Class Notes and Homework!

"Homework again?" Your brain is a muscle and even it needs practice. Homework is important because it helps reinforce the lesson in class that was taught. School is where you are introduced to new ideas, topics, concepts, and more; at home you go over what you learned and practiced in levels of difficulty so you can get that lesson down.

If you miss anything in school, check here, check in with friends or a homework buddy, and pick up the work. Don't understand it? Look at your notes! Review the lesson! Work with a friend! Ask! Being a student is an active role and takes hard work.

Are you up for the challenge?


All of the documents are in Adobe PDF format. If you're computer says it can't open the document, then you need Adobe Acrobat. This is a free and original program.

 

October 17

Students will review and identify important aspects to look for in the Editing Stage of the Writing Process.

- Collect Rough Draft 1 and 2 - in TWO seperate packets. Do not staple together, please.
- Notes on Editing & Capatilization

Homework: Review your notes for tomorrow

October 16

Students will construct their rough draft 2's conclusion paragraph by wrapping up their essay.

- Using the format of the formula -- put together your conclusion paragraph.
- Students will work on finishing final drafts with conclusion paragraph.

Homework: Finish rough draft with Ccnclusion

October 14 - NO SCHOOL: Columbus Day!

October 10 - 11 & 13

Students will construct their rough draft 2.

- Show student examples and discuss import aspects to keep in mind: adding in details based on suggestions given. See Miss Kaur's example - Happy Times Rough Draft 2.

- Work on rough draft 2:

  1. 1. Reread the questions and corrections students gave you.  If you have a question, I will give you 10 minutes to ask the person what they meant or for you to ask them for help.
  2. 2. Jot down notes for yourself on your first draft. 
  1. 3. Take out a sheet of paper and get started on your rough draft 2, making changes and adding in detail to give it more depth. 
  2. 4. Don't forget your. . . .
    Heading
    Double spaced
    Single sided
    Indenting paragraphs

Homework: Finish rough drafts for Friday to be collected

October 9

Student will revise first rough drafts critiquing to give suggestions in developing support and details.

1. BE READY WITH SUPPLIES: colored pen, cheat sheet, student essay, sheet of paper
2. DIRECTIONS FOR SWITCHING: pass the papers in a circle at our table
Fast forward: when a student gets his/her own essay and we switch immediately again.
3. INSTRUCTIONS:
- Respect their thoughts and what they have to say
- Give helpful advice/suggestions --> what they can add, what do they need more of, wehre should they add it
- +1/-1 one thing you like about the piece and one thing they need to work on

- Guidelines for Class
- Review +1 / -1 technique for revising

Homework:

October 8

Student will identify guidelines and expectations for peer revising.

- Notes on expectations and being prepared.
"I will be revising our first drafts. This means I will be looking at the details and help support them by adding suggestsions to critique and review their work."
Expectations:
1. BE READY WITH SUPPLIES: colored pen, cheat sheet, student essay, sheet of paper
2. DIRECTIONS FOR SWITCHING: pass the papers in a circle at our table
Fast forward: when a student gets his/her own essay and we switch immediately again.
3. INSTRUCTIONS:
- Respect their thoughts and what they have to say
- Give helpful advice/suggestions --> what they can add, what do they need more of, wehre should they add it
- +1/-1 one thing you like about the piece and one thing they need to work on

- Guidelines for Class
- Review +1 / -1 technique for revising

Homework:

October 7

Student will critique and revise a sample draft essay and give ideas, ask questions, and include Push to Think techniques to build details in writing.

- Look at the outline and sample writing piece on Happy: what are questions you still having after reading this? Compare the two and see if rough draft 1 reflects the outline.
- Identify push to thinks and their purpose in revising and peer revising.  How can we use them? What does it help the writer do? Why is it better than just writing “need more details?”
- Look at student revisions given.

Homework: Finish Revisions on paragraph 4

October 4

Students will critique and revise a sample draft essay and give ideas, ask questions, and include Push to Think techniques to build details in writing.

  • - Look at Facebook sample writing piece: what are questions you still having after reading this?
    - Identify supporting details available and their purpose in revising and peer revising.  How can we use them? What does it help the writer do? Why is it better than just writing “need more details?”
    - Using the same techniques revise and critique the sample Facebook writing piece.
    Student Revisions Made  
  • Homework: Finish rough drafts for Friday to be collected

October 2-3

Students will construct their rough drafts.

