Sixth+Grade+Weekly


 * W **** eekly **** P ** oint ** o ** f ** V ** iew. . ..

Date: 9/30

Compared to last year, we feel that we may be a day or two behind. Getting some of our materials (i.e. Holt Readers) late, may have hindered us and kept us from providing extra support for students that are reading below level. We will all be able to pick up the pace since MAP Testing and other activities have been completed. We will soon be moving on to characterization through novel studies as well as selected textbook readings.
 * Where are you on your long-range plans, pacing, and content standards? **


 * Please share minutes from your discussion. Be sure to include feedback on the levels of Bloom’s being utilized in your classes/assessments each day. **

We all gave our initial stems quizzes this week. Prior to the quiz, we taught them study skills including the use of index cards and study buddies. Because this is purely rote memory, we have found that many students did not do as well if they did not take advantage of the study skills that we taught. We do not offer "re-quizzes" due to the fact that these are weekly quizzes, so we are currently discussing ways to help students be successful on these important quizzes.
 * All:**

We are using Super Sevens as a means to help students build background knowledge in vocabulary and stems, analogies, editing sentences, reference sources, elements of literature, and writing.
 * Terry**:

Christy will add her blog when she returns.
 * Christy: **

__**Anna:**__ My students were presenting BOOK Presentations. That uses all of the levels of Bloom's. We also focused on the strategy of "re-telling" also

See above. ** ﻿ **
 * Comments ~ Concerns ~ Needs (resources) **


 * Date: 10/7/10**

Teachers in attendance: Reeves & Atkins (Myllykangas absent)

Last week, we all felt as though we were behind. Upon further reflection, we feel as though we are at least where we were at this point last year.
 * Where are you on your long-range plans, pacing, and content standards? **

Terry--We have covered Collection 1-- Short Stories and their elements and Stems Study #s 1 and 2. My students are reading biographies; they are also studying the structural features of nonfictional texts.

Anna--We have been reading short stories in Collection 1 to analyze plot and practice active reading strategies. We have been focusing on retelling the plot. We are studying stems.


 * Please share minutes from your discussion. Be sure to include feedback on the levels of Bloom’s being utilized in your classes/assessments each day. **

This week, students studied stems and took a stems test. They chose a biography from the library. They are reading them and taking notes to create a Powerpoint or Scrapbook. Students are writing journal entries. As they are reading biographies and planning their projects, students will create a final product in which they will explain important events, highlight important achievements, make connections with life-skills, and report information to the class to help other students build their background knowledge.
 * Terry**:

For the first time I required them to start with a graphic organizer. Students are able to write detailed entries that are a maximum of 1 and 1/2 pages. Even students in special ed were able to write in detail about a topic.

I am using Super Sevens as a means to help students build background knowledge in vocabulary and stems, analogies, editing sentences, reference sources, elements of literature, and writing.

Upcoming Plans--We will begin the grammar study and the writing process. I am going to analyze the structural features of magazines and web sites. I anticipate teaching a novel as a touchstone text, focusing on plot and characterization.

We are using 2 novels, //Maniac Magee// (general) and //Watsons Go to Birmingham -1963// (honors) to illustrate plot. We will wrap up the novel next week with a Task Project and a Persuasive writing.
 * Christy: **

__**Anna:**__ We are using short stories from collection 1 to analyze conflict, setting, and resolution in the plot. We reviewed the strategy of retelling and we are studying stems. They are also comparing and contrasting the short story "All Summer in a Day" with the video version of the story.

Blooms--explain, analyze, evaluate, compare and contrast

Upcoming Plans--We will begin the grammar study and the writing process. I am going to analyze the structural features of magazines and web sites. I anticipate teaching a novel as a touchstone text, focusing on plot and characterization.

