminder:
Parent/Teacher conferences begin this week. We have half-day schedules for the students Wednesdays/Thursdays (school ends at 12:25 on those days) for the next three weeks. If you haven't already made one, or you want to check on your conference time, please call the main office or stop by and speak with Mrs. Hicks.
Read Ch. 1: A Wind in the Door (AWITD)
Fill out "Independent Reading" Form
Vocabulary Words: Write definitions for the first three in COMPLETE sentences, in your own words; Also, write a sentence using each of the words (1 vocab. word per sentence).
Due: Tomorrow, Tuesday, October 14
Math:
Excellence Essay, rough draft
Due: Tomorrow, Tuesday, October 14
Social Studies:
Read Section 2, p. 90-95; Read Gods/Goddesses hand-out
Complete Venn Diagram: Compare/Contrast Mesopotamia/Egypt
Write/type one complete paragraph (begin w/topic sentence), comparing/contrasting Mesopotamia & Ancient Egypt.
Due: Tomorrow, Tuesday, October 14
O.T.O.:
Go over Mother Teresa piece and be able to recite (memorized)
Due: Tomorrow, Tuesday, October 14
Begin rough draft of letter to Sam Hamilton re: marina project & manatees
Due: THURSDAY, October 16
Suggestion:
Organize and maintain notebooks throughout the second quarter.
Reminder:
Parent/Teacher conferences begin this week. We have half-day schedules for the students Wednesdays/Thursdays (school ends at 12:25 on those days) for the next three weeks. If you haven't already made one, or you want to check on your conference time, please call the main office or stop by and speak with Mrs. Hicks.
WonderFALL!
Our first day back to school brought a wave of good energy into Room 503!
With desks rearranged and new seating arrangments, our room physically reflected the "newness" of TPJA's second quarter.
We began our day contemplating the first phrase from the Mother Teresa hand out we've been memorizing: "People are often unreasonable, irrational, and self-centered. Forgive them anyway."
The students were asked to think about someone in their lives - in our classroom, families, or any other area of our life - who they find to be"unreasonable", "irrational", or "self-centered." Then they were asked to try to practice forgiving this person to the extent that we don't always know why someone behaves the way they do. Any irritation, annoyance or resentment we may feel towards them probably doesn't help them and only hurts us. So the students were encouraged to practice forgiveness this week and we'll see if it works.
We are beginning our next piece of literature this week: Madeline L'Engle's second book in the Time Quintet, A Wind in the Door. This morning's discussion centered on the book's title and what we gleaned from the book's cover. Per usual, we made bookmarks as reading aides.
The students were introduced today to a new piece in our curriculum: Indpendent Reading. Many of the students in Room 503 are already voracious readers. Students took home today an "Independent Reading Form" that they need to fill out and return to school tomorrow, stating what book they are going to read outside of their classroom literature. Students will create their own time line for reading each book, and upon completion will have a choice about what kind of "project" they'd like to do based on their reading, i.e. a written report, oral report or artistic presentation (dramatization, painting, diorama, etc.).
We began our new Social Studies unit today: Ancient Egypt, and we also got going on our all-class O.T.O. project: Saving the Manatees.
Our day ended with a journal entry where we reassessed the aspirations we had committed to at the beginning of the semester. Students were encouraged to look back at the aspirations they wrote in August and notice if they have been doing what they need to do to meet them. If they want to recommit to the same aspiration, they could do that. They could also add to their current aspiration or create a new one.
My observation: It was a full and busy day!
My apologies about not getting an entry up for the end of first quarter - I think I fell into a couch in Palm Springs somewhere and didn't emerge until yesterday. Hope all of you had a fun and/or relaxing break!
Cheers,
Ms. Pitman
With desks rearranged and new seating arrangments, our room physically reflected the "newness" of TPJA's second quarter.
We began our day contemplating the first phrase from the Mother Teresa hand out we've been memorizing: "People are often unreasonable, irrational, and self-centered. Forgive them anyway."
The students were asked to think about someone in their lives - in our classroom, families, or any other area of our life - who they find to be"unreasonable", "irrational", or "self-centered." Then they were asked to try to practice forgiving this person to the extent that we don't always know why someone behaves the way they do. Any irritation, annoyance or resentment we may feel towards them probably doesn't help them and only hurts us. So the students were encouraged to practice forgiveness this week and we'll see if it works.
We are beginning our next piece of literature this week: Madeline L'Engle's second book in the Time Quintet, A Wind in the Door. This morning's discussion centered on the book's title and what we gleaned from the book's cover. Per usual, we made bookmarks as reading aides.
