Tuesday, May 17, 2016

End of the Year Project

Students will create an end of the year project that synthesizes all of our units together into one concept/idea. The below menu are just a few ideas to choose from; students can represent their learning in ANY way they choose. Please see the rubric for my grading specifications.

End of the Year Project Menu 2015-2016

  • Every unit must be represented!
  • Each section must highlight at least 3 things that took place during that unit.

Theme Park
Create the blueprint or design of a theme park that represents your year in Language Arts.
(Hand drawn or computer generated.) Examples: (1) (2)

Create a commercial or video that represents your year in Language Arts.

Create a scrapbook that represents your year in Language Arts. Example: (1)

Create a Prezi that represents your year in Language Arts.

Pamphlet or Survival Guide
What to expect in Ms. ___________ Language Arts Class.
What will this class look like next year?

ABC’s of 6th Grade Language Arts
Create a ABC book that represents your year in Language Arts

Create a Graphic Novel
Create a graphic novels that tells the story of your year in Language Arts.

Other ideas to consider: Mock Instagram/Snapchat, diorama, detailed poster, etc. The sky’s the limit! You must meet the project requirements but other than that, be creative!

Monday, May 16, 2016

Our Year At a Glance

Students will use this "YAG" as a guide to discuss and brainstorm articles we read, things we discussed, and products we created during each unit.

Unit 1: Who Am I As a Learner?
  1. What do I know about myself as a learner?
  2. What goals can I set for myself this year and how will I use growth mindset to reach them?
  3. Why is close reading a powerful tool to understanding text?
  4. Why is it important to reference text evidence to support my ideas?
  5. What does relevant and specific text evidence look like?

Unit 2: Perception
  1. How do I see myself?
  2. What develops people’s ideas about me?
  3. How do I view others?
  4. What develops my ideas about others?
  5.  How is my perception of myself different from how others see me?
  6. Why is my perception of myself sometimes different from how others see me?

Unit 3: Struggle
  1. What is struggle?
  2. What factors influence your ideas about struggle?
  3. How do others interpret or perceive their own struggles?
  4. How do people's struggles change the way I perceive them?
  5. How do the struggles we face change, determine, or identify who we are?
  6. How does struggle in literature affect us? 

Unit 4: Motivation
  1. What motivates you?
  2. How do the actions of others impact me and how do my actions impact others?
  3. What is worth fighting for?
  4. How does personal accountability help me to be motivated from the inside?

Unit 5: Looking Beyond Myself

  1. How do we know what is true?
  2. How do we make meaning of our world?  
  3. Why is it important if it’s not important to me?

Unit 6: Maturity
  1. How do the choices I make today affect how others see me currently and in the future?
  2. What impact can I have on my own life and others around me?  
  3. How can I contribute to society?

Thursday, May 12, 2016

The Struggle of Migrant Farm Workers

As a draw from our last unit: Looking Beyond Myself, this week we are studying the lives of migrant farm workers; both how they fought for fair wages and appropriate working conditions here in the united States back in the 1960's and also how farm workers still live today in developing countries.

Here are some of the resources we have been using in class to discuss this topic:

The Life of Cesar Chavez - Nonfiction article
The Circuit (Excerpt) - Historical fiction story

Living on One Dollar (Netflix Documentary)
In rural Guatemala, four friends battle illness, parasites, and hunger as they experiment with living on just one dollar a day for eight weeks.