Weekly Update/News

Week of April 6-10, 2020
Happy Spring Break week! With all this craziness, you've deserved it! Thanks to all the parents/kids for support and work! :)
Most of the info below applies to the previous three weeks of at-home work. The school office will be sending out next week new packets for April 14-May 1, 2020 (Mondays will be considered teacher planning times, so new assignments will not be on those days). The new packet has a list and an assignment calendar on the back with work broken down into small chunks each day. All the work has been scaled back and students should be able to work independently. 
*See school website homepage for closing information. The packet of work (in a Ziploc bag) that came home with your child on Monday, March 16 should've been finished last week. I also had added some online work into Google Classroom: Homeroom. Most can be done at each student's own pace. I've sent parents and students separate emails with the information needed. Please encourage daily work--some assignments may be broken into smaller chunks and spread throughout a couple days. Here is the pdf of the directions for the packet: 
Take Home Packet Directions, 6th Grade.pdf

*April monthly newsletter-use link on left side of my webpage on pcwolves.net

Scott reading: Students received in their packet the last rotation novel of the year, something familiar that the kids can continuously work on over this extended period. They read one of four novels: The Cay, Night of the Twisters, Thomas Edison, or War Horse. For each novel, there is a bookmark to sign and a packet with adjectives/proofs/explanations to describe a character and twelve vocabs to define/cite context proof/explain how the clue was used to define the word. Both the signed bookmark and packet will be due when students return. Encourage reading a chunk each day and completing a vocab per day. This same book will be used for work in the new packet coming next week.
     In class--For at-home work, the main goal was the completion of the rotation novel. In Google Classroom, I included a couple articles that have answer sheets that can be considered both language and reading: "In the Nick of Time" and "Rough-Cut Diamonds." Both article answer sheets represent what we've been doing in class all year--making a claim and supporting it with cited evidence the student needs to explain. I attached pdfs of the articles and Google Docs for the answer sheets--if needed, the pdfs/sheets can be emailed to a student if Google Classroom isn't available, and hand-written work can be completed. 

Scott Math: Last week included assignments directly from the Pearson Wkbk)  Reminder for last week: Monday, Day 10: Reviews of Topics 5-1, 5-2, 5-3, and 5-4 on pages 324-325. Show work when necessary. Tuesday, Day 11: Section 6-5, pages 365 numbers 12-22 (this deals with percents, which we've practiced--students can multiply, for most of the problems, the decimal version of the percent by the number given--we've done that in class). Wednesday, Day 12: page 381 Crossword of dividing by two-digit numbers, Across A-T--work-out the problems on notebook paper; remind students to use estimating/compatible numbers to get started on the division process. Thursday, Day 13: Second half of the Crossword, page 381, Down A-S. Friday, Day 14: Section 7-6 pages 426-427 #s 5,6,8,10,11,13,14,16,17--students should make a chart like on the earlier HW for surface area of a rectangular prism).  

Language:  From the take-home packet, students should've finished working on:
-A fill-in-the-blank color poem that requires knowing parts of speech
-An Ode to Spring poem (Be sure to rewrite in cursive on another page), &
-"What is Summer?" stanzas--example given on the packet directions page--chunks can be done each day.
-WS: "Help!!! Improve these Sentences!!! (avoid no-no words like was, is , are, were, got, stuff...)--think of patterns and adding specifics (we've worked on that all year long...)
-Interview a family member--quotation work--remember: this was originally made for students to ask students, so questions about junior high, etc. should be skipped)
-See reading above for article information
-In Google Classroom--Patterned story about being home (it's on a slideshow, like ones we've done in the past). I've put examples of each pattern on the last two slides. Remember: specific words, no "was", "were", "are", "got", "stuff", etc. These will be checked by me and revised as needed, so students will need to check back on them to look for comments.

Social Studies:  For the take-home packet, we moved into the topic of The Civil War. Work includes:
-Defining words contained in a basic info article about the war
-Word search that contains those defined words
-Civil War Math WS with stats and dates
-Jefferson Davis vs. Abraham Lincoln--reading through the info about both men and filling-in the Venn diagram to create a compare/contrast--hopefully, we'll be able to use that Venn diagram to create a written paragraph.
-In Google Classroom: THE ABCs of the CIVIL WAR, on a slideshow. Students are to use the Civil War Information page, the info about Jefferson Davis and Abraham Lincoln, and online sources to complete the ABCs--a variety of facts are needed.
-In Google Classroom: labeling the counties and county seats of Northern Illinois--using an online Google map, fill-in the chart with the county/county seats based on the corresponding letters.
Science: For the take-home packet: -I've included three National Geographic magazines that each contain three articles. Every other day, students are to choose an article and fill-out an Individual Inquiry page with facts and a small paragraph--the students have done these many times, so they know how to complete the paper. They'll need to complete 8 articles by the time they return. This is two more than on the packet directions to accommodate the added week of work. They also have an option to choose their own topic to research, like we've done on some Fridays this year, and fill-in the form instead of using a Nat'l Geo article. Also, to go along with the nutrition unit we started, students should choose "Yes" to Chocolate Milk or "No" to Chocolate Milk as a persuasion writing piece--articles for support are provided for each and a form to follow as to where to put quoted proofs and where to explain (just like we've been doing in class all year).

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