The students were introduced today to a new piece in our curriculum: Indpendent Reading. Many of the students in Room 503 are already voracious readers. Students took home today an "Independent Reading Form" that they need to fill out and return to school tomorrow, stating what book they are going to read outside of their classroom literature. Students will create their own time line for reading each book, and upon completion will have a choice about what kind of "project" they'd like to do based on their reading, i.e. a written report, oral report or artistic presentation (dramatization, painting, diorama, etc.).
We began our new Social Studies unit today: Ancient Egypt, and we also got going on our all-class O.T.O. project: Saving the Manatees.
Our day ended with a journal entry where we reassessed the aspirations we had committed to at the beginning of the semester. Students were encouraged to look back at the aspirations they wrote in August and notice if they have been doing what they need to do to meet them. If they want to recommit to the same aspiration, they could do that. They could also add to their current aspiration or create a new one.
My observation: It was a full and busy day!
My apologies about not getting an entry up for the end of first quarter - I think I fell into a couch in Palm Springs somewhere and didn't emerge until yesterday. Hope all of you had a fun and/or relaxing break!
Cheers,
Ms. Pitman
Friday, October 3, 2008
HOMEWORK, Friday, October 3, 2008
Language Arts: Rest
Science: Relax
Social Studies: Sleep
Fine Arts: Do nothing
Math: Have fun
*Come back with your brains and bodies ready and rarin' to go!
Science: Relax
Social Studies: Sleep
Fine Arts: Do nothing
Math: Have fun
*Come back with your brains and bodies ready and rarin' to go!
Put Off 'Til Tomorrow...
...What you can put off 'til tomorrow!
Just wanted to give a heads up: I will be posting today's post, tomorrow.
Happy Fall Break!
Cheers,
Ms. Pitman
Just wanted to give a heads up: I will be posting today's post, tomorrow.
Happy Fall Break!
Cheers,
Ms. Pitman
Thursday, October 2, 2008
HOMEWORK, Thursday, October 2, 2008
Language Arts: Read Ch.'s 11 & 12, Gilgamesh
Create an 8-10 line dialogue based on an event from
Chapters 5-10 of Gilgamesh
Due: Tomorrow, Friday, October 3, 2008
O.T.O.: Memorize the 9th (& final) phrase from the Mother T hand-out
Due: Tomorrow, Friday, October 3, 2008
Math: Vocab. Quiz tomorrow!; Get Tests signed; Make corrections;
Notebooks to be collected & late homework
Due: Tomorrow, Friday, October 3, 2008
Science: Get tests signed
Due: Tomorrow, Friday, October 3, 2008
Also: Bring in a bath or beach towel tomorrow (just for the day). : )
Reminders:
End of First Quarter is tomorrow, Friday, October 3.
Fall break: October 6-10 - NO SCHOOL!
If you haven't done so already, please sign up for parent-teacher conferences.
**We need magazines & empty toilet paper rolls for upcoming projects. Bring 'em in!
Create an 8-10 line dialogue based on an event from
Chapters 5-10 of Gilgamesh
Due: Tomorrow, Friday, October 3, 2008
O.T.O.: Memorize the 9th (& final) phrase from the Mother T hand-out
Due: Tomorrow, Friday, October 3, 2008
Math: Vocab. Quiz tomorrow!; Get Tests signed; Make corrections;
Notebooks to be collected & late homework
Due: Tomorrow, Friday, October 3, 2008
Science: Get tests signed
Due: Tomorrow, Friday, October 3, 2008
Also: Bring in a bath or beach towel tomorrow (just for the day). : )
Reminders:
End of First Quarter is tomorrow, Friday, October 3.
Fall break: October 6-10 - NO SCHOOL!
If you haven't done so already, please sign up for parent-teacher conferences.
**We need magazines & empty toilet paper rolls for upcoming projects. Bring 'em in!
Wednesday, October 1, 2008
HOMEWORK, Wednesday, October 1, 2008
Language Arts: Read Ch.'s 9 & 10, Gilgamesh
Due: Tomorrow, Thursday, October 2
O.T.O.: Memorize the 8th Phrase from the Mother Teresa hand-out
Social Studies: Do some research on Ancient Egypt. Choose a person, place or thing that you would be interested in exploring further in our up-coming Ancient Egypt unit. Write a paragraph explaining your interest.
Due: Tomorrow, Thursday, October 2
Math: Notebooks will be collected on Friday.