. ** ﻿ ** 10/22/10 **Teachers in attendance**:Reeves, Myllykangas, and Atkins **Anna:** Students are continuing with "Characterization" and are about to begin novel studies. That will be followed up with a review of the writing process and create a formal piece of writing. **Terry:** Students are finishing writing unit and they will begin a novel study. **Christy:** Students finished novel studies and are about to create their first formal piece of writing. **Please share minutes from your discussion. Be sure to include feedback on the levels of bloom’s being utilized in your classes/assessments each day.****Terry** talked about how he is reaping the benefits of focusing on journaling. It has really helped his students with the area of "ideas". He has also emphasized using a graphic organizer. Students at all levels have been able to develop their own organizer for their piece and begin developing their ideas into paragraphs (organization).
 * Comments ~ Concerns-- **
 * We wonder if there is a better way to convey this information so that our time can be spent collaborating, planning, reflecting, and making adjustments based on the needs of our kids. We were able to do this really well last year and the year before. Filling out this form may be keeping us from meeting the needs of the students and supporting each other. We are not able to share our ideas and solutions to academic problems that occur throughout the year due to the lack of actual planning time that has been taken away from us. More attention is focused on completing this form, which seems to be an activity done for the good of administrators at the expense of the students we teach and our language arts team. Will completing this form produce the rigor administrators want to see? **
 * Could we consider documenting the levels of Bloom's each week on our lesson plans instead? **
 * Could we use the wiki as a place to record the minutes of our meeting so that this can be more open-ended to allow for richer discussions? **
 * Where are you on your long-range plans, pacing, and content standards?**
 * Christy and Anna** both discussed doing a written assessment at the end of our novel units. This will allow us to focus on the reading and writing at the same time since there is more of an emphasis on producing a certain number of and type of pieces.
 * We** all agreed that we need to let the students be more responsible for the editing of their pieces. We plan to use mini-lessons and then allow the students to look for the specific errors in the work of their peers. Students will read the pieces multiple times so that they realize that revision and editing is a process, not just a one time occurrence.

We think it would be fun to plan a rotational activity for 6th grade LA at some point in the future. It could culminate with creation of a product and a celebration.

We would also like to focus on reading informational texts from other contents; we wonder how much reading in the content area is happening. Are the students getting the strategies that they need to be able to understand what they are reading? We could assist with this. **As you can see from the above, we bounce around on all levels of Blooms weekly. We are continuing to focus on all levels of Blooms to increase rigor.**
 * Comments** ~ Concerns ~ Needs: We discussed how we would love for the novel list from Dave Foster to be expanded to include newer books. We are assuming that it is acceptable to use books from the SCJBA Lists as novel studies since they are approved for summer reading,

** *Post a completed electronic copy of this form by the end of the school day on Thursdays. **

10/28/10 **Teachers in attendance**:Reeves, Myllykangas, and Atkins Anna's students are analyzing characterization through short stories in the //Holt Reader// and will begin analyzing plot, characters, and theme with the novel study (//Watsons Go to Birmingham - 1963// - Honors and Advanced & //When Zachary Beaver Came to Town// - General). A writing assessment will also follow the novel study. Terry's students are reading //Bud, Not Buddy// (General) and //Tuck Everlasting// (Honors & Advanced) and identifying genre, plot, theme, writer's craft, and personal response within and about these novels. Terry also gave them a strategy guide to help them identify the parts of speech in readings. Christy's students are identifying the steps of the writing process, identifying the six traits of good writing, and creating a persuasive writing. Looking ahead, Christy will be analyzing character and theme in short stories next week.

We feel like we are on track, but there are quite a few interruptions and distractions that slow us down. We feel that the overall focus (students' focus) of teaching and learning just gets lost at times. For example, we had students that did not deserve to be at yesterday's pep rally. We feel that somehow it is time to "reign the students in". Maybe the students don't need privileges until they are earned. Just a thought. The expectation for the overall tone of an atmosphere of "teaching and learning" needs to be more evident. We will all need to work together to find a solution to this.

