Kimberly Smith

6th Grade RLA/Social Studies Teacher
Gray Wolves Team
West Creek Middle School
E-mail: kimberly.smith@cmcss.net
Phone: (931) 503-3288

About Me

This will be my fourth year at West Creek Middle School but my eighth year teaching sixth grade Social Studies! I am originally from Boston, Massachusetts but moved to Tennessee in 1994. I graduated with a Bachelor's Degree from Middle Tennessee State University in the fall of 2000 and am working towards a Master's Degree. I have three sons, two of which are students at the Creek, and we love going on adventures together! I am excited about this school year and know that our students will be successful! Please feel free to contact me with any questions or concerns you may have this year! Go Gray Wolves!! Go Coyotes!!


Social Studies

For the Week of March 19-March 23, 2018

Ancient Rome, c. 500 BC/BCE-500 AD/CE

6.61 Explain the rise of the Roman Republic and the role of mythical and historical figures in Roman history, including Romulus and Remus, Hannibal and the Carthaginian Wars, Cicero, Julius Caesar, Augustus, Hadrian, Aeneas, and Cincinnatus.

6.63 Describe the influence of Julius Caesar and Augustus in Rome’s transition from a republic to an empire and explain the reasons for the growth and long life of the Roman Empire.

· Military organization, tactics, and conquests and decentralized administration

· the purpose and functions of taxes

· the promotion of economic growth through the use of a standard currency, road construction, and the protection of trade routes

· the benefits of a Pax Romana

6.65 Identify the location of, and the political and geographic reasons for, the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.

6.66 Describe the characteristics of slavery under the Romans and explain the slave revolt led by Spartacus.

Monday, March 19, 2018-Tuesday,March 20, 2018

Students will analyze and explain the 3 Punic Wars and Hannibal the Great

Classwork: Map Skills/ Venn Diagram/Video Analysis

3/20/18-Quiz on Hannibal

Wednesday, March 21, 2018

Students will learn about Spartacus and the impact of slavery in Ancient Roman Times

Classwork: Round Robin Write

Thursday,March 22, 2018-Friday,March 23, 2018

Students will take the Common Unit Assessment Part A

Classwork: Ancient Roman Test

Reading and Language Arts

This Week-March 19, 2018- March 23, 2018 In RLA:

Reading Pieces Focused on This Week:

These are the Clear Targets for this Week in Reading and Language Arts:

Texts for This Unit:

J.K Rowling (Author Study)

The Worst Birthday

Swarm

The Terror

Life Doesn’t Frighten Me

The King of Mazy May audio

The King of Mazy May: Text

Clear Targets for This Unit:

I can deconstruct a writing prompt and write a well crafted informative essay so that I can convey my ideas in writing. I know that I can do this when I can effectively elaborate on the topic, address the the audience and maintain their attention.

I can focus, organize, and develop my point(s) and evidence so that I can appropriately respond to the given prompt. I will know that I can do this when I score a 3 or a 4 on the TNReady Informative Writing Rubric.

I can analyze the authors’ presentations of a topic so that I can compare and contrast how the topic is developed. I know that I can do this when I can accurately depict the author’s purpose, tone, mood, purpose for including a particular sentence or paragraph, and how the topic is conveyed.

I can determine how specific details are conveyed in the text so that I can better understand how the author develops the central idea of the text. I know that have done this when I can determine the author’s main points in the text.

I can compare and contrast text on the same topic and different forms of medium to understand their approaches to how the author develops theme. I will show this by describing how a sentence or paragraph contributes to the development of the theme.

I can analyze how the different forms and genres of a text contribute to the overall theme so that I can compare and contrast the authors’ approaches.

I can use context clues to determine how the author uses connotation and figurative language to develop the theme in the text to convey his perspective. I will show that I can do this when I can identify words within the text to assist with my understanding of the development of the overall theme.

Monday,March 19, 2018

Timed Writing

Tuesday, March 20,2018

Typing and Peer Editing

Wednesday,March 21 , 2018

Author’s Purpose Quiz

Thursday, March 22 2018

Author’s Study-The Worst Birthday-Cold Read

Friday, March 23 , 2018

OverArching Questions and Reporting

Important Dates to Remember:

As From The School Calendar

Monday, March 19, 2018:Report Cards Issued

March 26, 2018- March 30, 2018:Spring Break: Students Do Not Report

Friday, April 6, 2018: Spring Picture Day

Friday, April 13, 2018: Sixth Grade Dance
































posted 3/17/2018 11:23:00 PM


This Week-March 12, 2018- March 16, 2018 In RLA:

Reading Pieces Focused on This Week:

These are the Clear Targets for this Week in Reading and Language Arts:

Texts for This Unit:

J.K Rowling (Author Study)

The Worst Birthday

Swarm

The Terror

Life Doesn’t Frighten Me

The King of Mazy May audio

The King of Mazy May: Text

Clear Targets for This Unit:

I can deconstruct a writing prompt and write a well crafted informative essay so that I can convey my ideas in writing. I know that I can do this when I can effectively elaborate on the topic, address the the audience and maintain their attention.

I can focus, organize, and develop my point(s) and evidence so that I can appropriately respond to the given prompt. I will know that I can do this when I score a 3 or a 4 on the TNReady Informative Writing Rubric.

I can analyze the authors’ presentations of a topic so that I can compare and contrast how the topic is developed. I know that I can do this when I can accurately depict the author’s purpose, tone, mood, purpose for including a particular sentence or paragraph, and how the topic is conveyed.

I can determine how specific details are conveyed in the text so that I can better understand how the author develops the central idea of the text. I know that have done this when I can determine the author’s main points in the text.

I can compare and contrast text on the same topic and different forms of medium to understand their approaches to how the author develops theme. I will show this by describing how a sentence or paragraph contributes to the development of the theme.

I can analyze how the different forms and genres of a text contribute to the overall theme so that I can compare and contrast the authors’ approaches.

I can use context clues to determine how the author uses connotation and figurative language to develop the theme in the text to convey his perspective. I will show that I can do this when I can identify words within the text to assist with my understanding of the development of the overall theme.

Monday,March 12, 2018

Mazy May Cold Read

Tuesday, March 13,2018

Pre-Writing

Wednesday,March 14 , 2018

Timed Writing

Thursday, March 15 2018

The Worst Birthday

Friday, March 16 , 2018

ISN Notes and Practice






posted 3/11/2018 1:45:00 PM






Social Studies

For the Week of March 12-March 16, 2018

Ancient Rome, c. 500 BC/BCE-500 AD/CE

Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient Rome.

6.59 On a historical map, identify ancient Rome and trace the extent of the Roman Empire to 500 AD/CE.

6.60 Explain how the geographical location of ancient Rome contributed to the shaping of Roman society and the expansion of its political power in the Mediterranean region and beyond.

