Monday, October 24, 2016

Interested in doing an online infographic? Check these sites before deciding!

Students:

If you are thinking about doing your infographic online, check out these resources before making your final decision.  You will not get time in class to decide.  These need to be figured out before hand so you can get right to work.  If you find they these are too cumbersome and not worth it, make that decision before you begin so you don't waste time.  Anything not done in class is expected to be finished as homework.  

REMEMBER: I am NOT a resource for this as I do NOT know how to use these sites.  


Infographic sites that we've used in the past:

Friday, October 21, 2016

Inquiry and Infographics

Today, students created an inquiry question about something they would like to research that has to do with consumerism. They are going to research to answer their inquiry question and create an infographic. Please see below for more information about this project that we will be working on through next Thursday, October 27.


What is an infographic?
An infographic is information delivered through graphics, rather than in a written report. We choose to assign infographics to support the development of 21st century skills by aligning informative writing ability with visual literacy. Creating an infographic deepens critical thinking skills and encourages students to make connections and create structures that may not manifest in a written report.

Project Dates: Thursday, October 20th through Thursday, October 27th
Final infographic due: END OF CLASS Thursday, October 27th

Standards being assessed through this project:

CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry where appropriate.

CCSS.ELA-LITERACY.W.6.8
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

CCSS.ELA-LITERACY.W.6.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Example student-created infographics:

Monday, October 17, 2016

How Does Consumerism Influence My Life?

Good Monday!   


Today you will…explore the concept of consumerism.  To help me… identify my role in this practice and to become more informed.  I’ll know I’ve got it when I have completed the activities on the Symbaloo and answered the questions in my spiral completely. 

Symbaloo: 
Follow these directions to be successful in getting to the Symbaloo:

1. Click on the link to the Consumerism Symbaloo:
https://www.symbaloo.com/mix/consumerism1

YOU MUST CLICK "Start using this webmix," or "Add this webmix" to view the videos.  If it asks you to sign in or create an account, click the 'x' in the top right hand corner.

2. Choose one article to read, one video to watch and one game to play.

In your notebooks, answer the questions that are on the sheet at your table.  

Wednesday, October 12, 2016

Living on One Dollar - Netflix Documentary

Today we started watching the Netflix documentary: Living on One Dollar. Students are expected to take notes on the documentary to complete a constructed response to identify how a key individual, event or idea is introduced, illustrated or elaborated in a text.  


Below are some resources for students and parents who want to learn more about the documentary, and of course if you have Netflix you are welcome to view it yourself (or with your child!) -- we highly recommend it!
Image result for living on one dollar


Summary: Living on One Dollar follows the journey of four friends as they set out to live on just $1 a day for two months in rural Guatemala. They battle hunger, parasites, and extreme financial stress as they attempt to survive life on the edge. An unimaginable reality for most young American, the challenges they face are real and plague over 1.1 billion people around the world. While the friends quickly learn there are no easy answers, the generosity and strength of Rosa, a 20 year old woman, and Chino, a 12 year old boy, give them resilient hope that there are effective ways to make a difference.

Supplemental Articles:
The Reality of a Dollar-a-Day Existence
What if you had to survive on a dollar a day?
What's it really like? Four Americans find out

Tuesday, October 11, 2016

Narrative Improvements

Narratives were handed back today, October 11th.  Students will have one week to make any revisions they would like to improve their scores. Students are being directed to the resources that were used during their mini lessons along with the feedback I've written on their stories to make improvements. They will not be able to work on narratives in class as we have moved on to another unit.


Like all retakes, students signed up to modify their assessment.  If they did not sign up, their retake will not be accepted.  Also, there will not be a study session offered for this retake as the feedback that I provided them and the rubric should be enough for their understanding.  I am available over the weekend, via email, should your child have any direct and specific questions.  To get a grade on the retake, students must resend their google document with a note in the margins that this is their retake, turn in their retake along with the Request to Retake and the Improvement Plan.

All revised narratives are due Tuesday, October 18th. After this date, the grade book will be for all Unit 1 assessments and no further retakes will be accepted. 

This is the blog post that contains all of the narrative resources.

Monday, October 10, 2016

Sixth Grade Fall Conferences Reflection Questions:

Today in class, students completed a reflection on their progress in the last 9 weeks of school. This reflection was given an adequate amount of time, yet students still did not finish. If your child is one that did not, please instruct them to use the questions below to finish. They are the same ones we used in class.

Reflection Questions:
**Remember to include the answers in your response!**
*One thing we’ve learned in class that has really stuck with me is… because
*One thing I am looking forward to for the rest of the semester/year is
*I’ve allowed myself to be successful by… because

*I push myself to
*My current mindset is


*How are you going to maintain your growth mindset, if that is what you have? Or if you have a fixed mindset, how are you working to change it?
Find your MAPS score.  Set a goal for yourself to increase this score.  How many points will you increase it and what will you do to attain this growth?

*I can continue to grow academically by

*One behavior I need to work on is… because


*Is there anything you want to add to your parents/guardians?  Write this at the end.

Thursday, October 6, 2016

Exit Ticket Questions and Socratic Seminar Feedback Form:

Students...

If you did not finish your Exit Ticket questions in class, here are the questions in preparation for the Socratic Seminar on Friday, 10/7.  There is no reason to walk in empty handed and automatically give yourself a 1 on the rubric!

Questions:
1. What is one thing you agree with from your text?  Support with evidence in the text.
2. What is one thing you disagree with from your text?  Support with evidence in the text.
3. Identify one speaking goal you have for yourself during this seminar.
4. Identify one behavioral goal you have for yourself during this seminar.



Feedback Form:
To give proper feedback to the inside circle, please click on the link below and complete the feedback form appropriately and completely.

https://docs.google.com/a/adams12.org/forms/d/e/1FAIpQLSfTdZLUbNyMITUg9XDE6v20w5oflbyuqOIj07tL6Z3oFzdd1A/viewform

Wednesday, October 5, 2016

Close Reading

With the start of Unit 2, we have been working on the skill of CLOSE READING. Close reading helps when reading non-fiction high-concept texts, poetry, song lyrics, news articles, or any other type of short text that may be difficult to understand or analyze by just reading it over once.


Close reading is: reading a text multiple times for a different purpose each time, in order to analyze and more deeply understand the text. (For more on what Close Reading is, click here.)



We practiced with an article about Jose Fernandez and the impact he had on the city of Miami as a Cuban refugee. We are now moving on to close reading two articles to prepare for a Socratic Seminar on Friday. (For more on what a Socratic Seminar is, click here.) This will be a graded Seminar, and I've attached the rubric as well.

Sheriff's Posse Goes on School Patrol (preparation for seminar)

Monday, October 3, 2016

Unit 2: Critical Consumers

Today's objective:  Today I will explore the concepts of our new unit:  Critical Consumers to help me discuss and understand the expectations of the essential questions and concept:  Influence.  I'll know I've got it when I have shared my ideas clearly and captured specific, clear information about our unit, concept and essential questions. 


Click here to explore our new unit!  Be sure to take adequate notes that will help guide you through this new learning over the course of a month.