Silver Hawks Soar to Silver Hawks Soar to Success!Success!

Teacher Web site: : http://bvms.tvusd.k12.ca.us/~KMcdonald/index.htmhttp://bvms.tvusd.k12.ca.us/~KMcdonald/index.htm

Grades, Assignment Calendar, Models, Rubrics, etc. Grades, Assignment Calendar, Models, Rubrics, etc. Phone: 294-6600x3613Phone: 294-6600x3613

BVMS Web siteBVMS Web site: Go to Grades or Staff websites: Go to Grades or Staff websitesSee Grading Scale and Rubrics for Work Habits See Grading Scale and Rubrics for Work Habits

and citizenship.and citizenship.

Assessment for LearningAssessment for Learning• Only assessments/tests count for a grade.

• In LA, Writing Assignments collected receive

“3” means received on time, completed.

“0” or blank means no work received

“2” in LA means writing is received late

No late practice work recorded in SS.

It takes 1-2 weeks to enter all LA essay scores,but you can see immediately if it was handed in or not with this number system.

Pinnacle GradingPinnacle Grading

• See BVMS web site and click on Grades.

• Put in student’s ID and M/F for male/female.

• Screen will show overall grades, but must click on left drop-down menu for each class report to see progress.

• Comments by assignments or narratives explaining an assignment are important.

• These comments do not show up in email.

Set up Pinnacle E-mail Set up Pinnacle E-mail

• Pinnacle will ask you about emailing grade reports to you.

• Set the filter for whatever you want.

• Can set for it to email every time a grade drops to 70% in any class.

• Comments will not show in email.

Language ArtsLanguage Arts

• Grade 6 has more standards than the other middle school grades.

• Areas are reading to include vocabulary,

writing, spelling, and grammar.

• Language Arts has 48 minutes only versus several hours in elementary school.

• Homework is crucial nightly.

Language Arts Language Arts ReadingReading

• Vocabulary: 6th Grade Focus Roots List, shades of meaning, and usage activities with context clues

• 240 Words 6th Grade Kids Need to Know, or word analysis of student monitored words from

their reading, and class-wide core novel words• Million Word Log keeps track of reading minutes.• Weekly Reading Logs or Novel Packets stress

reading standards for Grade 6. • See LA Sem1 in my web site for details.

Reading AssessmentsReading Assessments• Million Word Log

• Biography/Autobiography Poster + Essay – Non-fiction

• Main Idea 6th Grade Mini-Assessment to prepare for summarizing

• Summarizing skills practiced in Cornell Notes for SS

• Reading analysis of literature using Reading Logs or Novel Packets covering specific reading standards.

Examples are:Book in a Bag Project exploring Story Elements and ThemeReading Logs analyzing effects of setting, character conflict and effects

Structures and Features of Structures and Features of Informational Texts and MaterialsInformational Texts and Materials

• Textbooks, reference materials, historical documents

• Biographies, diaries, journals, speeches• Magazine and news articles• Websites• Internet features• Brochures• Applications • How-to-Directions

Spelling and GrammarSpelling and GrammarSee LA 1-2 Semester under Language SkillsSee LA 1-2 Semester under Language Skills

• Spelling: Know basic rules. See web.

• Grammar for Sentence Structure

• Most Frequently misspelled and confused words. (accept, except, effect, affect,

their, they’re, there)

• Sentence Variety:

Write using simple, compound, and complex sentences.

Forms of WritingForms of WritingExplanatory: explains ideas: compares-contrasts, relates

news story, responds to a piece of literature, explains how-to, and more.

Summary: explains in brief exactly what author wrote. No personal views or interpretation.

Persuasion/Argument: pushes an opinion, ie., Letter to Editor or Business Letter of Complaint

Narrative tells a story: Johns eyes immediately met the hard, bright lights hanging

directly above him. He soon realized he hurt all over. . .

Writing AssessmentWriting Assessment• “On-Task Writing” in class for all drafts

• “Best Writing” is handed in attached to prior drafts, rubric, and model.

• To let you know writing received on time, I will show a 3=yes, 2=late, or 0=not rec’d

• Actual rubric score and points for grade are recorded much later and returned with teacher feedback. Revisions encouraged.

• All graded Writing is returned to Portfolio.

Reflecting on Writing Reflecting on Writing

• Portfolios hold the “Best Writings” with 5 point rubric scoring guides attached.