6.61 Explain the rise of the Roman Republic and the role of mythical and historical figures in Roman history, including Romulus and Remus, Hannibal and the Carthaginian Wars, Cicero, Julius Caesar, Augustus, Hadrian, Aeneas, and Cincinnatus.

6.62 Describe the government of the Roman Republic and its contribution to the development of democratic principles, including the rule of law (a written constitution), separation of powers, checks and balances, representative government, and civic duty.

6.63 Describe the influence of Julius Caesar and Augustus in Rome’s transition from a republic to an empire and explain the reasons for the growth and long life of the Roman Empire.

· Military organization, tactics, and conquests and decentralized administration

· the purpose and functions of taxes

· the promotion of economic growth through the use of a standard currency, road construction, and the protection of trade routes

· the benefits of a Pax Romana

6.64 Reflect on the impact of the lives of Cleopatra, Marc Anthony, Nero, Diocletian, and Constantine, city of Constantinople on the Roman Empire.

6.65 Identify the location of, and the political and geographic reasons for, the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes.

6.66 Describe the characteristics of slavery under the Romans and explain the slave revolt led by Spartacus.

Monday, March 12, 2018

Students will analyze and explain the creation story of Ancient Rome.

Classwork: Romulus and Remus

Tuesday,March 13, 2018

Students will analyze the geographical features of Ancient Rome.

Classwork: Map Skills

Wednesday, March 14, 2018

Students will how the geographical location of ancient Rome contributed to the shaping of Roman society and the expansion of its political power in the Mediterranean region and beyond

Classwork: Venn Diagram

Thursday,March 15, 2018

Students will describe the government of the Roman Republic and its contribution to the development of democratic principles, including the rule of law, separation of powers, checks and balances, representative government, and civic duty.

Classwork: Gallery Sit

Friday,March 16, 2018

Students will analyze and explain the 12 Tables of Ancient Rome.

Classwork: Venn Diagram














posted 3/11/2018 1:43:00 PM


Social Studies

For the Week of February 26-March 2, 2017

Ancient Greece, c. 800-300 BC/BCE

Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient Greece.

6.53 Explain the rise of Alexander the Great and the spread of Greek culture.

6.54 Analyze the causes and effects of the Hellenistic culture of Greece.

6.55 Describe the myths and stories of classical Greece; give examples of Greek gods, goddesses, and heroes (Zeus, Hermes, Aphrodite, Athena, Poseidon, Artemis, Hades, Athena), and events, and where and how we see their names used today.

6.56 Compare and contrast the Titans with the Olympian gods and explain the surrounding Greek mythology.

6.57 Explain why the city-states of Greece instituted a tradition of athletic competitions and describe the sports they featured.

6.58 Describe the purposes and functions of the lyceum, the gymnasium, and the Library of Alexandria, and identify the major accomplishments of the ancient Greeks.

Thales (science),Pythagoras and Euclid (mathematics), Hippocrates (medicine), Socrates, Plato, and Aristotle (philosophy), Herodotus, Thucydides, Homer, Aeschylus, Sophocles, Aristophanes, and Euripides (history, poetry, and drama), the Parthenon, the Acropolis, and the Temple of Apollo (architecture), the development of the first complete alphabet, with symbols representing both consonants and vowels

Primary Documents and Supporting Texts to Read: excerpts from Homer’s Iliad and the Odyssey; excerpts from Pericles’ Funeral Oration; excerpts from Alexander by Plutarch; excerpts from Aesop’s Fables (or the Aesopica); excerpts from Aristotle’s The Athenian Constitution; excerpts from The Battle of Marathon; excerpts from Everyday Life in Ancient Greece (4th Century BC)

Monday, February 26, 2018

Students will analyze the Olympic Games and Explain the Connection of this ancient practice to modern times.

Classwork: Close Reading with Questions

Tuesday,February 27, 2018

Students will analyze and explain the role of Alexander the Great.

Classwork: Gallery Walk

Wednesday, February 28, 2018

Students will analyze the effect of Hellenistic Culture.

Classwork: Greek Mythology

Thursday,March 1, 2018

Students will analyze a Primary Source: Pericles' Funeral Oration

Classwork: Close Reading

Friday,March 2, 2018

Students will analyze contributions of important Greeks.

Classwork: Notes/Reader’s Theater

Reading and Language Arts

This Week-March 26, 2018- March 2, 2018 In RLA:

Reading Pieces Focused on This Week:

These are the Clear Targets for this Week in Reading and Language Arts:

Texts for This Unit:

“All Pieces Matter”

“Pythons Invade”

“The Snake that’s eating Florida”

“Amazing Race”

Skills To Continue to Work On This Week:

I can identify details or examples in a text where the author develops the point of view or purpose of the text.

I can analyze the authors’ presentations of a topic so that I can compare and contrast how the topic is developed.

1. I can identify claims in nonfiction texts.

2. I can identify evidence that relates to the claim in nonfiction texts.

3. I can evaluate if the claim is supported by evidence or not in nonfiction texts.

4. I can write a claim with support using text evidence from nonfiction texts.

Monday,February 26, 2018-Tuesday, February 27,2018

Presentations of Claim and Counterclaim Posters-Invasive Species

Wednesday,February 28 , 2018-Thursday, March 1, 2018

Poetry-Invasive Species

Friday, March 2 , 2018

Reader’s Theater


posted 2/25/2018 5:49:00 PM


Social Studies

For the Week of February 19-February 23, 2017

Ancient Greece, c. 800-300 BC/BCE

Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient Greece.

6.49 Compare and contrast life in Athens and Sparta.

6.50 Compare and contrast the status of women and slaves between Athens and Sparta

6.51 Analyze the causes, course, and consequences of the Persian Wars.

6.52 Analyze the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta.

6.53 Explain the rise of Alexander the Great and the spread of Greek culture.

6.54 Analyze the causes and effects of the Hellenistic culture of Greece.

Monday, February 19, 2018-Tuesday,February 20, 2018

Students will complete a study guide and review for the Common Unit Assessment

Classwork: Study Guides/Kahoot

Wednesday, February 21, 2018-Thursday,February 22, 2018

Students will take the CUA for Unit 7 Part A

Classwork: Greek Part A Assessment

Friday,February 23, 2018

Students will analyze the cultural aspects of Greece-Mythology and Food Tasting

Classwork: Cultural Analysis

Reading and Language Arts

This Week-February 19, 2018- February 23, 2018 In RLA:

Reading Pieces Focused on This Week:

These are the Clear Targets for this Week in Reading and Language Arts:

Texts for This Unit:

“All Pieces Matter”

“Pythons Invade”

“The Snake that’s eating Florida”

“Amazing Race”

Skills To Continue to Work On This Week:

I can identify details or examples in a text where the author develops the point of view or purpose of the text.

