MAY 12 - MAY 16

Thank You 5th thru 8th Graders for the Card!

You are part of my journey so you own part of my success.

6th GRADE

THURS

Multicultural Day: Ethiopia!

Students turned in Mandalas; Students created Mandalas and then wrote positive attributes about each other to further strengthen the community bond. Ethiopians value families and interconnectedness. In their culture, they use Mandalas to symbolize family.

Students began Pictorial Creation Myths. The Ethiopian culture is rich in folklore, especially different creation myths. During pre-history, tribes could not write down traditions or stories, so they used pictures to represent their culture. Mirroring this, students pictorially created their own creation stories and will orally tell these stories to the class.

HW:

Bring $5 for Mulitcultural Day! Money will cover the cost of food and supplies purchased by

Ms. Abbene for the event. Thank you!

Vocab. Chart DUE TOM!

Finish Creation Myths - DUE TOM!

MON

Interviews:

Students finished peer-interviews

Book Review:

20 minutes of independent reading

Research Report:

Students worked on Outline for Report

Grammar:

Voyages - p.453 Inverted & Natural Order of Sentences

HW:

Vocab Chart: Africa, Ethiopia, konjo (beautiful female), melke-melkam (handsome male), akekrhaleh (I love you), Sudan, Red Sea, Blue Nile, Rastafarian, reggae, Zulu, Somolia, Addis Ababa, injera, gursha DUE FRI

Voayges - p.454 Even Numbers; Change order of sentences ONLY

Book Review #4 - Due MON

7th GRADE

THURS

Students continued their Pictorial Creation Myths. The Ethiopian culture is rich in folklore, especially different creation myths. During pre-history, tribes could not write down traditions or stories, so they used pictures to represent their culture. Mirroring this, students pictorially created their own creation stories and will orally tell these stories to the class.

Students presented their Environmental Campaign Speeches.

HW:

Finish Creation Myths DUE TOM!

Vocab Chart DUE TOM!

Book Log #6 DUE MON

MON

Elizabethan Era Essay (EEE):

Students worked on Essay Outline

Environmental Issue Speech:

Students worked on Essay Outline and Rough Draft

HW:

Vocab Chart: Samurai, Karma, kimono, kamikaze, Konnichiwa (Hello), Domo Arigato (Thank You), Hiroshima, ninja, karate, aikido, geisha, cherry blossom, sushi, sake, Akuma (spiritual demons representing bad omen), Benten (goddess of good fortune)

Environmental Speech Rough Draft DUE WED.

Book Log #6 DUE MON

8th GRADE

You're almost there. . .just keep shooting those hoops

and running towards the finish line. . .the taste of victory will be sweet!

THURS

Multicultural Day

Students continued their Pictorial Creation Myths. The Ethiopian culture is rich in folklore, especially different creation myths. During pre-history, tribes could not write down traditions or stories, so they used pictures to represent their culture. Mirroring this, students pictorially created their own creation stories and will orally tell these stories to the class.

Elizabethan Era Essay

Students peer-edited their E.E.E.

HW:

Final Draft E.E.E. DUE MON!

Book Log #6 DUE MON!

MON

Elizabethan Era Essay (EEE)

Students worked on Essay Outline

HW:

Vocab Chart: bene (good), ciao (good-bye/hello), buona serra (good afternoon), grazie (thank you), prego (please), buongiorna (good morning), Vatican, Italia, bella/o, achtung (action!), das (the), deutsch (German), familie, gut (good), haben (to have), und (and) DUE FRI

EEE Outline DUE TOM!

Book Log #6 DUE MON

MAY 5 - MAY 8

REMEMBER HOLY TRINITY OPEN HOUSE

MONDAY, MAY 12th

6:00 PM - 7:30 PM

at Holy Trinity

Come meet the faculty, administration, other parents and students.

See all that HT has to offer our kids!

6th GRADE

PARENTS!

We still need one more driver for the Griffith Park Observatory Field Trip

on MAY 21st!

You can earn Service Hours for volunteering, plus you get the opportunity to hang out with your child in a fun and educational way!

If we do not receive parent help, we will not be able to go. . .

THURS

Vocabulary:

Students presented their Self-Directed Voca. Charts to the class. We learned many new words, and some were even in different languages!

Research Report:

Worked on Cornell Notes for Research Article

Worked on Introduction in Outline form

Grammar:

Voyages p.451, Exercise 2

Peer-Corrected each other's HW; Two students presented examples and taught the class about Compound Predicates and Compound Subjects

HW:

Book Review #4 DUE MAY 19th

Introduction in Outline Form DUE MON MAY 12th

MON

Research Report:

Learned Jane Schaffer method of writing.

Practiced following and writing an outline

Grammar:

Complete Subjects & Complete Predicates - Voyages, p. 448-449

HW:

Finish Even # of p. 448-449 of Voyages

Self-Directed Vocab Chart DUE THURS

7th GRADE

THURS

Environmental Platform Campaign

Students worked on Speech Outline - DUE NEXT WEEK!

Elizabethan Essay

Worked on the Body Paragraphs

HW:

Book Log #5 D"UE MON!

Work on Elizabethan Essay Outline - Complete Outline DUE TUES, MAY 13!

MON

12th Night

Finished Reading Play!

Elizabethan Essay

Learned Jane Schaffer method of writing

Practice following an outline

HW:

Write One Paragraph, in outline form about yourself:

A. Topic Sentence: A General Statement about the Main Idea of the paragraph

B. Concrete Supporting Detail: Evidence or A Specific Example that supports TS

"For example,". . . "For instance,". . .