• Opportunity to reflect on outcomes by studying Proof-reading marks and comments

• Revision is necessary for any student receiving a 3 or less when announced.

• The revision must be attached to original

and the rubric.

Writing ProjectsWriting Projects• Argument/Persuasion District Writing Prompt by late November.

-Biography project with essay reading non-fiction•

Explanatory/expository essays as needed in LA and SS

• Literary Response District Writing Prompt in 2nd Semester

• Poetry with theme and tone (An ode)

• Explanatory Essay: requiredResearch techniques stressed in Social Studies: Small projectnote taking skills, cited sources using bibliography format

• Technology Standards: format word docs., note taking research databases, use electronic text: Used in SS research

LA District Assessments*LA District Assessments*

First Semester

• Argument/Persuasive Writing in late November. (not sure)

• District Language Arts Assessment in December before the Semester 1 ends.

Second Semester

• Explanatory Writing Prompt in April?

• District Language Arts Assessment in May

Social StudiesSocial Studies• Ancient Civilizations Focus: Understand what makes up a civilization

Acquire knowledge of ancient civilizations and analyze the effects of geography on how they lived.

Knowledge of terms essential as a foundationComprehension through outlines, Cornell notes, summing up

Critical Thinking Questions:

Analysis of Cause and Effect, decisions, leadershipEvaluation of Problems and Solutions

Synthesize understanding by writing a Research PaperAcquire skills for researching in a library using computer databases, books, references, and their textbook.

What is What is Ancient HistoryAncient History??• It concerns the distant past, from the earliest

humans through the first great civilizations.

Prehistory (Before written records) B.C. / A.D.

Prehistoric time: Paleo and Neolithic Ancient History civilizations

Chapter TermsChapter Terms

• Students define all the red, blue, and italic terms for a chapter on a “Hide-and-Study Paper.”

• archeologist artifact

• historian prehistoric

• geographer ritual

• social scientists Ancient History

DefineDefine civilization civilization? on a Hide and ? on a Hide and Study PaperStudy Paper

• Civilizations have a stable food supply to feed a large population. Organized systems of managing food distribution became necessary. This led to systems of counting, writing to keep records, laws, social levels, job specialization, and more.

• Ex. cities, trading, technology

Cornell NotesCornell Notes

• Reading strategies practiced

• Summing up paragraphs

• Total Chapter summary

Main Ideas

Supporting Details

Headings and Bullets NotesHeadings and Bullets Notes• Students will learn how to do these notes as the

year progresses, and learn to create their own notes. Result=higher quiz scores

Heading: Difficulties of Environment of Mesopotamia

• Food shortages in hills• Uncontrolled water supply• Must maintain irrigation systems• Attacks from neighbors

Keep it together! Use FolderKeep it together! Use Folder• Questions of the Day• Hide-and Study Paper with defined terms and a

quick-draw icon for each• Chapter Notes• Geography Challenges/Maps• ISN-Interactive Student Notebook

All are organized in a paper folder with fasteners and handed in on Chapter Test day for credit

“3” all completed “1” incomplete- affects understanding No late work for practice recorded

Time Periods and CivilizationsTime Periods and Civilizationsfor First Semesterfor First Semester

• Earliest hominids to 70,000 BCE hunters and gatherers: Hominids to Homo Sapiens

• 12,000-9000 BCE Last Ice Age Neolithic Age and beginning of Agriculture

• 3500-2000 BCE Start civilizations with writing: Mesopotamia, Egypt, and Kush

Permanent shelters=Characteristics of civilizations• 2500-1700 BCE Indus River Valley

““Go Beyond”Go Beyond”• Differentiation/enrichment in place of the usual Chapter work. Must Achieve “A” 3 times on SS

tests to do. Must come to beginning meeting at start of a unit. Cannot come into mid-Unit.

• Deeper exploration encouraged through the GO Beyond Club that meets at lunch as announced.

• Independent approach to SS StandardsOpen to all students:

Some “Go Beyond” assignments explained and offered to all students. Will be posted on calendar and in Planners under Saturday.

Projects and ResearchProjects and ResearchMust use research process for Must use research process for Grade 6 in Semester 2Grade 6 in Semester 2

Sparta Athens

History Alive!History Alive!• Purpose: to create historical memory.