I can analyze the authors’ presentations of a topic so that I can compare and contrast how the topic is developed.

1. I can identify claims in nonfiction texts.

2. I can identify evidence that relates to the claim in nonfiction texts.

3. I can evaluate if the claim is supported by evidence or not in nonfiction texts.

4. I can write a claim with support using text evidence from nonfiction texts.

Monday,February 19, 2018-Tuesday, February 20,2018

WebQuest and Creating a Claim-Research Projects

Claim Vs Counterclaim

Wednesday,February 21 , 2018-Thursday, February 22, 2018

Presentations of Posters and Cold Read Quiz

Friday, February 23 , 2018

Poems and Author’s Perspective/Point of View


posted 2/18/2018 8:23:00 PM


Social Studies

For the Week of February 12-February 16, 2017

Ancient Greece, c. 800-300 BC/BCE

Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient Greece.

6.49 Compare and contrast life in Athens and Sparta.

6.50 Compare and contrast the status of women and slaves between Athens and Sparta

6.51 Analyze the causes, course, and consequences of the Persian Wars.

6.52 Analyze the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta.

6.53 Explain the rise of Alexander the Great and the spread of Greek culture.

6.54 Analyze the causes and effects of the Hellenistic culture of Greece.

Monday, February 12, 2018

Students will analyze the Peloponnesian Wars.

Classwork: Close Reading with Questions

Tuesday,February 13, 2018

Students will analyze the Persian Wars.

Classwork: Google Classroom

Wednesday, February 14, 2018-Thursday,February 15, 2018

Students will analyze affects of Hellenism and Alexander the Great

Classwork: Gallery Walk

Friday,February 16, 2018

Students will analyze the spread of Greek Culture

Classwork: Speed Debating

Reading and Language Arts

This Week-February 12, 2018- February 16, 2018 In RLA:

Reading Pieces Focused on This Week:

These are the Clear Targets for this Week in Reading and Language Arts:

Texts for This Unit:

“All Pieces Matter”

“Pythons Invade”

“The Snake that’s eating Florida”

“Amazing Race”

I can identify details or examples in a text where the author develops the point of view or purpose of the text.

I can analyze the authors’ presentations of a topic so that I can compare and contrast how the topic is developed. ?

1. I can identify claims in nonfiction texts.

2. I can identify evidence that relates to the claim in nonfiction texts.

3. I can evaluate if the claim is supported by evidence or not in nonfiction texts.

4. I can write a claim with support using text evidence from nonfiction texts.

Monday,February 12, 2018

“Race to the South Pole”

Compare/Contrast

Tuesday, February 13,2018

Daily Grammar Practice

Part of speech

Text: Compare And Contrast

“Amazing Race” and “Race to the South Pole”

Cold Read Quiz

Triple Diagram

Wednesday,February 14 , 2018-Thursday, February 15, 2018

“The Snake that’s eating Florida”

Webquest

Friday, February 16 , 2018

Free Write


posted 2/12/2018 4:31:00 PM


Social Studies

For the Week of February 5-February 9, 2017

Ancient Greece, c. 800-300 BC/BCE

Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient Greece.

6.45 On a historical map of the ancient Mediterranean area, locate Greece and trace the boundaries of its influence to 300 BC/BCE. On a contemporary map trace the current boundaries of Greece. Compare and contrast the sphere of influence of Greece in those two different eras.

6.46 Explain how the geographical location of ancient Athens and other city-states contributed to their role in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence.

6.47 Trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the development of the idea of citizenship.

6.48 Explain how the development of democratic political concepts in ancient Greece lead to the origins of direct Democracy and representative Democracy

the “polis” or city-state, civic participation and voting rights, legislative bodies, constitution writing, rule of law

6.49 Compare and contrast life in Athens and Sparta.

Monday, February 5, 2018

Students will analyze the influence of the Greeks throughout the Mediterranean region through Maritime Trade

Classwork: Map Skills/Hellenism and Greek Mythology Included

Tuesday,February 6, 2018

Antiquated and Modern Day Maps of Greece will be compared/contrasted

Classwork: Map Skills/Geography Quiz Exit Ticket

Wednesday, February 7, 2018

Students will analyze the different forms of government that existed in Ancient Greece.

Classwork: Government Types Graphic Organizer

Thursday,February 8, 2018

Students will analyze the concept of democracy and its origin-Athens

Classwork: Speed Debating-Democracy

Friday,February 9, 2018

Students will analyze the city-states of Athens and Sparta

Classwork: Non-Print Variations of Similarities and Contrasting Points

Reading and Language Arts

This Week-February 5, 2018- February 9, 2018 In RLA:

Reading Pieces Focused on This Week:

These are the Clear Targets for this Week in Reading and Language Arts:

R.I. 6.8.

I can identify claims in nonfiction texts.

I can identify evidence that relates to the claim in nonfiction texts.

I can evaluate if the claim is supported by evidence or not in nonfiction texts.

I can write a claim with support using text evidence from nonfiction texts

6.W.TTP.1-

I can

Understand the rhetoric of argument

Introduce a precise claim

Provide reasons and evidence to support claims

Determine relevance of evidence

Utilize credible sources

Utilize transitional expressions to establish

Relationships among claims and reasons

Understand and use a formal style Provide an effective conclusion

Texts for This Unit:

“All Pieces Matter”

“Pythons Invade”

“The Snake that’s eating Florida”

“Amazing Race”

Monday,February 5, 2018

Common Unit Assessment

Tuesday, February 6,2018

Pre-Writing Informal Assessment-Should Animals Be In The Classroom Text

Wednesday,February 7 , 2018

Students will focus on vocabulary and the use of Their, There, and They’re in a Writing Sample

Thursday, February 8, 2018

Students will Close Read “The Amazing Race”

Friday, February 9 , 2018

Doing and Saying Charts In Groups-Character Analysis


posted 2/4/2018 1:30:00 PM


Social Studies

For the Week of January 22- January 26, 2017

Ancient Israel, c. 2000 BC/BCE-70 AD/CE

Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient Israel.

6.39 On a historical map of the Mediterranean Sea, Jordan River, Sinai Peninsula, locate Asia Minor, the kingdoms of the Hittites and Phoenicians, ancient Israel, and Egypt.

6.40 Examine the development of the ancient Israelites, tracing their migrations from Mesopotamia to Canaan, later called Israel, and explain the significant roles of Abraham and Moses in their history.