C. Rephrase/Commentary: Tells the meaning of CSD; Says evidence in your own words

"This means that". . ."In other words". . ."This demonstrates that". . .

D. Importance/Significance: Connect/Analyze/Opine

"This important because". . ."I think. . ." "I feel". . ."This connects to". . ."A connection can be made is". . ."In contrast". . ."Similarly". . ."This is significant because". . .

E. Conclude/Tie-In: Wrap it up and tie-into thesis

"In conclusion". . ."Finally". . .

8th GRADE

THURS

Elizabethan Essay:

Worked on Body Paragraphs of Outline

Outline for a BODY PARAGRAPH:

A. Topic Sentence: A General Statement about the Main Idea of the paragraph
B. Concrete Supporting Detail: Evidence or A Specific Example that supports TS
"For example,". . . "For instance,". . .
C. Rephrase/Commentary: Tells the meaning of CSD; Says evidence in your own words
"This means that". . ."In other words". . ."This demonstrates that". . .
D. Importance/Significance: Connect/Analyze/Opine
"This important because". . ."I think. . ." "I feel". . ."This connects to". . ."A connection can be made is". . ."In contrast". . ."Similarly". . ."This is significant because". . .
E. Conclude/Tie-In: Wrap it up and tie-into thesis
"In conclusion". . ."Finally". . .

HW:

Book Log #4 DUE MON, MAY 12th

Work on Elizabethan Essay Outline - Complete Outline DUE TUES, MAY 13th

APRIL 28 - MAY 4

REMEMBER:

MANDATORY PARENT MTG - Tuesday, May 1 - 6 PM

The future of the school will be dicussed.

OPEN HOUSE - Thursday, May 3 - 6 PM to 8 PM

Student Work will be on display

Students may earn Christian Service Hours for volunteering.

6th GRADE

MON

The Lion, the Witch & the Wardrobe

Worked on Literary Circles - DUE TUES.

HW

Vocab Chart: crouched, Minotaur, foul, rabble, foul, heap, gnaw, ridge, limb, pounce, plumage, muck, battleax, high tea, busybody, courtier, thereof, quarry, foreboding, signification, route DUE FRI

7th GRADE

MON

Environmental Platform

Read news article about biomass fuels and the food shortage crisis

Students worked on campaign poster and outline for speech

HW

Vocab Chart: World Bank, diplomacy, industrial nation, mandate, instability, contend, destitution, commodity, culprit, reassess, skeptic, divert, ehtanol, nevertheless, consultant, output, vehement, spokesperson, ripple effect, developing country DUE FRI

Cornell Notes - Reflect & Rephrase columns on biomass news article - Answer 5 W's & How DUE TOM

Book Log #4 DUE MON

8th GRADE

MON

Students on Retreat - We'll be praying for you!

Tomorrow- be prepared with Book Log #3

APRIL 21 - 25

6th GRADE

THURS

The Lion, the Witch & the Wardrobe:

Worked on Literary Circles. DUE MON!

Research Report on Aquatic Animal:

Worked on Body Paragraph 2 Outline

HW:

Vocab Chart DUE FRI

Read 20 minutes a night; Book Review #2 due next week

WED

The Lion, the Witch & the Wardrobe:

Finished Novel!

Earth Day Poetry

Created a Nautre Haiku and an Acrostic Poem for the word "EARTH"

HW:

Vocab Chart DUE FRI

Finish Poems

Intro Outline for Research Paper

MON

The Lion, the Witch & the Wardrobe:

Students presented Literary Circles

HW

Vocab Chart: yew tree, summon, boulder, bristling, assault, gibber, dismay, vermin, muzzle, fondeld, crept, inacantation, romp, fusty, liberate, newcomer, cordial, revelry, amid, ambassador, pillar

DUE FRI

7th GRADE

THURS

Twelfth Night

Read Act IV

Environmental Platform

Finished Campaign Poster & SLogan

HW

Vocab Chart DUE FRI

Book Log #2 DUE MON

WED

Twelfth Night

Read Act 3, Sc.4

Earth Day Poetry

Created a Nature Haiku

Environmental Platform

Created slogan and Campaign Ad for Environmental Issue

HW:

Vocab Chart DUE FRI

Book Log 3 DUE MON

MON

Twelfth Night & Elizabethan Essay

Students evaluated a model historical essay about the Elizabethan Era

Began Outline for MLA formatted essay

HW

Vocab Chart: propriety, scrutinize, flourish, Elizabethan, guise, witty, manifest, aspect, social hierarchy, socioeconomic, status, aforementioned, tumultuous, conversely, In contrast, beacon, resilience, pines, composure, confining

DUE FRI

Outline for Historical Essay:

Evaluate Introduction of "Amazing Student" essay; Put into Outline form DUE TOM

Book Log #3 DUE MON

8th GRADE

THURS

Elizabethan Essay

Conclusion Outline

Recycled Art

Finished Sculpture

Wrote Explanation:

I. Theme & Message:

-Title & Meaning

-Inspiration & Purpose

-Describe

-Who is it for? What audience will connect most with your art?

-What is the symbolic or literal meaning of your sculpture?

II. Medium & Form:

-What did you use and why?

-Describe the shape and form?

-Describe th e style.

-How do the style, shape, form and medium help support and convey your message?

III. Significance:

--What is unique, significant, and important about your sculpture?

-How do you want people to respond?

-What thoughts, emotions & actions do you want them to have?

-How will your sculpturepositively impact the world and stewardship?