11/11/10 **Teachers in attendance**:Myllykangas and Atkins; Reeves was out sick Anna's students are analyzing plot, characters, and theme with the following novel studies: (//Watsons Go to Birmingham - 1963// - Honors and Advanced & //When Zachary Beaver Came to Town// - General). She will use a writing assessment as a culminating assessment for the novel study. Terry's students are continuing the novel study of //Bud, Not Buddy// (General) and //Tuck Everlasting// (Honors & Advanced). In addition, he has targeted 4 main areas to focus on since the Benchmark: 1) parts of plot, 2) characterization, 3) theme, and 4) figurative language. These four elements will be identified as the students read and comprehend the two novels. Students will write an analysis paper and take quizzes, and a comprehension test. Christy's students are analyzing character and theme in short stories within the //Holt Reader// and the textbook. Her class will look closer at the four elements (that Terry identified) in the novel study of //Roll of Thunder, Hear My Cry//, which will be taught to all levels.

We feel that we are on track. Although we are using different techniques and lessons, we are teaching the core content within the standards. As far as the Benchmark test goes, we mentioned previously that we feel the students need to focus on reading comprehension. In addition, we know that we need to continue focusing on the four elements mentioned in the previous paragraph. We feel that we should decide earlier what should be covered on the Benchmark test so that what is on the test is exactly what we have taught. We see the need to mention this at next week's meeting in order to have time to teach and tweak the Benchmark test based on our differentiated instruction.

11/18/10 **Teachers in attendance**:Myllykangas and Atkins Anna's students are finishing up book presentations this week. They are also continuing with their novel studies (//Watsons Go to Birmingham - 1963// - Honors and Advanced & //When Zachary Beaver Came to Town// - General). Terry continues to target the 4 main areas of focus since the Benchmark: 1) parts of plot, 2) characterization, 3) theme, and 4) figurative language. This week, in particular, he focused on theme through multiple readings in the //Holt Reader//. Christy's students are analyzing character and theme in the novel study of //Roll of Thunder, Hear My Cry//.

We are continuing to differentiate our techniques and lessons, but we are consistently teaching the core content within the standards. As far as the Benchmark test goes, we plan to make this discussion our top priority for our monthly meeting. We know we need to continue focusing on reading comprehension, plot, theme, characterization, and figurative language. Our focus next week will be how we can be sure to teach these elements in order to better prepare our students for the next Benchmark.

**12/9/10** **Teachers in attendance: Reeves, Myllykangas, and Atkins**

Reeves (//Watsons Go to Birmingham -1963// for Honors & Advanced and //When Zachary Beaver Came to Town// for General) Myllykangas (//Roll of Thunder, Hear My Cry//) are finishing up novel studies. They both will culminate with a writing assignment and discussions relating to characters and theme. Atkins has started a novel; they are studying parts of the plot, characterization, and theme. They are reading short stories so that Terry can assess comprehension abilities using multiple choice questions. His classes are also identifying parts of speech and parts of the sentence. His honors classes are also working on a research paper.
 * Where are you on your long-range plans, pacing, and content standards? **

We anlayzed themes and plot in various novels that we were reading in class. We began discussing the types of lessons that we would have for the STW visit and whether we should have similar lessons. We will come back to this discussion next week.
 * Please share minutes from your discussion. Be sure to include feedback on the levels of Bloom’s being utilized in your classes/assessments each day. **

__ Levels of Bloom's Used This Week: __ Level 2: Understanding Level 3: Applying Level 4: Analyzing level 5: Evaluating

**12/16/10** **Teachers in attendance: Myllykangas, and Atkins; Reeves out with a sick child**

Reeves and Myllykangas are working on the writing assessment that culminates their novel studies: Reeves - //Watsons Go to Birmingham -1963// for Honors & Advanced and //When Zachary Beaver Came to Town// for General and Myllykangas - //Roll of Thunder, Hear My Cry//. Atkins is completing midterm assessments including STAR testing and USA Test Preps.
 * Where are you on your long-range plans, pacing, and content standards? **

We discussed using the MAP Diagnostic test for our Benchmark test on Jan. 7. Logistically, we are having to shuffle classes and computer labs in order to make this happen. However, with some flexibility on testing dates, we know that this is possible. In addition, we discussed not counting the Benchmark as a grade but rather as a participation grade. We also talked about using previous Benchmark tests as a deterrent for early finishers who may rush through the Diagnostic test and may not take the test seriously.
 * Please share minutes from your discussion. Be sure to include feedback on the levels of Bloom’s being utilized in your classes/assessments each day. **