6.41 Describe the monotheistic religion of the Israelites, including:

· the belief in one God (monotheism)

· the Ten Commandments

· the emphasis on individual worth and personal responsibility

· the belief that all people must adhere to the same moral obligations, whether ruler or ruled

· the Torah and the Hebrew Bible as part of the history of early Israel

6.42 Describe the unification of the tribes of Israel under Kings Saul, David, and Solomon, including David’s founding of Jerusalem as his capital city in 1000 BC/BCE and the building of the first temple by Solomon.

6.42 Describe the unification of the tribes of Israel under Kings Saul, David, and Solomon, including David’s founding of Jerusalem as his capital city in 1000 BC/BCE and the building of the first temple by Solomon.

6.42 Summarize the four major events after the rule of King Solomon in the history of Israel, including the breakup of the Kingdom of Israel, destruction of the Northern Kingdom, Babylonian captivity under Nebuchadnezzar, and the return of the Jews to their homeland under the Persian Empire.

6.43 Conduct a short research piece with supporting details of Second Babylonian, Persian, and Median Empires, including Nebuchadnezzar, the Hanging Gardens of Babylon, Cyrus the Great, Darius the Great, and Xerxes.

6.44 Explain how Judaism survived the expulsion/dispersion of the Jews to other lands (the Diaspora) after the destruction of the second temple in Jerusalem in 70 AD/CE, and the renaming of the country by the Romans.

Monday, January 22, 2018

Students will analyze the fall of King Solomon and the Babylonian Captivity

Classwork: Map Skills

Tuesday, January 23, 2018-Wednesday, January 24, 2018

Students will analyze the Persian Kings of Cyrus, Darius, and Xerxes

Classwork: Stations

Thursday, January 25, 2018

Students will understand the destruction of the Second Temple and the Influence of the Roman Empire on the Israelites

Classwork: Close Reading

Friday, January 26, 2018

Students will analyze a map and a reading passage to understand the Diaspora of the Jews after the destruction of the Second Temple.

Classwork: SRQ Review

*Our Unit Assessment over Israel has been moved to January 30, 2018. This unit is a very short one and students are encouraged to utilize the website and Google Classroom for the ability to watch supportive video passages and to analyze reading passages to extend the learning that takes place in the classroom*

This Week-January 22, 2018- January 26, 2018 In RLA:

Reading Pieces Focused on This Week: The Georges and The Jewels, Believing In Yourself, and Rikki Tikki Tavi

These are the Clear Targets for this Week in Reading and Language Arts:

I can appropriately use commas, capitalization, spelling, and punctuation in my narrative writing. I will know that I can do this my writing when I can appropriately use phrases and clauses.

I can identify and define different types of figurative language in a text so that I can determine how it helps the development of the plot. I will know I can do this when I can create a graphic organizer that identifies multiple different examples of figurative language accurately.

I can integrate information presented in different media or formats, such as in tables, images, diagrams, and words to develop a coherent understanding of a topic or issue so that I can demonstrate how different formats present the same ideas.

Monday,January 22, 2018-Tuesday, January 23,2018

Rikki Tikki Tavi-Cold and Close Read/Graphic Organizer Mapping/Plot Diagrams

Wednesday,January 24 , 2018-Thursday, January 25, 2018

Students will write a narrative in response to a prompt. Students will use their Plot Diagrams to analyze and understand the storyline and their graphic organizers to write their essays in class.

Friday, January 26 , 2018

Quiz


posted 1/21/2018 8:35:00 PM


Social Studies

For the Week of January 8- January 12, 2018

Ancient Israel, c. 2000 BC/BCE-70 AD/CE

Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient Israel.

6.39 On a historical map of the Mediterranean Sea, Jordan River, Sinai Peninsula, locate Asia Minor, the kingdoms of the Hittites and Phoenicians, ancient Israel, and Egypt.

6.40 Examine the development of the ancient Israelites, tracing their migrations from Mesopotamia to Canaan, later called Israel, and explain the significant roles of Abraham and Moses in their history.

6.41 Describe the monotheistic religion of the Israelites, including:

· the belief in one God (monotheism)

· the Ten Commandments

· the emphasis on individual worth and personal responsibility

· the belief that all people must adhere to the same moral obligations, whether ruler or ruled

· the Torah and the Hebrew Bible as part of the history of early Israel

6.42 Describe the unification of the tribes of Israel under Kings Saul, David, and Solomon, including David’s founding of Jerusalem as his capital city in 1000 BC/BCE and the building of the first temple by Solomon.

Monday, January 8, 2018

Students will analyze the life of Abraham and the migration of this historical figure.

Classwork: Map Skills

Tuesday, January 9, 2018

Students will analyze the Jewish Leader: Moses

Classwork: Slavery and the Execution of the Jews/Rameses

Wednesday, January 10, 2018

Students will continue to analyze the Jewish Leader: Moses

Classwork:The Ten Plagues and the Migration of the Exodus

Thursday, January 11, 2018

The Ten Commandments Versus the 282 Code of Laws of Hammurabi

Classwork: Venn Diagram Compare/Contrast

Friday, January 12, 2018

Students will analyze and explain the life and achievements of King Saul

Classwork: Gallery Walk

*Our Unit Assessment over Israel will be on January 24, 2018. This unit is a very short one and students are encouraged to utilize the website and Google Classroom for the ability to watch supportive video passages and to analyze reading passages to extend the learning that takes place in the classroom*

This Week-January 8, 2018- January 12, 2018 In RLA:

Reading Pieces Focused on This Week: The Georges and The Jewels, Believing In Yourself, and Rikki Tikki Tavi

These are the Clear Targets for this Week in Reading and Language Arts:

I can appropriately use commas, capitalization, spelling, and punctuation in my narrative writing. I will know that I can do this my writing when I can appropriately use phrases and clauses.

I can identify and define different types of figurative language in a text so that I can determine how it helps the development of the plot. I will know I can do this when I can create a graphic organizer that identifies multiple different examples of figurative language accurately.

I can integrate information presented in different media or formats, such as in tables, images, diagrams, and words to develop a coherent understanding of a topic or issue so that I can demonstrate how different formats present the same ideas.

Monday,January 8, 2018-Tuesday, January 9,2018

Rikki Tikki Tavi-Cold and Close Read

Wednesday,January 10, 2018-Thursday, January 11, 2018

Graphic Organize Mapping/Plot Diagrams

Friday, January 12 , 2018

Quiz

Important Dates to Remember:

Monday, January 8, 2018: West Creek Basketball at Rossview Middle School

Wednesday, January, 10, 2018: Report Cards for First Semester Issued

Thursday, January 11, 2018: West Creek Middle School Basketball at Northeast Middle School

Monday, January 15, 2018: Students Do Not Report: No School: Martin Luther King, Jr. Holiday

Tuesday, January, 16, 2018: After School Programs Resume


posted 1/8/2018 11:25:00 AM


Ancient India:

Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient India.