HW:

Vocab Chart DUE FRI

Book Log #3 DUE MON

Recycled Art Sculpture & Explanation DUE FRI

WED

Elizabethan Essay

Body Paragraph 1, 2, 3 Outline

Recycled Art

Worked on Sculpture

HW:

Vocab Chart DUE FRI

Book Log 3 DUE MON

Body Paragraphs 1, 2, & 3 Outline DUE TOM

MON

Twelfth Night & Elizabethan Essay

Students evaluated Model Historical Essay and structured essay into Outline Format

Reviewed MLA and Outline Format

Recycled Art Sculpture

Began constructing Recycled Art Sculpture

HW

Vocab Chart: propriety, scrutinize, flourish, Elizabethan, guise, witty, manifest, aspect, social hierarchy, socioeconomic, status aforementioned, tumultuous, conversely, In contrast, beacon, resilience, pines, composure, confining

DUE FRI

Outline Infroduction of Amazing Student Historicaly essay due TOM

Book Log #3 DUE MON

APRIL 14 - 18

6th GRADE

This Week:

Students read Ch. 11-14 of The Lion, the Witch & the Wardrobe and began Literary Circles

Presented Lit. Circles for last section of Ch.5 -10

Finished and Presented Library Book Reviews

Finished and Presented "My House" Book Reviews

Selected new Library Books for next Book Review (due in 2 weeks)

Upcoming:

Students will complete The Lion, the Witch & the Wardrobe Literary Circles & Characterizations

Students will write their first Research Report focused on the environment and aquatic life

Students will continue Library Book Reviews throughout the rest of the year

Students will begin an intensive Grammar Workshop in the next couple of weeks

HW:

Vocab Chart: plucked, brat, repulsive, courtyard, bounding, swift, satyr, self-indulgent, skidded, crocuses, celandines, alighted, larches, birches, kingfisher, bluebell, hawthorn, springy, pavilion, mane, hastily, solemn

DUE FRI

Book Review: read 20 minutes a night

Lit. Circle: presentation on MON

7th GRADE

This Week:

Students submitted Book Log #1

Read and outlined environmental issues

Read about Elizabethan society and culture

Upcoming:

Students will write a Campaign Speech on an Environmental Platform

Students will create a Campaign Flier on an Environemental Platform

Students will finish reading Twelfth Night & write a Historical Context Essay

HW:

Vocab Chart: nonrenewable resources, preseration, clear-cutting, sustainable yield, natural gas, refinery, solar cells, rainforest, biodiversity, poaching, hydrocarbons, oil deposits, hydroelectricity, nuclear power plant, canopy

DUE FRI

Book Log Project: #2 DUE MON; read 20 minutes a night!

Finalize Book Log Drafts - edit logs to improve format and structure of MLA

8th GRADE

This Week:

Students submitted Book Log #1

Students finished reading Twelfth Night

Students read an article about preserving the wetlands and an essay by Native American environmentalist, Chief Seattle

Upcoming:

Students will develop their own personal Mantra of Stewardship and

Create a Recycled Sculpture reflecting that mantra

Students will write a reflective artistic explanation about their sculpture, comprised entirely of recycled or used materials

Students will read about the Elizabethan Age and and write a Historical Context Essay

HW:

Vocab Chart: perfumed, sacred, murmurs, thicket, "Red Man," condominium, slamander, contaminated, runoff, Annotated Lands, perch, fledgling, Audubon, brandish, wizened, wetland, activist, tax-exempt, deep-hole test, hydro-geology

DUE FRI

Book Log Project: #2 DUE MON; read 20 min a night!

Finalized Book Log Drafts; edit mistakes to improve MLA Format

APR 7-11

6th GRADE:

FRI

Artist Trading Cards:

1. Designed ATCs

2. Respond to reflection questions: 1) What inspired you? 2) What message did you want to convey in your ATC? 3) How does your ATC represent you? 4) How do you want people to respond when they view your ATC? What thoughts and feelings do you want people to have? 5) Is there symbolism in your design? Explain. 6) Describe your ATC with 3 adjectives. 7) Describe the color scheme. ***What new information or techniques did you learn in this actvity?

HW:

Library Book Review 1 due MON!

THURS

Doodle for Google:

1. Submitted final drafts

2. Peer edited Paragraph Explanations

3. Submitted Final Draft of Explanation

4. Worked on "My House" Book Reviews

HW:

1. Vocab Chart due TOM

2. Library Book Review 1 due MON

WED

Doodle for Google:

1. Students finished peer evaluations.

2. Revamped Sketches

3. Wrote art explanations

HW

1. Final Sketch due TOM

2. First Draft of explanation due TOM

3. Vocab Chart due FRI

4. Book Review 1 due MON

TUES

Doodle for Google:

1. Students peer-evaluated each other's design

2. Evaluation Questions: 1)What did you like/appreciate about the design?, 2)If you could change one thing about the design, what would you alter?, 3)What do you think the message of the design is?, 4)Ask artist a question, 5)Describe the design with 2 adj.

3. Evaluation Rubric: ORIGINAL- Is the design unique, creative and one-of-a-kind?; SIMPLE- Is the design clear, neat & put together well? Is "Google" legible?, UNIVERSAL- Does the design have a globally universal message?

HW:

1. Vocab Chart due FRI

2. Characterizations for Narnia: Lucy, Mr. Tumlus, Susan, Peter, Mr. & Mrs. Beaver, Edmund, The White Witch due TOM

3. Book Review #1 due MON, APR.14

MON

Doodle for Google:

1. First Sketch Due Today

2. Responded to self-reflective questions about design and artistry.

HW:

1. Vocab Chart: environment, symbolism, pollution, ecology, doodle, illustration, art medium, concept, design, stewardship, eco-friendly, global society, represent, convey, logo, creative, originality, color scheme, habitat, ecosystem, niche, social justice

DUE FRI.

