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Membean Codes for 2019-2020

Debra Jockisch

This Week in Room 91 - Sept 9th - 13th

Welcome to our fifth week of middle school J

 

            Thank you to all the parents sending in coffee grounds for the garden! It helps make the plants very happy and grow to great heights. Many of the students have been busy picking ripe tomatoes at lunch now that the weather has warmed up. If you would like to help the school have more seating in our garden down by the library, I have a Donor’s Choose Project to buy more benches for students to sit on during lunch and brunch. Here is the like if you would like to help out:

https://www.donorschoose.org/project/outdoor-seating-for-ois-nature-garden/4281041/

 

 

            This week we will be wrapping up our archaeology unit and we will have our quiz on Tuesday. We will also be finishing up our first assignment on No Red Ink, which is due on Friday morning. Then, also on Friday, we will have a quiz on the material that was covered in the unit.

            In writing we are diving into being more descriptive in our writing by adding sensory details and more specific nouns, adjectives, and verbs. Then we will move on to adverbs. Students are also working on their first Time Travel Journal in which they travel back to observe one of the great discoveries in archaeology. Their first rough draft is due this Friday.

 

Monday                               9/9/19

  • Going over archaeology study sheet one last time
  • A creepy retelling of “Motel of the Mysteries”
  • Group writing activity to find out what an archaeologist can learn from garbage
  • Working on our time travel journals and start on our first rough draft.

 

Tuesday                             9/10/19

  • Archaeology Test – both Blue & Gold Cores
  • Blue Core will work on their Time Travel journals by adding sensory details about their destination.
  • Blue Core – Reading time and time to work on No Red Ink assignment

 

Wednesday                        9/11/19

  • Both blue and gold core will start our Early Humans unit with a cool  video narrated by Alec Baldwin.
  • Both blue and gold core will have time to work on their time travel journal assignments and No Red Ink

 

Thursday                           9/12/19

  • Both blue and gold core – characterizing yourself with the four types of characterization
  • Gold core will work on their Time Travel journals by adding sensory details about their destination.
  • Gold Core – Reading time and time to work on No Red Ink assignment

 

Friday                                  9/13/19

  • Both blue and gold core will have a No Red Ink quiz
  • Both blue and gold core will peer edit other Time Travel Journals
  • Both blue and gold core will participate in a timeline activity to show how long ago these early hominids really lived.
Welcome to Sixth Grade Core

         Welcome to OIS and to 6th grade core . Sixth grade is a big change from elementary school and I hope to make this transition easier for your student. In the first few weeks we will participate in a wide variety of team building activities to help create a community within my class. This in turn will help foster a feeling of success and boost self-esteem. I expect that this will promote a successful middle school experience for your child.

 

          My primary goal that I have for this year is to help your child develop a strong academic base and a keen sense of responsibility and organization. By the time they graduate to 7th grade, I want them to have the stamina and background knowledge to handle the rigor and increased workload. I will accomplish this through the use of lessons and curriculum that are fun as well as academic. They will work in cooperative groups as well as individually.

Curriculum for 6th Grade Core

                                                                     CURRICULUM  

 

In our sixth grade CORE classroom this year, our curriculum is designed to meet the needs of all my students. I will offer many opportunities for individual choice and open-ended assignments to encourage all students to reach the upper limit of their abilities. The curriculum will consist of an interdisciplinary CORE, including social studies, reading and language arts.

 

 Social Studies

1. Ancient History:  We will be studying the ancient civilizations of Mesopotamia, Egypt, India, China, Israel, Greece, and Rome. We will also study early humans and basic archaeology. During each unit of study, we will be using the textbook, newspaper and magazine articles, the internet, and other outside sources to supplement the unit. 

 

 

 

Language Arts

1.Reading

The reading program this year will include the use of individual reading as well as book clubs. Using a wide variety of genres, we will be reading short stories, nonfiction sources and novels. The students will respond to a wide variety of literary prompts and will be exposed to a number of literary terms pertinent to our reading. Ongoing critical thinking and strategy work will be given in a whole-class, small group or independent setting to ensure that the needs of all students are being met. Some work will be done in our reader’s notebook and some will be placed in their portfolio binder I will be keeping in class. Students will always have access to chrome books and can type most assignments.

Students MUST always have a book for reading each day of core. Not having a book will affect their grade. If they have finished a book and need to check out a new book… they need to have made a plan to do that before the time for reading.

 

2.  Writing:  I will be using writer’s workshop techniques and practices throughout the year. To increase your child’s organizational skills, fluency, stamina and style, we will be writing almost every day. We will employ journal writing, analogies, various paragraph writing, reports, poetry, interviews, reading logs, and constructing multiple essays. Students will complete most of this work on the computer, either at school or at home.

 

3.  Spelling:  Students will be expected to know the spelling of high frequency words AND how to use spell check. I do not focus on spelling in class, however, we will do extensive work vocabulary development. My curriculum will also focus on Greek and Latin roots and affixes for a broader understanding of English.

        

4.  Grammar and Language Usage:  We will be studying the eight parts of speech and looking over grammar units from a wide variety of sources including No Red Ink, Grammarly, and fun activities such as memes and “The Jabberwocky” by Louis Carroll.

POLICIES AND PROCEDURES

  1. Computer use and responsibilities – students will be using chrome books extensively in class for writing, no red ink, membean, and for research. Students are NOT to use computers for games or other outside of school mischief. It is essential that students understand this and that they can self regulate themselves. If a student continues to use the chrome books inappropriately, they will not be allowed to use them in class.

 

  1. Grading  System

 

A percentage score or a point system is used for assignments.

 

                  Percentage scores:         

                    94% - 100%%          A

                    90%-93%                  A-                     

                    84% - 89%                B

                    80%-83%                  B-                     

                    74% - 79%                C     

                    70%-73%                  C-            

                    64% - 69%                D

                    60% - 63%                D-   

                    0% .- 59                    F                        

 

Writing assignments may be graded holistically or for a specific skill taught in class (ie. punctuation, capitalization, etc.). Because writing will be assigned often, some writing will be left unedited and unpublished, but never unappreciated.

 

 

B. Cooperative  Groups

Groups are frequently used to differentiate sixth grade instruction. Sixth graders are social people and often benefit when they work with their peers. This method reflects the styles of interaction that are used in real life. Learning to be flexible, being a good listener, keeping an open mind, compromising, and acting together on an issue or project are all skills that cooperative learning helps to promote. The individual student is still responsible for accomplishing his/her own goals as well as developing new academic skills. Many minds together are better than one.

 

C. Organization

Students are guided to organize their work. Organization checks will be held occasionally to ensure that students have all supplies needed.

 

D. Homework Policy

Homework will be assigned often, however it not always on a daily basis. Often homework will be the completion of classroom assignments. Also long-term assignments will be given to help students prepare for later academic challenges. Homework assignments are posted on the front white board and are discussed with the students each day. Assignments turned in late will have ten percent credit deducted for each day the assignment is late. If a student continues to have late assignments, lunchtime detentions and/or parent conferences will follow. Homework may be viewed online on School Loop

                 

E. Absence

        

Work missed due to documented illness may be turned in late. It is the STUDENT’S responsibility to speak with me to make up any missed assignments/tests.

 

 

F. Self-Evaluation

 

The self-evaluation is used to keep communication lines open between you, your child, and me. It will be sent home every other week, occasionally with a letter and student work. It is the responsibility of your child to have you sign it and return it by Tuesday. Any work that is listed under “Missed Assignments” must be completed by the following Monday in order to receive credit.

 

 

 

 

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