6.23 Locate and describe the Himalayas and the major river systems, including Indus and Ganges and evaluate the importance of each.

6.24 Analyze the impact of the Aryan invasions.

6.25 Explain how the major beliefs and practices of Brahmanism in India evolved into early Hinduism.

6.26 Outline the social structure of the caste system and explain its effect on everyday life in Indian society.

Social Studies

For the Week of October 30-November 3, 2017

Monday,October 30, 2017

Students will work on Map Skills of Ancient India.

Classwork: Map Skills with a Close Read on Geography

Tuesday October 31 , 2017

Map Skills and the History of the Indus River Valley analyzed and explained.

Classwork: Map Skills Continued

Wednesday, November 1, 2017

Students will analyze the major beliefs of Brahmanism and Hinduism.

Classwork: Venn Diagram/Polytheism in India

Thursday, November 2, 2017

Students will be introduced to Ancient India’s Ramayana and Diwali

Classwork: Diwali/Food Tasting

Friday, November 3, 2017

Students will analyze and explain the Caste System in Ancient India.

Classwork: The Untouchables

This Week In RLA:

6.RI.CS.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in a text.

6.RI.IKI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

6.RI.IKI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Monday, October 30, 2017

Students will take a quiz to work on Argumentative Essay Concepts

Tuesday, October 31, 2017

Think Aloud For Whole Class Work

Wednesday, November 1, 2017

Claim Versus Counterclaim

Thursday, November 2, 2017-Friday, November 3, 2017

Students will work to develop the concepts of an argument-Tel Star Debates


posted 10/29/2017 10:40:00 PM


Ancient Egypt: c. 3000-1200 BC/BCE

Social Studies

For the Week of October 23-27, 2017

Monday,October 23, 2017

Students will receive a study guide for the upcoming assessment and prepare to take the unit assessment on Tuesday, October 24, 2017.

Tuesday October 24 , 2017

Students will participate in the Common Unit Assessment for Egypt

Classwork: Test over Ancient Egypt

Wednesday, October 25, 2017

ReAssessment Date and Make Up Day

Classwork: None

Thursday, October 26, 2017

Students will be introduced to Ancient India.

Classwork: Diwali

Friday, October 27, 2017

Students will work on the history of the Indus River Valley

Classwork: India Map Skills

This Week In RLA:

6.RI.CS.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in a text.

6.RI.IKI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

6.RI.IKI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Monday, October 23, 2017

Vocabulary Introduced and Recorded

Tuesday, October 24, 2017

Think Aloud For Whole Class Work

Wednesday, October 25, 2017

Reality Television Argument Presented and Discussed

Thursday, October 26, 2017-Friday, October 27, 2017

Students will work to revise essays from the beginning of the year.


posted 10/22/2017 2:45:00 PM


Parents,

This week in RLA we will be working on writing and revising our narrative essays. Students will be asked to write independently on a Narrative Piece to reference and synthesize information about Natural and Manmade Disasters, which has been our focus these past three weeks while we have been in Unit 2. Our Unit Assessment will be on Thursday, October 4, 2017. Monday-Tuesday:Narrative Writing

Wednesday-Friday: Writing Revisions

Unit 2 Assessment: Thursday, October 4, 2017


posted 10/1/2017 10:16:00 PM


Ancient Egypt: c. 3000-1200 BC/BCE

Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Ancient Egypt.

6.15 On a historical map locate the Mediterranean and Red Seas, the Nile River and Delta, and the areas of ancient Nubia and Egypt. Identify the locations of ancient Upper and Lower Egypt and explain what the terms mean. On a modern map, identify the modern countries of Egypt and the Sudan.

6.16 Investigate the kinds of evidence used by archaeologists and historians to draw conclusions about the social and economic characteristics of Ancient Nubia (the Kingdom of Kush) and their relationship to the social and economic characteristics of Ancient Egypt.

6.17 Develop a visual representation of the structure of Egyptian society including the role of the pharaoh as god/king, the concept of dynasties, the importance of at least one Egyptian ruler, the relationship of pharaohs to peasants, and the role of slaves in ancient Egypt.

6.18 Cite evidence from informational texts to explain the polytheistic religion of ancient Egypt with respect to beliefs about death, the afterlife, mummification, and the roles of different deities.

6.19 Summarize important achievements of Egyptian civilization, including: (C, E, H)

· the agricultural and irrigation systems

· the invention of a calendar

· main features of the monumental architecture and art, such as the Pyramids and Sphinx at Giza

· evolution of writing- hieroglyphics

· the invention of papyrus

6.20 Identify the Old, Middle, and New Kingdom time periods and evaluate the significance of the following: (C, H, P)

· Menes (Narmer)

· Khufu

· Hyksos invasion

· Ahmose

· King Tut

· Queen Hatshepsut

· Ramses the Great

Social Studies

For the Week of October 1-5, 2017

Monday,October 1-Tuesday October 2, 2017

Students will analyze and explain the three kingdoms of Ancient Egypt.

Classwork: Timeline Skills

Wednesday, October 3, 2017

Students will analyze the achievements of Hatshepsut

Classwork:Speed Dating

Thursday, October 4, 2017-Friday, October 5, 2017

Students will analyze and explain the major achievements of Ancient Egypt

Classwork: Gallery Walk/Quiz on Friday








posted 10/1/2017 10:05:00 PM




Social Studies

For the Week of September 18-September 22, 2017

Parents, we are at the end of this unit, on Mesopotamia, this week. While we have been studying Ancient Mesopotamia, our class is almost finished with the standards and will be participating in the County Wide Common Unit 2 Assessment. A study guide and review work will be done in class to prepare students for this upcoming assessment.

Listed below are the standards that accompany this whole unit:

Mesopotamia: c. 3500-1200 BC/BCE

6.8 On a historical map, locate and describe the Tigris and Euphrates Rivers, Zagros and Caucasus Mountains, Persian Gulf, Caspian and Black Sea, Dead Sea and Sea of Galilee and explain why the region is referred to as the Fertile Crescent.

6.9 Summarize Sumer, Babylon, and Assyria as successive civilizations and empires and explain the development of city-states, identify Kish, Akkad, Ur, and Nineveh, and the significance of Sargon and Hammurabi.

6.10 Trace the development of agricultural techniques that permitted economic surplus and the emergence of cities as centers of culture and power.

6.11 Explain the significance of polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian civilizations.

6.12 Explain the effects of how irrigation, metal-smithing, slavery, the domestication of animals, and inventions such as the wheel, the sail, and the plow on the growth of Mesopotamian civilizations.