2. Self-reflective questions on Doodle for Google DUE TOM.

3. Book Review #1 DUE MON, APR 14! One paragraph summary, one paragraph critique

7th GRADE

FRI
Artist Trading Cards:
1. Designed ATCs
2. Respond to reflection questions: 1) What inspired you? 2) What message did you want to convey in your ATC? 3) How does your ATC represent you? 4) How do you want people to respond when they view your ATC? What thoughts and feelings do you want people to have? 5) Is there symbolism in your design? Explain. 6) Describe your ATC with 3 adjectives. 7) Describe the color scheme. ***What new information or techniques did you learn in this actvity?

HW:

Book Log 1 due MON!

WED

Doodle for Google:

1. Wrote First & Final Drafts of explanation.

HW:

1. Book Log 1 due MON

2. Vocab Chart due FRI

TUES

Doodle for Google:

1. Peer Evaluated artwork

2. Worked on Explanation

HW

1. Final Draft of Doodle Due TOM
2. Explanation of Doodle Due TOM (50-75 words)
3. Vocab Chart Due MON, APR. 14

MON

Doodle for Google:

1. First Sketch & Self-reflective questions about design and artistry due.

2. Students peer-evaluated each other's design using a rubric and questions: 1)What did you like or appreciate about the design? 2) What was confusing about the logo? 3) If you could change, add, subtract or amend one thing about the design what would you alter and why? 4)Describe the design with 2 Adj. 5) What is the meaning or message conveyed by the artist?

HW:
1. Vocab Chart: environment, symbolism, pollution, ecology, doodle, illustration, art medium, concept, design, stewardship, eco-friendly, global society, represent, convey, logo, creative, originality, color scheme, habitat, ecosystem, niche, social justice, aesthetic

DUE FRI

2. Second & Final Draft due WED

3. Explanation in Paragraph form & Title due WED.

4. Book Log #1 DUE MON, APR 14

8th GRADE

FRI

Artist Trading Cards:

1. Designed ATCs

2. Respond to reflection questions: 1) What inspired you? 2) What message did you want to convey in your ATC? 3) How does your ATC represent you? 4) How do you want people to respond when they view your ATC? What thoughts and feelings do you want people to have? 5) Is there symbolism in your design? Explain. 6) Describe your ATC with 3 adjectives. 7) Describe the color scheme. ***What new information or techniques did you learn in this actvity?

HW:

1. Book Log 1 due MON

THURS

Doodle for Google:

1. Voted on Finalists

Shakespeare:

1. Read next Act; socratic discussion of characters.

HW:

1. Vocab Chart due FRI

2. Bring $1

3. Book Log #1 due MON

WED

Doodle for Google:

1. Peer-edited Rough Drafts of Explanations

2. Wrote Final Drafts of Explanations

3. Read next scene of Twelfth Night

HW:

1. Book Log 1 due MON

2. Vocab Chart due FRI

TUES

Doodle for Google:

1. Peer evaluated artwork

2. Worked on explanation

3. Read next Scene in Twelfth Night

HW

1. Final Draft of Doodle Due TOM

2. Explanation of Doodle Due TOM (50-75 words)

3. Vocab Chart Due MON, APR. 14

MON

Doodle for Google:
1. First Sketch & Self-reflective questions about design and artistry due.
2. Students peer-evaluated each other's design using a rubric and questions: 1)What did you like or appreciate about the design? 2) What was confusing about the logo? 3) If you could change, add, subtract or amend one thing about the design what would you alter and why? 4)Describe the design with 2 Adj. 5) What is the meaning or message conveyed by the artist?

HW:

1. Vocab Chart: environment, symbolism, pollution, ecology, doodle, illustration, art medium, concept, design, stewardship, eco-friendly, global society, represent, convey, logo, creative, originality, color scheme, habitat, ecosystem, niche, social justice, aesthetic
DUE FRI

2. Second & Final Draft due WED

3. Explanation in Paragraph form & Title due WED.

4. Book Log #1 DUE MON, APR 14

MARCH 31 - APRIL 4

WELCOME BACK!

Hope your break was relaxing and rejuvenating!

MON

6th Grade

The Lion, the Witch & the Wardrobe - read Ch. 6-9

HW:

1. Vocab Chart: suitable, await, resume, dazzingl, horrid, bough, bares, sternly, hatchet, precious, plunging, steadily, treacherous, miserably, cinema, eerie, threshold, chimed, river-bank, bundle

DUE FRI!

2. Characterization Packet: Lucy, Edmund, Peter, Susan, Aslan, The White Witch, Mr. & Mrs. Beaver, Mr. Tumnus, Professor

DUE Next FRI!

3. Return Signed Report Card

7th Grade

CONGRATULATIONS on Your First Literary Achievement!

Students submitted their autobiographies modeled after The House on Mango Street. They are beautiful works of literature. Great Job!

The House on My Street - Students selected one of their peers books, read the book and wrote a book review.

HW:

1. Vocab Chart - self-directed chart; words will be derived from the book the student selected to read. DUE FRI!

8th Grade

The House on My Street - Students selected one of their peers books, read the book and wrote a book review.

HW:
1. Vocab Chart - self-directed chart; words will be derived from the book the student selected to read. DUE FRI!

TUES

6th Grade

The Lion, the Witch & the Wardrobe - Students read Ch. 10 and discussed symbolism of Aslan and motivation of Edmund to "behave badly"

The House on My Street - Students selected one of their peers books, read the book and wrote a book review.