Due: Tomorrow, Thursday, October 2
O.T.O.: Memorize the 8th Phrase from the Mother Teresa hand-out
Social Studies: Do some research on Ancient Egypt. Choose a person, place or thing that you would be interested in exploring further in our up-coming Ancient Egypt unit. Write a paragraph explaining your interest.
Due: Tomorrow, Thursday, October 2
Math: Notebooks will be collected on Friday.
It's Not Just for Morning Warm Ups!
The voice, that is...as well as physical carriage. Morning warm up exercises are precisely that: warm ups to get us ready for using our voices and our bodies during the day.
"Plant your feet hip length apart, arms to your sides, standing straight but not stiff," the students in Room 503 hear me say morning after morning. And yet, still, after almost eight weeks, this seems like a difficult task for many of them. To tune into their bodies, to isolate different areas and actually focus enough to feel where tension "sits" seems to be a very uncomfortable exercise for many of the students.
This is not surprising. Though many of our students participate in athletics, there doesn't seem to be a claer connection made between the mental, physical or emotional. How we feel emotionally obviously affects how we feel physically, as well as influences our mental capacities. Checking in with ourselves in the morning, noticing how we are feeling physically and emotionally gives us a "stepping off" place. It allows us to come from where we are.
Opening up our bodies, physically, helps us release some of the stress and tension our bodies naturally carry, and helps us open up emotionally as well - allowing us to become more available as people - as classmates. Opening up our bodies also allows us to open up our breath - the essential element to supporting our voices.
Our voice is one of our greatest communication tools and "working out" our voices helps us to develop the essential muscles we need to articulate our words and project our sound. I can't tell you how many times a day the students must hear me say, "get your mouth around your words; "push through to the ends of your sentences"; "use your breath to support your voice."
For the past couple of weeks the students have been memorizing a piece by Mother Teresa. Each day when we go over the new phrase that we've learned and repeat the earlier ones, I am consistently reminding students to stand up straight, to "round their vowels and hit their consonants". At this point they are reciting it fairly loudly, however it's coming across as harsh and methodical. There is no nuanced resonance that would carry across to a listener the true tone of the piece.
When we return from fall break, we will breaking down each phrase to work on week by week as part of our O.T.O. We will at that point, begin to align our bodies and hearts with what we are actually saying, as well as practice expressing each phrase's meaning through our voices.
Any encouragement you can provide at home with regards to clear, well-projected speaking and proper body carriage would be greatly appreciated. The work we do in the morning will help serve everything the students engage in during the course of their day - from participating in class discussions, to making presentations, to meeting new people. Any reminders they can get will help greatly.
Cheers,
Ms. Pitman
"Plant your feet hip length apart, arms to your sides, standing straight but not stiff," the students in Room 503 hear me say morning after morning. And yet, still, after almost eight weeks, this seems like a difficult task for many of them. To tune into their bodies, to isolate different areas and actually focus enough to feel where tension "sits" seems to be a very uncomfortable exercise for many of the students.
This is not surprising. Though many of our students participate in athletics, there doesn't seem to be a claer connection made between the mental, physical or emotional. How we feel emotionally obviously affects how we feel physically, as well as influences our mental capacities. Checking in with ourselves in the morning, noticing how we are feeling physically and emotionally gives us a "stepping off" place. It allows us to come from where we are.
Opening up our bodies, physically, helps us release some of the stress and tension our bodies naturally carry, and helps us open up emotionally as well - allowing us to become more available as people - as classmates. Opening up our bodies also allows us to open up our breath - the essential element to supporting our voices.
Our voice is one of our greatest communication tools and "working out" our voices helps us to develop the essential muscles we need to articulate our words and project our sound. I can't tell you how many times a day the students must hear me say, "get your mouth around your words; "push through to the ends of your sentences"; "use your breath to support your voice."
For the past couple of weeks the students have been memorizing a piece by Mother Teresa. Each day when we go over the new phrase that we've learned and repeat the earlier ones, I am consistently reminding students to stand up straight, to "round their vowels and hit their consonants". At this point they are reciting it fairly loudly, however it's coming across as harsh and methodical. There is no nuanced resonance that would carry across to a listener the true tone of the piece.
When we return from fall break, we will breaking down each phrase to work on week by week as part of our O.T.O. We will at that point, begin to align our bodies and hearts with what we are actually saying, as well as practice expressing each phrase's meaning through our voices.
Any encouragement you can provide at home with regards to clear, well-projected speaking and proper body carriage would be greatly appreciated. The work we do in the morning will help serve everything the students engage in during the course of their day - from participating in class discussions, to making presentations, to meeting new people. Any reminders they can get will help greatly.
Cheers,
Ms. Pitman
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