6.13 Analyze the important achievements of Mesopotamian civilization, including its system of writing (and its importance in record keeping and tax collection), literature (Epic of Gilgamesh), monumental architecture (the ziggurat), and art (large relief sculpture, mosaics, and cylinder seals).

6.14 Write an informative piece explaining the significant contributions of Mesopotamian leaders, including Hammurabi and Sargon, and explain the basic principle of justice in Hammurabi’s Code (“an eye for an eye”).

Primary Documents and Supporting Texts to Read: excerpts from the Epic of Gilgamesh; digital collections of the ancient Mesopotamian plow, wheel, sailboat, cuneiform tablets, and the stylus

Monday, September 18, 2017

Students will practice the two types of SRQ Responses Completed.

Classwork: SRQ Prompts/Unit 2 Study Guides

Tuesday, September 19, 2017

Students will review learned information on Mesopotamia to prepare for the upcoming Unit Assessment

Classwork:Kahoot!!

Wednesday, September 20, 2017

Students will take the test to cover Mesopotamia.

Classwork:Unit 2 Common Assessment

Thursday, September 21, 2017

Students will participate in a Speed Dating Session (just kidding...Speed Debating)

Classwork: Socratic Method for Social Studies

Friday, September 22, 2017

Students will analyze the story of creation from Ancient Egypt.

Classwork: Introduction to Ancient Egypt












posted 9/17/2017 9:00:00 PM


This Week in RLA: September 18-September 22, 2017

This week we are continuing our unit in RLA based on Natural Disasters. Due to some interruptions in the schedule last week and due to some utilization of technology, we are moving a little more slowly through this unit to have a true basis for the standards that are a part of this Module 2 Unit. Therefore, some of the plans for last week will look similiar to this week’s plans. We are truly building a solid foundation for the state standards before moving to our next text piece, The Great Chicago Fire.

Our RLA class will be covering many reading pieces in this class that cover the concept of connotation, citing evidence, answering text based questions, context clues, important vocabulary terms, and Central and Main Idea. This unit will last approximately four weeks and that will allot for plenty of time for students to obtain a strong grasp of the concepts that will be required in this unit. Also, we will focus on the development of characters in a text piece and students will work to create narrative pieces during this unit, as well. While there are many requirements for this unit, we are confident that students will do well and show great success in the mastery of these standards!!

Here are a few of the State Standards for this Unit 2:

Common Core State Standards:

6.RL.KID.3 Describe how the plot of a story or drama unfolds, as well as how the characters respond or change as the plot moves toward a resolution.

6.RL.IKI.7 Compare and contrast the written version of a story, drama, or poem to the experience of listening to or viewing an audio, video, or live production of a text.

6.RI.KID.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and developed in a text.

6.RI.IKI.7 Integrate information presented in different media or formats, such as in tables, images, diagrams, and words to develop a coherent understanding of a topic or issue.

TP.3 Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

Engage and orient the reader by establishing a context and point of view and introducing a speaker/narrator and/or participants/characters.

Organize an event sequence that unfolds naturally and logically.

Create a smooth progression of experiences or events.

Use narrative techniques, such as dialogue, pacing, and description when appropriate, to develop experiences, events, and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts, and show the relationships among experiences and events.

Craft an effective and relevant conclusion that reflects on the narrated experiences or events.

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

6.SL.CC.2 Interpret information presented in diverse media formats; explain how source information contributes to a topic, text, or issue under study.

6.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage.

c. When reading and listening, explain the function of phrases and clauses.

6.L.VAU.5 When reading, listening, writing, and speaking, explain the function of figurative language, word relationships, and connotation/denotation and use them correctly and effectively.

Students in this grade should be reading text within the 925-1185 Lexile range or the Flesch-Kincaid 6.51-

10.34 range. The approximate word count range for text should be 200-1100 words.

Monday: define direct and indirect characterization and identify which type of characterization is being used. Students will work in their ISN’s to identify the different types of characterization and the traits of the main characters of the Dog Of Pompeii.

Tuesday: I can use context clues to determine how the author uses connotation and figurative language to develop the theme of a text. I will show that I can do this when I can identify words within the text to assist with my understanding of the development of the overall theme.

*Students will utilize the Dog of Pompeii to determine connotation and main vocabulary words that help to support the overall theme of the text.

Wednesday-Friday: I can develop a narrative essay that accurately depicts the real life events of the characters in the text “The Great Chicago Fire”.


posted 9/17/2017 9:00:00 PM


This Week in RLA: September 11-September 15, 2017

This week we are starting a new unit in RLA. We will be covering many reading pieces in this class that cover the concept of natural disasters. Students will utilize these text pieces to understand context clues, important vocabulary terms, and to continue their work on Central and Main Idea. This unit will last approximately four weeks and that will allot for plenty of time for students to obtain a strong grasp of the concepts that will be required in this unit. Also, we will focus on the development of characters in a text piece and students will work to create narrative pieces during this unit, as well. While there are many requirements for this unit, we are confident that students will do well and show great success in the mastery of these standards!!



Monday: define direct and indirect characterization and identify which type of characterization is being used.

Tuesday: I can use context clues to determine how the author uses connotation and figurative language to develop the theme of a text. I will show that I can do this when I can identify words within the text to assist with my understanding of the development of the overall theme.

Wednesday-Friday: I can develop a narrative essay that accurately depicts the real life events of the characters in the text “The Great Chicago Fire”.

posted 9/10/2017 10:25:00 PM




Social Studies

For the Week of September 11-September 15, 2017

Parents, we are in a new unit this week. We are studying Ancient Mesopotamia. Listed below are the standards that accompany this week:

Mesopotamia: c. 3500-1200 BC/BCE

6.8 On a historical map, locate and describe the Tigris and Euphrates Rivers, Zagros and Caucuses Mountains, Persian Gulf, Caspian and Black Sea, Dead Sea and Sea of Galilee and explain why the region is referred to as the Fertile Crescent.



6.9 Summarize Sumer, Babylon, and Assyria as successive civilizations and empires and explain the development of city-states, identify Kish, Akkad, Ur, and Nineveh, and the significance of Sargon and Hammurabi.



6.10 Trace the development of agricultural techniques that permitted economic surplus and the emergence of cities as centers of culture and power.



6.11 Explain the significance of polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian civilizations.



6.13 Analyze the important achievements of Mesopotamian civilization, including its system of writing (and its importance in record keeping and tax collection), literature (Epic of Gilgamesh), monumental architecture (the ziggurat), and art (large relief sculpture, mosaics, and cylinder seals).



6.14 Write an informative piece explaining the significant contributions of Mesopotamian leaders, including Hammurabi and Sargon, and explain the basic principle of justice in Hammurabi’s Code (“an eye for an eye”).