Book Review Format:

1. Author's Name

2. Book Title

3. Review: a)Main Idea, Premise, Plot Summary; b) What did you think about the book & Why?; c) Give your opinion of the artistic design; d) Ask the author a question

4. Original Descriptive Quote: "2 thumbs up!" "It'll make you laugh and cry!" "Heartwarming tale." "A great read!"

HW:
1. Vocab Chart: DUE FRI!

2. Characterization Packet: Lucy, Edmund, Peter, Susan, Aslan, The White Witch, Mr. & Mrs. Beaver, Mr. Tumnus, Professor
DUE Next FRI!

3. Return Signed Report Card

4. Finish Book Review

7th Grade

The House on My Street: finished reading and reviewing

Book Log Project: selected book from Library; Book Log #1 DUE next Friday

1. One paragraph Summary; 2. One paragraph Critique

HW:

1. Vocab Chart Due Fri.

2. Read 20 minutes for Book Log Project

3. Finish My House Book Review

8th Grade

The House on My Street: finished reading and reviewing

Book Log Project: selected book from Library; Book Log #1 DUE next Friday
1. One paragraph Summary; 2. One paragraph Critique

HW:
1. Vocab Chart Due Fri.

2. Read 20 minutes for Book Log Project

3. Finish My House Book Review

MARCH 10 - MARCH 15

THURS

6th GRADE:

Students wrote down a question to God. They swapped these questions and are responsible for answering them in an imaginative, clever, creative or logical way. On Monday, they will be expected to present their answer and support how they came to their conclusion.

The Lion, the Witch and the Wardrobe: Read Ch. 5
Think-Pair-Share Questions - 1)Have you ever experienced telling the truth when no one else believed you? How did you feel? What did you do? 2)Why do you think Edmund chose to be dishonest? 3)What do you think about the Professor's use of logic to conclude that Lucy was telling the truth?

HW:

Answer Question to God - Due Mon

Vocab Chart: faun, panting, 'jolly good,' sledge, dreadful, copper, shovel down, inquisitive, especially, clever, Duchess, dwardf, snappishly, perhaps, superior, 'most firghtful,' disposal, reliable, sightseer, fumble
DUE MON

7th GRADE

Androgynous Character Sketch: 1)What did you decide to add & why? 2)What did you decide to remove & why? 3) How did you come to decide the name for the character(s)? 4)Which persona/character do you most connect to and why?

HW:

Publish Ch. 3, 4, & 5 by Thursday

FINAL BOOK PROJECT due Monday, March 31

8th GRADE

HW:

Androgynous Character Sketch: 1)What did you decide to add & why? 2)What did you decide to remove & why? 3) How did you come to decide the name for the character(s)? 4)Which persona/character do you most connect to and why?

WED

We watched the Shakepeare Co. of San Francisco's fun, lively and humorous rendition of Twelfth Night! 7th & 8th Gr. did an amazing job during the Q & A session! Impressive and insightful!

6th GRADE:

The Lion, the Witch and the Wardrobe - read Ch.1 - 4

HW:

Signed Parent letters due Tomorrow

7th GRADE:

HW:

Finish Andrgynous Model Sketch

Publish Ch. 3 & 4 of Mango Street novel

8th GRADE:

Nothing new.


MON

6th GRADE

James & the Giant Peach - Art Gallery of Painted Peaches
Students evaluate and critique each other's painted are pieces

HW:

Bring The Lion, the Witch & the Wardrobe tomorrow!

7th GRADE

Twelfth Night - Discussed Iambic Pentameter, Parts of Plot Line, and Peer-Edited Thank You Letters

HW:

Finish Final Draft of Thank You Letter

8th GRADE

Twelfth Night - Discussed Iambic Pentameter, Peer-Edited Thank You Letters, and finished Sketch of Androgynous Model

HW:

Finish Final Draft of Thank You Letter

MARCH 3 - MARCH 7

WED.

6th GRADE

James and the Giant Peach - finished painting project, began writing art description

HW:

Finish description of art piece. Include name, grade, title, medium, and vivid description of piece.

7th GRADE

Twelfth Night - watched Act II, Sc. 3

Began writing Thank You Letter to Shakespeare Company

HW:

Bring $1 for performance

Finish Thank You Letter

Bring $1 for performance

Publish Ch. 1 & 2 of House on My Street Book

Final Draft of House on My Street DUE MON, MAR 31

8th GRADE

Twelfth Night -

Began writing Thank You Letter to Shakespeare Company

Began translating scenes for Act. II

HW:

Bring $1 for performance

Thank You Letter due Tomorrow

Scenes & Characterization due Tues., March 11th

MON.

6th GRADE

James and the Giant Peach - presented Literary Circle
Compare & Contrast - Students were put into pairs and each given a peach. They created a Venn Diagram to compare and contrast the inside and the outside of the peach.

HW:
Imagine that you found a giant peach. What would the hidden and magical worl inside be like? Sketch out how you imagine the inside of a giant peach.

Vocab. Chart: air-raid, chap, passage, moth-balls, ardrobe, muffler, parcel, eternal, region, sardines, jollification, handkerchief, wretched, lulling, hoasx, spiteful, vanih, sulk, merely, awkward, sternly (all words are derived from Ch. 1-3 in The Lion, the Witch, & the Wardrobe) DUE FRI.

7th GRADE

Twelfth Night - presented scenes

Symmetry & Drawing - each student was presented with an ad featuring either a male or female model. They pasted the half image onto paper, and drew the rest of the image to the best of their ability. This is practice of noticing detail in art and symmetry.