  • - Show student examples and discuss import aspects to keep in mind
    Heading
    Double spaced
    Single sided
    Indenting paragraphs
    - Work on rough draft 1

Homework: Finish rough drafts for Friday to be collected

October 1

Students will brainstorm a variety of supporting details and revise their outines.

  • - Begin with a sandwich that just has bread, tomatoes, lettuce, meat.  à compare to how my baby nieces like that
    - But as you are older and your taste changes and grows, how do YOU like your sandwich? à avocados, onions, cheese, pickles, jalapeños, tomatoes, etc. . .
    - What is the difference between the two?
    - Using this idea of making a ‘flavorful’ sandwich, look back and see if your main ideas on your outline have enough flavor.
    - Revise and add to your outline 

Homework: Revise/add to outlines

September 30

Students will identify parts of an introduction paragraph and peer revise each others introduction paragraphs.

- Read through sample introduction paragraph
- Identify “Hook” technique and find what else an introduction paragraph has in it:
The grabber/hook
Transitional sentence to give a little ‘background’ or idea to the reader
Sentence that states the main idea of the essay
- Switch seats next to who you would like to work with
- Trade introduction paragraphs and peer revisions:  Does the writer have all three?

Homework: Revise/rewrite your introduction paragraph

September 27

Students will practice their cursive handwriting form.

- Hand out the guides for alphabet curisve letters and tutorial to draw each letter out
- Practice lower cased 'i' and 't' letter

Homework: Finish handwriting practice for Monday

September 26

Students will create their own outlines based on the the details bank given to them as a reference and will identify introduction paragraph techniques and then use one to create their own individualized style of introduction paragraphs.

- What do movie producers do to get people to want to watch their movies?
Picture of Cover
Title of the Movie
Previews/Trailers
- Just like movies, WE need to get readers to want to read our essays?
Picture of Cover ----> Our title pages
Title of the Movie --> Creative title we come up with
Previews/Trailers --> Our introduction paragraph with attention getters!
- Look at techniques for hooking your reader & choosing one, you will create your own
Dialogue, Question, Description, Fact, Sound Effect
- Use time to finish outline and introduction paragraph

Homework: Finish outline and introduction paragraph DUE FRIDAY

September 25

Students will create their own outlines based on the the details bank given to them as a reference..

- Review and pass out Miss Kaur's example as a guide.
- Pass back "Choose my Topic" rough outline back with teacher-student conference
- Begin outlines

Homework:

September 24

Students will differentiate between main ideas and details and brainstorm different types of details there are to add for support.

- Read pages 22 - 23 in Write Direction Textbook
- Designing a plan: Now is it time to design a writing plan. a plan will help you keep you on track and help you organize your details you need to include. This is where you gather support, put it in the right section, and blueprint your essay
- Discuss different types of details we can add to help build our main ideas.
Pass out and see OUTLINE CHEAT SHEET/BANK
- Go over Miss Kaur's example of outline

Homework: Come prepared with pencil, sheets of paper, outline cheat sheet for next day.

September 23

Students will identify good study habits by organizing binders.

- Collect homework
- Hand back graded work: Writing Process Notes, Handwriting Practice Work
- Organize binders and set order to show progression through the year.
- Progress Report Print Outs: explain, questions, and update grades with any missing work presented.

Homework: :-)

September 20

Students will focus on and practice cursive handwriting.

- Hand out A-Z practice sheet (upper and lower case)
- Discuss: FORM, FLOW, and VALIDITY (Muscle memory)
- Practice alphabet and copy poem - CRAZY DREAM in cursive practicing form and flow.

Homework: Finish copying poem to practice cursive handwriting.

September 18 - 19

Students will identify purpose of Prewriting stage in Writing Process.

- Check in homework (Brainstorm heart)
- Deciding on a topic: Read through page 21 from "The Write Direction" textbook on selecting your topic
- Choose your topic from your heart using the following to fill in.

I am writing this ____________(type of essay) about ____________(subject) for __________________(audience) to read because I want ____________________(purpose).

- Once you have decided your topic and purpose to narrow down the topic, jot down your main ideas like a rough outline. See Miss Kaur's example.

Homework: Choose topic and finish rough outline.