Monday, September 11, 2017

Students will practice the two types of SRQ Responses

Classwork: SRQ Prompts

Tuesday, September 12, 2017

Students will analyze and explain the polytheistic beliefs of the Mesopotamians.

Classwork: Close Read/Polytheism

Wednesday, September 13, 2017

Students will analyze, explain, recognize, and answer written questions about the development of early cultures and the basic components of their civilizations.

Classwork: Speed Debating/Think Tank

Thursday, September 14, 2017



Students will analyze and explain the accomplishments of Mesopotamians/Ziggurats/Polytheism

Classwork: FlashCards!!

Friday, September 15, 2017

Students will review Map Skills to analyze and explain the different empires of Mesopotamia.

Classwork: Map Shadings






posted 9/10/2017 10:24:00 PM


Social Studies

For the Week of September 4-September 8, 2017

Parents, we are in a new unit this week. We are studying Ancient Mesopotamia. Listed below are the standards that accompany this unit:

Mesopotamia: c. 3500-1200 BC/BCE

6.8 On a historical map, locate and describe the Tigris and Euphrates Rivers, Zagros and Caucuses Mountains, Persian Gulf, Caspian and Black Sea, Dead Sea and Sea of Galilee and explain why the region is referred to as the Fertile Crescent. (G)

6.9 Summarize Sumer, Babylon, and Assyria as successive civilizations and empires and explain the development of city-states, identify Kish, Akkad, Ur, and Nineveh, and the significance of Sargon and Hammurabi.

6.10 Trace the development of agricultural techniques that permitted economic surplus and the emergence of cities as centers of culture and power.

6.11 Explain the significance of polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian civilizations.

Monday, September 4, 2017

No School: Students Do Not Report

Tuesday, September 5, 2017

Students will analyze and explain cuneiform.

Classwork: Play-Doh Cuneiform Writing

Wednesday, September 6, 2017

Students will analyze and explain the major accomplishments of Sumerians/Sargon the Great

Classwork: Close Reading Selection/Venn Diagram Notes

Thursday, September 7, 2017

Students will analyze and explain the accomplishments of Mesopotamians/Ziggurats/Polytheism

Classwork: Speed Debating/Think Tank

Friday, September 8, 2017

Students will respond to a Short Response Question in Google Classroom

Classwork:SRQ Practice



This Week in RLA: September 4-September 8, 2017

Listed Below are the objectives that we will be working on this week.

6.RL.IKI.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

6.RI.KID.2 Determine a central idea of a text and how it is conveyed through details; provide an objective summary.

6.RI.IKI.9 Compare and contrast two or more authors’ presentation of the same topic or event

6.W.T TP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, using the introduction to prepare the reader for what is to follow.

b. Organize ideas, concepts, and information using effective strategies to create cohesion and aid in comprehension.

c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

d. Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material.

e. Craft an effective and relevant conclusion.

f. Include formatting, graphics, and multimedia when appropriate.

g. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

h. Use precise language and domain-specific vocabulary.

i. Use varied sentence structure to enhance meaning and reader interest.

j. Establish and maintain a formal style.

6.W.RBPK.8 Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

6.SL.PKI.5 Include multimedia components and visual displays in presentations to clarify information.

6.L 6.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage.

a. When reading or listening, explain the function of pronouns (case, intensive pronouns, pronoun antecedent agreement).

b. When writing or speaking, use pronouns (case, intensive pronouns, pronoun antecedent agreement) effectively.

6.L.KL.3 When writing and speaking, vary sentence patterns for meaning, reader/listener interest, and style; maintain consistency in style and tone.

Monday: No School: Students Do Not Report

Tuesday: Finish Informative Essays/Prepare for Unit Assessment on Central Idea/Theme

Wednesday: Unit ! Common Unit Assessment

Thursday: ReTest Opportunities

Friday: Cold Read and Think Alouds




posted 9/4/2017 4:26:00 PM


Social Studies

For the Week of August 28-September 1, 2017

Parents, we are in a new unit this week. We are studying Ancient Mesopotamia. Listed below are the standards that accompany this unit:

Mesopotamia: c. 3500-1200 BC/BCE

6.8 On a historical map, locate and describe the Tigris and Euphrates Rivers, Zagros and Caucuses Mountains, Persian Gulf, Caspian and Black Sea, Dead Sea and Sea of Galilee and explain why the region is referred to as the Fertile Crescent. (G)

6.9 Summarize Sumer, Babylon, and Assyria as successive civilizations and empires and explain the development of city-states, identify Kish, Akkad, Ur, and Nineveh, and the significance of Sargon and Hammurabi. (G, H)

6.10 Trace the development of agricultural techniques that permitted economic surplus and the emergence of cities as centers of culture and power. (C, E, H)

6.11 Explain the significance of polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian civilizations. (C, H)

Monday, August 28, 2017

Students will Close Read the Epic of Gilgamesh

Classwork: Close Read vs Non-Print Variation of the Epic Of Gilgamesh

Tuesday, August 29, 2017

Students will work on Maps of Mesopotamia

Classwork: Map Skills/Food Tasting

Wednesday, August 30, 2017

Students will analyze and explain the major accomplishments of Sumerians/Sargon the Great

Classwork: Close Reading Selection/Venn Diagram Notes

Thursday, August 31, 2017

Students will analyze and explain the accomplishments of Mesopotamians/Ziggurats/Polytheism

Classwork: Speed Debating/Think Tank

Friday, September 1, 2017

Students will analyze and explain cuneiform.

Classwork: Play-Doh Cuneiform Writing

This Week in RLA: August 28-September 1, 2017

Listed Below are the objectives that we will be working on this week.

6.RL.IKI.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

6.RI.KID.2 Determine a central idea of a text and how it is conveyed through details; provide an objective summary.

6.RI.IKI.9 Compare and contrast two or more authors’ presentation of the same topic or event

6.W.T TP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, using the introduction to prepare the reader for what is to follow.

b. Organize ideas, concepts, and information using effective strategies to create cohesion and aid in comprehension.

c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

d. Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material.

e.Craft an effective and relevant conclusion.

f.Include formatting, graphics, and multimedia when appropriate.

g. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

h. Use precise language and domain-specific vocabulary.

i. Use varied sentence structure to enhance meaning and reader interest.

j. Establish and maintain a formal style.

6.W.RBPK.8 Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

6.SL.PKI.5 Include multimedia components and visual displays in presentations to clarify information.

6.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage.

a. When reading or listening, explain the function of pronouns (case, intensive pronouns, pronoun antecedent agreement).

b. When writing or speaking, use pronouns (case, intensive pronouns, pronoun antecedent agreement) effectively.