HW

Finish Drawing

Bring $1 for the play

"How To" Outline due Thursday

House on Mango Street - Publish Ch. 1 and 2; Entire book due MONDAY, MARCH 31!!

8th GRADE

Twelfth Night - discussed Act I, Sc 5

Symmetry & Drawing - each student was presented with an ad featuring either a male or female model. They pasted the half image onto paper, and drew the rest of the image to the best of their ability. This is practice of noticing detail in art and symmetry.

HW:

Finish Drawing

TUES.

6th GRADE

James and the Giant Peach - Students began art project; they will paint bowls to emulate the giant peach. The outside will be one way, and on the inside, they will illustrate the world that they imagined.

Many Waters - Presented News Report

HW:

Vocab Chart Due Friday

Bring $1 for play

7th GRADE

Twelfth Night - presented scenes
Watched Act I, Sc 1 - 5 of film version

HW:

Respond to the following debriefing questions: 1) How would you feel if you were Viola, just shipwrecked into a strange land? 2) What common bond do Viola and Olivia share? 3)How is it possible that Orisino di not notice Viola's true nature--that she is a woman? 4) Which character, thus far, is your favorite and why?

Bring $1 for the play

"How To" Outline due Thursday

House on Mango Street - Publish Ch. 1 and 2; Entire book due MONDAY, MARCH 31!!

8th GRADE

Twelfth Night
Watched Act I, Sc 1 - 5 of film version

HW

"How To" Speech Outline due Thursday

Respond to the following debriefing questions: 1) How would you feel if you were Viola, just shipwrecked into a strange land? 2) What common bond do Viola and Olivia share? 3)How is it possible that Orisino di not notice Viola's true nature--that she is a woman? 4) Which character, thus far, is your favorite and why?

FEB. 25 - MAR 2

TUES

6th GRADE:

James and the Giant Peach: We finished reading!
-Students worked on Characterizations, DUE MON, MAR 2
-Students worked on Literary Circle presentations, DUE THURS

Many Waters:
-Students worked on News Report, DUE THURS

7th GRADE:

Twelfth Night:
-Discussed Act 1, Sc. 5
-Worked in groups on translating scenes into modern skits

HW:
-12th Night Characerization DUE MON, MAR 2
-12th Night Scence DUE MON, MAR 2
-12th Night Vocab Chart DUE MON, MAR 2
-Current Event: Cornell Notes, one paragraph Summary, & one paragraph Critique DUE MON, MAR 2 (articles were distributed in class)

8th GRADE:

Sleeping Beauty, Reinterpreted:
-Groups presented modernized skits of Sleeping Beauty

12th Night:
-Worked on Modern Translation of Scenes

How To Speech:
-Worked on Outline, DUE THURS, MAR 5

HW:

12th Night Scenes: DUE THURS, FEB. 28

Shakesperian Vocab Chart DUE MONDAY, MARCH 2

12th Night Characterization DUE MON, MAR 2

How To Speech Outline DUE THURSDAY, MAR. 5

MON

6th GRADE:

Questions:
-Students wrote the most important and amazing question they thought they could muster up
-Students swapped questions
-Each student has until Thursday to come up with an answer to present to the class.
-Student must be able to:
1. provide a reasonable answer
2. explain why and how they know the answer
3. provide a legitimate source of information

James and the Giant Peach:
-Read Ch. 27 - 38
-Think Pair Share: Using sensory details, describe what you think the Cloud People were like

HW:

Question: DUE THURS, FEB. 28

Vocab. Chart: plummet, companion,quiver, mysterious, nincompoop, hailstones, swarm, moonlit, proposal, immense, shriek glimpse, blizzard, melancholy, skyscraper, pandomonium, hover, squelch, gape, marvel, Empire State Building, observation roof, giddy, flabbergasted, Central Park, elegant (Ch. 27-39) DUE MONDAY, MARCH 2

Characterizations: All 7 Insects DUE MONDAY, MARCH 2

7th GRADE:

Twelfth Night: Read and dicussed Act I, Sc. 5

HW:
12th Night Scenes: DUE THURS, FEB. 28

Shakesperian Vocab Chart DUE MONDAY, MARCH 2

12th Night Characterization DUE MON, MAR 2

How To Speech Outline DUE THURSDAY, MAR. 5

8th GRADE:

Sleeping Beauty- presented reinterpreted story

12th Night- discussed Love Triangle that leads to central conflict
-Prepared Modernized Scenes
-Worked on Characterizations

HW:
12th Night Scenes: DUE THURS, FEB. 28

Shakesperian Vocab Chart DUE MONDAY, MARCH 2

12th Night Characterization DUE MON, MAR 2

How To Speech Outline DUE THURSDAY, MAR. 5

FEB 19-22

I have been remiss in posting the Language Arts Blog. . .My apologies. . .with the Valentine's Day Dance, Holiday and Open House, my scheduling got a little out of whack. . .here's the synopsis of the week:

6th GRADE:

James and the Giant Peach:
1. Read Ch. 13-26
2. Presented Literary Circle #2 to class on Friday - GREAT JOB!
3. Characterizations: Students completed characterizations for James, the two Aunts, and the Old Man
4. Vocab Chart #2: sighseer, hurtling, seething, downward, amongst, murmur, vertically, peering, vast, 'By golly!,' burst glingint, lunge, wailed, threshing, jeer, poppycck, balderdash, scuttle, lazy brute

Upcoming:
1. Students will read Ch. 26-39, thus finishing the book in the next week.
2. Students will complete their third and final Literary Circle for this Unit
3. Students will complete Characterizations for the Insects
4. Students will complete Vocab. Chart #3

Many Waters:
1. We finished the book!
2. Students selected two types of News Reports they would like to write and present. The options were: Eyewitness Account; Profile; Arts; Style; Business; Sports; Politics

Upcoming:
Students will write TWO REPORTS, each consisting of ONE PARAGRAPH, explaining the Who, What, When, Where and Why. These will be presented to the class.