September 17

Students will identify purpose of Brainstorming stage in Writing Process.

- Discuss ways to express yourself (clothing, hair, glasses, styles, jewelry, etc)
- Learning to express what's important to us via writing:
"Hmmm. . . what do I want to write, share, discuss, comment, explain TO THE WHOLE WORLD?!" Writing can be a hard thing to do and share with others. It's your thoughts, feelings, and reflections about topics. Somethings re easier for one person to share his/her thoughts about and some thinga re harder for another.
Assignment: Brainstorm topics that are close to your heart and that interest you in Writing . THEN color them using the key given on the worksheet.

Green: Things I have no problem or stress writing about. These are things that may not be serious but are fun to talk/write about for me.
Yellow: These are topics I find a bit more important to me. I have a lot to say about them and they mean something more to me. I hold them close to my heart.
Red - These I have tucked away. They are deeply important for many reasons, but it's hard for me to write, share, or talk about. I may open up about them but just not right now.

Homework: Brainstorm, fill in, and color code 'your heart'.

September 16

Students will identify the importance of the steps in the Writing Process.

- Review quiz answers
- Pass back quizes and calculate your scores! :)
- Practice hand writing by writing out the alphabet, paying attention to upper and lower cased letters and proper form
- Copy "The Voice" by Shel Silverstein

There is a voice inside of you
That whispers all day long,
"I feel that this is right for me,
I know that this is wrong."
No teacher, preacher, parent, friend
Or wise man can decide
What's right for you - just listen to
The voice that speaks inside.

Homework:

September 13

Students will identify the importance of the steps in the Writing Process.

- New Seating Chart
- Organize notes. Discuss summary question and possible answers.
- Collect Notes
- Surprise!! POP QUIZ

Homework: Organize notes and finish summary question

September 11 - 12

Students will identify the importance of the steps in the Writing Process.

- Continue notes on Writing Process Stages while using textbook pages 18 - 19 as supporting text
- Discuss Summary Question: What is the purpose and importance of the Writing Process?

Homework: Organize notes and finish summary question

September 10

Students will identify the importance of the steps in the Writing Process.

- Review and discuss similarities between PROJECT groups from day before --> importance of steps and having a process for completing a project & affects of negating (taking out) one step: What happens to the product?
- Watch video on Writing Process (8 minutes)
- Notes on Brainstorming/Outling of Writing Process

Homework: Hmmm. . . . . Brainstorm a job you choose and how it includes Writing. Jot it down on the Post-It Note provided.

September 9

Students will identify the importance of the steps in the Writing Process.

- Break groups up and assign tasks! You're adults, planning out whatever your task is. Goal? For it to be successful and ready to go!
- Assign a project and you're on your way! Good luck.
Getting a pet, Bringing home a new baby, Going to Great America, Buying a New Car, Super Bowl Party, Moving to a New Place
- Finish up and gallery walk through! --> walk around and compare and contrast between the groups

Homework: No homework

September 5 - 6

Back in school, students will be welcome in and go through the following in
Miss Kaur's homeroom
.

- Writing Policy
- Information Card
- Go over website and discuss contact information


- Going Bananas for 6th grade --> name cards. Build name cards telling the class and me a little about yourself and waht you're most excited for in 6th grade! Let's aim for a great year. See below for examples. I will give you card stock to work on.

The front of the folded card should look like this. . . .

The inside of the card should follow these directions. . .

Homework: Finish your name cards.

 

 

September 2 - 3 - 4

Students will discuss goals and Quigly's study habits for a successful sixth grade year.

- Long term and short term goals -- start building our goals and aiming for a successful sixth grade year. That also means identifying our weaknesses and seeing what we need help with. Fill out this self assessment worksheet (SIDE 1) and fill in your "UH OH" troubles (SIDE 2).

- Read pages 3 - 6 as a class from "Shurley English: English Made Easy" purple textbook
- What did Quigly do to make changes and work being a successful student. What are study habits? What are habits? --> Talk as a class of building good habits, hard work, and checklists

- Work in groups to work develop a checklist of how students should be preparing for school:
At 8:30 in the morning before switching. . . .
At 3:15 before leaving for home. . . .
Before bedtime. . . .

Homework: No homework


Welcome to 6th grade!

 

Date

Objective or goal of the class

Class work/notes

Homework