6.L.KL.3 When writing and speaking, vary sentence patterns for meaning, reader/listener interest, and style; maintain consistency in style and tone.

Monday: Malala The Powerful Girl/Essays Peer Edited/Revised

Tuesday: Path Driver Test Given Through RLA Classes-These are Very Important!!!!

Compare/Contrast Malala and Helen Keller (if time allows)

Wednesday: Powerpoint on Central Idea

Thursday: Writing Response/Establish a Purpose for Reading

Friday: Vocabulary Responses/Unit Assessment September 6, 2017 Prep








posted 8/27/2017 8:34:00 PM


Social Studies

For the Week of August 21-25 2017

Parents, we are in the unit on Early Man and these are the standards that we will be focused on this week:

Human Origins in Africa through the Neolithic Age:

Students analyze the geographic, political, economic, and social structures of early Africa through the Neolithic Age which led to the development of civilizations.

6.1 Identify sites in Africa where archaeologists and historians have found evidence of the origins of modern human beings and describe what the archaeologists found. (G, H)

6.2 Provide textual evidence that characterizes the nomadic hunter-gatherer societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and other jewelry). (C, H)

6.3 Explain the importance of the discovery of metallurgy and agriculture. (E, H)

6.4 Evaluate the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter. (C, G, H)

6.5 Summarize the impact of agriculture related to settlement, population growth, and the emergence of civilization. (C, G, H)

6.6 Identify and explain the importance of the characteristics of civilizations, including: (C, E, G, H, P)

· the presence of geographic boundaries and political institutions

· an economy that produces food surpluses

· a concentration of population in distinct areas or cities

· the existence of social classes

· developed systems of religion, learning, art, and architecture

· a system of record keeping

· technology

Monday, August 21, 2017

Students Do Not Report

Tuesday, August 22, 2017

Students will participate in a filling out a study guide for the upcoming assessment for Unit 1.

There will also be a quiz today as it was held over from Friday, August 18, 2017

Classwork: Study Guides

Wednesday, August 23, 2017

Students will focus on a reviewing for the Unit 1 Assessment

Classwork: Whole Group Review

Thursday, August 18, 2017

Students will take the Unit 1 Assessment

Classwork: Early Human Test

Friday, August 25, 2017

Students will be introduced to the next Unit-Mesopotamia.

Classwork: The Epic of Gilgamesh

Let’s Have A Great Week!! Go Coyotes!! Go Gray Wolves!!

This Week in RLA: August 21-25

Listed Below are the objectives that we will be working on this week.

6.RL.IKI.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

6.RI.KID.2 Determine a central idea of a text and how it is conveyed through details; provide an objective summary.

6.RI.IKI.9 Compare and contrast two or more authors’ presentation of the same topic or event

6.W.T TP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, using the introduction to prepare the reader for what is to follow.

b. Organize ideas, concepts, and information using effective strategies to create cohesion and aid in comprehension.

c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

d. Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material.

e. Craft an effective and relevant conclusion.

f. Include formatting, graphics, and multimedia when appropriate.

g. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

h. Use precise language and domain-specific vocabulary.

i.Use varied sentence structure to enhance meaning and reader interest.

j.Establish and maintain a formal style.

6.W.RBPK.8 Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

6.SL.PKI.5 Include multimedia components and visual displays in presentations to clarify information.

6.L 1 Demonstrate command of the conventions of standard English grammar and usage.

a. When reading or listening, explain the function of pronouns (case, intensive pronouns, pronoun antecedent agreement).

b. When writing or speaking, use pronouns (case, intensive pronouns, pronoun antecedent agreement) effectively.

6.L.KL.3 When writing and speaking, vary sentence patterns for meaning, reader/listener interest, and style; maintain consistency in style and tone.

Monday: No School: Students Do Not Report

Tuesday: Quiz-Eleven

Wednesday:Water by Helen Keller/Powerpoint on Central Idea

Thursday: Writing Response/Establish a Purpose for Reading

Friday: Jigsaw Group Work/Vocabulary/Main Idea/Key Phrases/Paragraph Purpose




posted 8/21/2017 2:54:00 PM




Social Studies

For the Week of August 14-18, 2017

Parents, we are in the unit on Early Man and these are the standards that we will be focused on this week:

Human Origins in Africa through the Neolithic Age:

Students analyze the geographic, political, economic, and social structures of early Africa through the Neolithic Age which led to the development of civilizations.

6.1 Identify sites in Africa where archaeologists and historians have found evidence of the origins of modern human beings and describe what the archaeologists found.

6.2 Provide textual evidence that characterizes the nomadic hunter-gatherer societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and other jewelry).

6.3 Explain the importance of the discovery of metallurgy and agriculture.

6.4 Evaluate the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.

6.5 Summarize the impact of agriculture related to settlement, population growth, and the emergence of civilization.

6.6 Identify and explain the importance of the characteristics of civilizations, including:

· the presence of geographic boundaries and political institutions

· an economy that produces food surpluses

· a concentration of population in distinct areas or cities

· the existence of social classes

· developed systems of religion, learning, art, and architecture

· a system of record keeping

· technology

Monday, August 14, 2017

Students will participate in a Powerpoint to understand the three eras of the Stone Age

Classwork: Stone Ages Venn Diagram

Tuesday, August 15, 2017

Students will participate in a Close Reading on Metallurgy and the process of domestication and agriculture

Classwork: CLose Reading on Metallurgy

Wednesday, August 16, 2017

Students will focus on a permanent settlement in Asia Minor, Catal Huyuk

Classwork: Close Questions in Whole Groups

Thursday, August 17, 2017

Students will learn about Otzi the Iceman

Classwork: Video Clip on Otzi the Iceman/Whole Group Discussion

Friday, August 18, 2017

Students will work to respond to a writing prompt. Students will score writing in pairs using the rubric for short response items.

*There will be a short quiz over geography and timelines today*

Classwork: Short Response/Pair and Share

I know that we are going to have a great week in Social Studies!! Let’s Go Gray Wolves!!



This Week in RLA: August 14-18, 2017

Listed Below are the objectives that we will be working on this week. Students will participate in a Cold Read, Close Readings, and Writing short essays to respond to the prompts to accompany the two main pieces of text, “Eleven” by Sandra Cisneros and” On Turning Ten” by Billy Collins

Determine a theme or central idea of a text and analyze its development over the course of the text;provide an objective summary.

Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

Determine a central idea of a text and how it is conveyed through details; provide an objective summary.

Compare and contrast two or more authors’ presentation of the same topic or event

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Monday: Think Aloud

Tuesday: Citing Evidence

Wednesday: Z Chart

Thursday: Writing Response

Friday: Solar Eclipse Close Read


posted 8/14/2017 5:28:00 PM