*I haven't forgotten about the Animal Research Report for the Aquarium; this will be revisited and completed following the News Report next week

7th GRADE:

Congratulations to Queen Casimir Megan Aust! and the Ladies of the Royal Court: Rudi Ramirez and Jocelyn Vasconez!

Congratualtions to the Knights of the Royal Court: Roberto Aceves & Aram Vartanian

Shakespeare's Twelfth Night:

1. We read Act I, Scenes 1-4
2. We had a Shakespearean Insult Slinging Tournament to help students get comfortable with Old English Vernacular
3. Old Engligh Vocabulary Chart: mightst, Elizabethan, moreover, doth, thou, hath, gender role, fool, o'er, 'How now?' perchance, iambic pentameter, ay, whereto, thy, prithee, 'twas, thee, 'Fare thee well,' 'By my troth'

Upcoming:
1. Students have been assigned an Act and a Scene.
2. They will select roles, translate the scene into modern language or the vernacular, and present the scene to the class.
3. Studens are responsible for completing an individual characterization for their assigned role.
4. Students will present a "How To" Speech, where they actually teach the class a new skill, talent or activity. This will be due in two weeks. Students need to research skill, fill in an outline, provide a visual aide and materials, and create speaker cards.

8th GRADE:

Congratulations to the Ladies of the Royal Court: Francesca Morton & Casey Saker-Harp!

Congratulations to King Casimir, Melvin Silgas!

Congratulations to the Knights of the Royal Court: Sean Mack & Emerson Picazu!

Sleeping Beauty:

In groups, students opted to either: 1) Rewrite Sleeping Beauty as a children's book that demonstrated a healthy, loving, equal relationship between Briar Rose and the Prince, 2) Rewrite a scene from Sleeping Beauty with expanded dialogue to represent a real, healthy and loving relationship, 3) Create a healthy and positive skit version of the classic fairy tale.

Children's Books will be read and presented to the younger grades.

Shakespeare's Twelfth Night:

1. We read Act I, Scenes 1-4
2. We had a Shakespearean Insult Slinging Tournament to help students get comfortable with Old English Vernacular
3. Old Engligh Vocabulary Chart: mightst, Elizabethan, moreover, doth, thou, hath, gender role, fool, o'er, 'How now?' perchance, iambic pentameter, ay, whereto, thy, prithee, 'twas, thee, 'Fare thee well,' 'By my troth'

Upcoming:
1. Students have been assigned an Act and a Scene.
2. They will select roles, translate the scene into modern language or the vernacular, and present the scene to the class.
3. Studens are responsible for completing an individual characterization for their assigned role.
4. Students will present a "How To" Speech, where they actually teach the class a new skill, talent or activity. This will be due in two weeks. Students need to research skill, fill in an outline, provide a visual aide and materials, and create speaker cards.

Vocabulary:
1. Students recieved their The Outsiders exam back. In partners, they were responsible for correcting the vocabulary errors on the exam and expanding upon the word to demonstrate acquired knowledge.
2. These points will be added as a separate assignment to boost final grade.


THANK YOU to ALL STUDENTS WHO HELPED WITH OPEN HOUSE! You are true Casimir Knights!

FEB 11 - FEB 16

6th GRADE:

TUES:

Literary Circle Presentations

Many Waters-- read half of Ch.12

MON:

RWJ: What do you think is meant by “a morally and spiritually responsive individual who demonstrates Catholic-Christian values?” Give examples of when you have seen this concept lived out by others. Give examples of when you have shown that you live out Christian values.

Literary Circles: students worked collaboratively on first Literary Presentation for James and the Giant Peach (JATGP) (Due Tomorrow!)

VOCAB CHART: bolt (v.), approval, primly, obviously, depart, venomous, supper, insidious, slither, frantic, bungalow, hayrick, flung, chaos, promptly, mounting, marvelous, scrumptious, perambulator, churn, froth (all words are derived from Ch.10-15 of JATGP) DUE FRI

HW:
Finish Literary Circle responsibility . . .Presentations on TUES!.

TUES:

Literary Circles: students presented work to whole class

7th GRADE:

TUES:

Love is. . .Students wrote poems about love that will be turned into mini-posters

Current Event-- Working in pairs, students read a current event from the NY Times, took Cornell Notes, and are preparing for a News Report

HW:

Be prepared with Love Poem

MON:

Persuasive Speech:

1. Students finished outlines
2. Students finished writing 3 paragraph Persuasive Speech: “Vote for me for King/Queen Casimir.” Students argue and give evidence that they are “students who are morally and spiritually responsive, and who practice Catholic-Christian values.”
3. Students finished Campaign Flier for Royal Valentine’s Day Court

VOTING for St. Casimir Royal Valentine’s Day Dance Court will take place on WED.
-Students will select eight Jr. High students (2 boys and 2 girls) who demonstrate Catholic-Christian values.
-The top ten (5 boys and 5 girls) will comprise the Royal Court
-On FRIDAY, FEB.16, at THE VALENTINE’S DANCE, attendees will vote for a King and Queen to represent St. Casimir. The winner will be honored with gifts, crowns, and a dance.

VOCAB. CHART: Agape, eros, Cupid, amore, Aphrodite, Venus, malie, alma, infatuation, star-crossed, decadent, romance, je’taime, role model, chivalry, monarch, integrity, responsive, morality, love, soul mate DUE FRI!