1. Active learning involving the seven multiple intelligences: visual-spatial, linguistic, deductive reasoning, body-kinesthetic, musical, inter and intrapersonal.

2. Cooperative partnering and grouping for discussion and investigating ideas.

3. Spiraling curriculum leading students through a process of discovery from knowledge to analysis to synthesis and

evaluation.

Please see the S.S. TCI Parent Letter on website.

Caring Classroom 613Caring Classroom 613

• Care for the Code of Conduct

-Respect for Self Do my best Positive Participation-Respect for Others Concern for all-Respect for School Care to follow rules

Goal for LA and SSGoal for LA and SS

• To prepare your student for success in Grade 7 through mastery of 6th Grade Standards.

• To build responsibility and confidence in

by increasing their ability to communicate.

Class Theme: “Go Beyond”Class Theme: “Go Beyond”

Class Mission: ABC• Achieve strong academic

skills.• Study for assessments.• Build self responsibility.

Planner/Notebook.• Care to contribute as a

citizen using the Code of Conduct

Class Rule: Be a “Brain”• Be ready to learn.• Respect everyone’s right to learn.• Area cleaned. All

materials returned.• Independent learner:

follow directions/start!• Never end noisy. Need class closing to know what was learned.

End of Presentation for LA/SSEnd of Presentation for LA/SS

• Please follow grades on Pinnacle.

• See teacher comments

• Be sure student comes for tutoring and/or make ups during DEAR in timely manner when absent.

• Communication is key. Please email or phone if any problems occur that I must know.

• Thank you!

Kathie McDonald

Writing Skills Elective-Gd.7Writing Skills Elective-Gd.7

• Purpose: to take students through the writing process in order to produce clear coherent writing using powerful vocabulary and description.

• To give students an appreciation for writing in all areas of life.

• To encourage editing and revisions

Writing Warm-UpsWriting Warm-Ups• Designed to practice Language Skills.

• See LA web pages for these skills with

practice we use throughout the year.

• Practice with Quick writes using different forms of writing: narrative, explanatory, argument, descriptive, summary

• Quick writes count and Mini-quizzes

Models Models • Imitating Grammar of the Greats! “A light kindled in the sky, a blaze of yellow fire behind dark barriers.”

J.R.R. Tolkien, The Lord of the Rings

Application: Combine the sentence to create one in the same order of sentence parts as the model

a. A noise eruptedb. The noise erupted in the forest.c. The noise was a screech.d. The screech was of angry ravens.e. The ravens were in decaying trees.

ImitationImitation

• A noise erupted from the forest, a screech of angry ravens in decaying trees.

Model: “There, his black robes rippling in a cold breeze, stood Severus Snapes.”

J.K. Rowling, Harry Potter and the Chamber of Secrets

Ex. Upside down, his loose change falling from his pants pocket, dangled Devon.

SharingSharing

• Students share their writing pieces, help each other learn, and become more confident in their approach to writing.

• Only words of encouragement

• Only constructive criticism

• Read-alouds

• Word Processing stressed for revision

Reading leads to WritingReading leads to Writing

• Choose a song and point out poetic elements and figurative language

• Famous lines from the sublime!

Beginning famous story lines and continue writing to describe setting and conflict

• Ad Analysis for Persuasive techniques

literary devices

Advice for young people!Advice for young people!

• “The most important thing is to read as much as you can, like I did. It will give you an understanding of what makes a good writing, and it will enlarge your vocabulary. And it’s a lot of fun!” J.K. Rowling

• “When it comes to language, nothing is more satisfying than to write a good sentence.” Barbara Tuchman

TestimonialsTestimonials

• “This class helped me in my test scores and in my Language Arts class.”

• “I never knew there was so much to writing and it was in so many places.”

• “When I entered this class, I thought it would be boring, then I started learning new ideas and views from everyone. Mrs. McDonald is the bomb.”

Forms of WritingForms of Writing

• Narrative 5 Paragraph EssayAutobiographical account of one event

• District Writing Prompt in early December

• Persuasive Essay

• Poetry

• Descriptive Paragraph

Be a Winner! Be a Winner!

• Write down assignments in class.• Internet check Pinnacle for grades.• Need to check Planner/HW Calendar• Need to set email for automatic info. on grade• Explain to your parents what you are doing

in school.• Review daily work for tests and due dates.