__ Levels of Bloom's Used This Week: __ Level 2: Understanding Level 3: Applying Level 4: Analyzing level 5: Evaluating

**1/6/11** **Teachers in attendance: Atkins, Myllykangas, & Reeves**

Mrs. Swetnam introduced the Public Service Announcement (PSA) Contest. Terry in interested in possibly entering the contest after looking closer at the information. Anna and Christy agreed that the project was a good one, but had already made plans for next week. Anna & Christy thought that this project would be great to use during the unit on propaganda. Afterward, we discussed which lesson we were going to teach during the Schools to Watch visit:

Terry - Students are creating informational posters on different topics; They will presents these posters to the class next Thurs.; Students will watch presentations and complete a write-up for five of them.

Anna & Christy - We are working on Greek Myth writings with our ITEC teammates. Specifically, we will be opening the curtains and completing the following parts of creating a Greek myth: researching, drafting, editing, revising, publishing, and illustrating.

**1/21/11** **Teachers in attendance: Atkins, Myllykangas, & Reeves**

Christy is teaching the Forms of Fiction, including myths. To culminate this unit, the students are writing a Greek Myth in conjunction with Social Studies. Anna is also having her students present book projects next week. For Schools to Watch, Anna & Christy will be working on these Greek Myth writings with our ITEC teammates. Specifically, we will be opening the curtains and completing the following parts of creating a Greek myth: researching, drafting, editing, revising, publishing, and illustrating.

Terry's Honors student s are analyzing their notecards to create an outline for their research papers. They will begin a Writing Workshop next week. Regular students just completed the novel //The Bully//. These students will write a Literary Analysis writing to culminate this novel. In addition, all students will be analyzing poetry.

**1/27/11** **Teachers in attendance: Atkins, Myllykangas, & Reeves**

Lorena and Terry shared with us the research projects that they were conducting with Terry's Honors class. Specifically, we concentrated on using Trails and Noodlebib. Terry will use this research project with his other classes. Christy and Anna are hoping to incorporate this into their lesson plans in March, possibly in conjunction with the How-To project.

Christy's students are finishing book project presentations and the Forms of Fiction, including myths. To culminate this unit, the students are writing a Greek Myth in conjunction with Social Studies. Anna is also finishing book presentations and finishing Theme. For Schools to Watch, Anna & Christy will be working on these Greek Myth writings with our ITEC teammates. Specifically, we will be opening the curtains and completing the following parts of creating a Greek myth: researching, drafting, editing, revising, publishing, and illustrating.

Terry's focus for Schools to Watch will be a poetry study. Specifically, he wants to introduce poetry terms and analyze poetry for his lesson.

**2/10/11** **Teachers in attendance: Atkins, Myllykangas, & Reeves**

Anna is teaching Forms of Fiction after having completed the Greek Myth. Christy is teaching propaganda in conjunction with Social Studies. The culminating project for this unit is a Roman Advertisement where the students show their knowledge of Ancient Rome as well as propaganda. Terry will complete his unit on poetry next week. His Honors students are also writing a research paper. He will begin //Roll of Thunder, Hear My Cry// next week. He will emphasize the elements of fiction, point of view, and characterization within the novel.

The group also talked about BMS's niche. Overall, we believe that we could connect lesson and standards to local companies, government, etc. that would have natural connections to our curriculum. For example, creating "being-there" experiences such as trips to television stations, the zoo, museums, and such that would allow students to see our curriculum at work. BMS - Taking Charge of Our Future with the 4 C's Academy - classrooms, communication, curriculum, and community! (P.S. Copyright pending - you can pay us later! :)

**2/17/11** **Teachers in attendance: Atkins, Myllykangas, & Reeves**

Anna is continuing with Forms of Fiction. Christy is teaching non-fiction and informational texts. Terry's students are reading //Roll of Thunder, Hear My Cry// this week. He will emphasize the elements of fiction, point of view, and characterization within the novel. They are also finishing up poetry, researching, and Writer's Workshop. __ Levels of Bloom's Used This Week: __ Level 2: Understanding Level 3: Applying Level 4: Analyzing level 5: Evaluating