8th GRADE:

TUES:

Love is. . .Students wrote poem on love.

Argumentative Political Speech: Focusing on the Democratic Party Platform re: Capital Punishment, students reviewed and filled in the outline for an argumentative essay.

HW:

Finish Conclusion of Essay

Have Love Poem prepared in Class

MON:

Persuasive Speech
1. Students peer-edited 3 paragraph Persuasive Speech: “Vote for me for King/Queen Casimir.” Students argue and give evidence that they are “students who are morally and spiritually responsive, and who practice Catholic-Christian values.”
2. Students turned in Campaign Flier for Royal Valentine’s Day Court

Fairy Tale Story
1. Discussed purposes of stories: entertain, teach lesson/moral, reflect culture and time in which they were written
2. Pick a Fairy Tale: Cinderella, Frog Prince, Aladdin, Sleeping Beauty, Beauty and the Beast, Snow White, Rapunzel:
a. Does the story depict an accurate, healthy, well-balance, respectful, and equal loving relationship? Do the characters really demonstrate true love?
b. If not, why is it not a true and loving depiction of a healthy relationship? How are the characters valued? For what they look like and what they own? Or for who they are inside their hearts?
c. Rewrite the story so that is shows a respectful, loving relationship in which the main characters know each other and truly honor each other. Make sure that there is equality shown.

Platform Argumentative Speech:
In conjunction with Ms. Meissner, I will be guiding students in the format for their
Political Platform project. Students are expected to compose a three paragraph essay giving and supporting their opinion on various political platforms.

HW:
-Finish Persuasive Speech
-Choose Fairy Tale and come prepared to rewrite story

VOCAB. CHART: Agape, eros, Cupid, amore, Aphrodite, Venus, malie, alma, infatuation, star-crossed, decadent, romance, je’taime, role model, chivalry, monarch, integrity, responsive, morality, love, soul mate DUE FRI!

8th GRADE<

FEB.4 - FEB.8

SUPER TUESDAY:

Remember to VOTE! A right and responsibility for which our forefathers and mothers fought to preserve. . .get out there for this historic moment of democracy!

6th GRADE:

THURSDAY:

6th Graders presented on Literary Circles to 5th Grade

James and the Giant Peach: Read Ch.1-12
answered journal question: Why do you think James' Aunts are so disrespectful? How would you feel if you were James? What nonviolent solution would you suggest to the problem?

WEDNESDAY:

Students reviewed Literary Circles.

6th Graders will teach and present literary circles to 5th grade tomorrow.
Reading of James and the Giant Peach will begin tomorrow.


TUESDAY:

RWJ: Describe your experience at the Aquarium of the Pacific. What did you learn? How was learning at the aquarium different than learning in the classroom? which way of learning do you prefer and why?

JAMES and the GIANT PEACH:
5th & 6th Grade began their literary project today. 6th Graders explained and demonstrated how to complete Vocabulary Charts.

VOCAB CHART: pulpy, jiffy, seaside, unfriendly, miserable, landscape, deolate, forbidden, wistfully, peculiar, blazing, sunken, ghastly, hag, hideous, resign, gizzard, clutching, swerve, suggest (all words are derived from Ch.1-5 in James and the Giant Peach)DUE FRIDAY!

MONDAY: Field trip to The Aquarium at the Pacific

In Groups of three, 6th graders partnered up 5th graders to complete informational packets about the different animals featured in the aquarium.

Additionally, playing the role of marine biologists, 6th graders acted as primary sources and performed field observations of the animals. Each student was assigned an individual animal about which they will write an MLA formatted Science Research Report.

HW:

Finish Aquarium Packet

Share with parents one interesting new fact you learned at the aquarium.

Bring James and the Giant Peach, and The Lion, the Witch and the Wardrobe TOMORROW!

7th Grade:

WED:

Students presented their news report on current events.

SPEECH: took Cornell Notes on Speech Writing from Writer's Inc.

SUPER TUESDAY:

Presented Current Event News Report and Analysis

VOCAB CHART: this week, the 7th graders will create their own self-directed Vocab. Chart, comprised of 20 words that they choose to learn. DUE FRIDAY.

Students are currently working on their campaign for their ideal candidate. The culmination will be a mock elections week, including primaries, debates, etc. Students will create: 1. a speech for candidate; 2.a Campaign Slogan featured on stickers, buttons, or t-shirts; 3. A Campaign Ad in the form of a flier, poster/banner, brochure, or video.
Students may choose the form of advertisement; if a video commercial is selected, it is the responsibility of the students to obtain technological resources and create the video on their own time, off-campus. If students need assistance, I am available Tuesday and Wednesday after school.

MONDAY:

Have Shakespeare's Twelfth Night

Be prepared to discuss current event

8th Grade:

WED:

Compare and Contrast Essays: took notes on how to write a compare and contrast essay

HW: finish Compare and Contrast Outline and Thesis for essay

TUESDAY:

Brown v. Board of Education Essay Exam: students used Cornell Notes to compose a 5 paragraph in-class essay evaluating the significance of Brown v. Board of Education

VOCAB CHART: this week, the 8th graders will create their own self-directed Vocab. Chart, comprised of 20 words that they choose to learn. DUE FRIDAY.

Have Shakespeare's Twelfth Night

In Class ESSAY EXAM TOMORROW!
Students may use Cornell Notes on "Brown vs. Board of Education"
Be prepared to answer the following questions: "What was the signifcance of this case? What were the results of this case? How was it possible for Brown to win against the Board of Education? How did Thurgood Marshall's background enable him to fight and win this case?"