**2/24/11** **Teachers in attendance: Atkins, Myllykangas, & Reeves**

This week Anna is continuing with "Forms of Fiction". She has been exposing the students to the various forms using rotations, selections from texts, and United Streaming Clips. She also began reading aloud the Progressive Read novel so that students will be able to start on page 77 with their 1st period teacher. Christy has been focusing on Non-Fictional Texts this week and has also begun reading the Progressive Read novel aloud. Terry is continuing with his class novel study, Roll of Thunder Hear My Cry. He is focusing on Literary Elements in the novel.

We all discussed what a busy week next week will be for us. We will all be reading aloud for preparation for the Progressive Read on Wednesday, and taking the students to Medieval Times on Thursday. We will all be trying to wrap up activities and concepts at the end of next week that we were not able to finish this week.

**3/10/11** **Teachers in attendance: Atkins, Myllykangas, & Reeves**

This week Terry's classes are reading the novel //Roll of Thunder, Hear My Cry//. General and Advanced classes will begin research projects next week. His Honors class is working on a Technology Project to include blogs, and I-pad Touch activities, podcasts as well as creating web pages. Myllykangas is finishing up Nonfiction and students are presenting Biography/ Autobiography Task Projects. Next week, she will begin Figurative Language with all classes. In addition, Honors classes will begin the novel study of //The Giver//. Reeves students completed a quiz on Forms of Fiction. She previewed figurative language and poetry terms for MAP. She will continue this unit in April. She started a unit on Biographies and Autobiographies and will begin researching in the near future.

__ Levels of Bloom's Used This Week: __ Level 2: Understanding Level 3: Applying Level 4: Analyzing Level 5: Evaluating

**3/17/11** **Teachers in attendance: Atkins, Myllykangas, & Reeves**

This week Terry's classes are watching the movie //Roll of Thunder, Hear My Cry// and are getting ready to write a novel review or a comparison/ contrast of the novel to the movie. Myllykangas is teaching figurative language and students are analyzing figurative language as well as creating examples. In addition, Honors classes began the novel study of //The Giver//. Reeves finished the unit on biographies/ autobiographies and introduced figurative language. They also began a researching unit that includes help from Mrs. Swetnam.

__ Levels of Bloom's Used This Week: __ Level 2: Understanding Level 3: Applying Level 4: Analyzing Level 5: Evaluating

**3/24/11** **Teachers in attendance: Atkins & Myllykangas**

Atkins Students in first, second, and third are comparing the novel __Roll of Thunder, Hear My Cry__ to the movie. They are studying stems each week. Students in fourth period are writing a review of the movie and the novel __Roll of Thunder, Hear My Cry__. They are also writing poetry and using an i-pod touch to find images and poems to record and put on You-Tube. Next week all classes will learn how to read, comprehend, and analyze poetry. They will also identify literary elements and figurative language found in poetry. Students will create their own poems and create a poetry booklet.

Myllykangas & Reeves Myllykangas is finishing a unit on figurative language - students are taking an assessment on figurative language as well as creating a figurative language booklet. In addition, Honors classes continued reading the novel study of //The Giver//. Reeves continued with a unit on figurative language. They also continued a researching unit that includes help from Mrs. Swetnam.

__ Levels of Bloom's Used This Week: __ Level 2: Understanding Level 3: Applying Level 4: Analyzing Level 5: Evaluating

**3/31/11**
 * Teachers in attendance: Atkins & Myllykangas**

Atkins's students are working on a Poetry Unit; they will begin Mythology and Pass Practice after Spring Break. Reeves's students presented books read independently to classmates this week in addition to researching and note-taking for a research report. Myllykangas's students are also working on Research Reports; these incorporate some mini-lessons and support from Mrs. Swetnam. Reeves and Myllykangas will continue this after Spring Break and then lead into Poetry and Pass Practice.