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6th Grade Block
Language Arts
History
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Please write your name and email address next to your child’s name.
Take a handout.
Fill out the questionnaire. it’s the yellow paper
We’ll begin shortly.
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18th year in the teaching profession Current assignment
½ time: 6th grade teacher at Hart ½ time: new teacher mentor for the Tri-
Valley Teacher Induction ProgramOn campus 1st-3rd period daily
B.S.- San Diego State University M.A. –St. Mary’s College Ed.D. in progress at University of San
Francisco
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Inspire inquiryEncourage risk-takingFoster perseveranceFacilitate the development of
students’ independent learning skills
Develop depth of thoughtCelebrate students’ unique gifts
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Parents & Teachers are partnersunited frontbest intentions & highest aspirations
Utilize multiple modalities for learningOral, written, dramatic, artistic, kinesthetic,
music Honor individual strengths
Explicit instructionArticulate learning objectivesModel, demonstrate, think aloud, write aloud
Assessment drives instruction
Deliver instruction in concert with BRAIN-MEMORY learning theory
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California Standards for History and Language Arts
Pleasanton Unified School District Course of Study
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Required Reading The Boy in the Painted Cave The CayWhere the Red Fern Grows Literature Anthology- Holt
Strategy InstructionMetacognitive Reading-Thinking About
Thinking Determining Importance & Monitoring
Comprehension -September/October Inferring-October/November Questioning-December/January Synthesizing-February/March Visual Imagery-April/May
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Class work-Gradual Release of ResponsibilityThinking aloud-Read aloudShared response-Shared textIndependent reading response/Conferencing
HomeworkReading logs-practice reading strategyBook Project-(three over the year)
Applying reading strategy and writing focusGrading
Conference/Rubric scoreLiterature Anthology-story testsResponse Journals/reading logs/book
projects
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Main focus-EssayAutobiographical Narrative—1st quarter Persuasive—2nd quarterResponse to Literature-3rd quarterResearch Reports-4th quarter
Writer’s WorkshopMini-lessonIndependent
practice/conferring/reteaching Pre-writing, drafting, revising, editing
Publishing
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Weekly FocusSpelling- based on the text-weekly test;
spelling & vocabularyGrammar-based on Pleasanton Unified
Course of Study; application in own writing, bi-weekly quizzes
TextsEasy Grammar ProVocabulary for Achievement
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15% Spelling10% assessments & 5% assignments
15% Grammar10% assessments & 5% assignments
30% Writing20% assessments & 10% assignments
35% Reading25% assessments & 10% assignments
5 % Participation
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Utilize GRAPES as overarching themeGeographyReligionAchievementPolitical StructureEconomic StructureSocial Structure
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Early Man Mesopotamia Egypt Kush Ancient Isrealites Dawn of Christianity Ancient India Ancient China Ancient Greece Ancient Rome
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For each unit, your child will receiveA list of objectives & vocabulary words that
will be used to write test questionsA table of contentsWeekly review of instruction matched to
instructional objectivesStudy guides at least ONE week before the
testReview games two days before testsStudy Strategies instruction and reflection
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Class work Reading for information
Textbook Handouts Supplemental reading
Demonstrate Comprehension Artistic-posters, models, diagrams Verbally-skits, role-play, imposter interviews, debates,
etc. Written-research reports, essays, articles, poetry,
Grading Notebook checks 1 test-end of unit Daily work- completeness, accuracy 60% test/quizzes/40% class work/homework
Text Ancient Civiliation
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Spelling/vocabulary- 4 times a week
Grammar- 2-3 times a week
Reading response- twice a week
Social studies- once a week
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Each quarter there will be One Literature Analysis projectOne INDEPENDENT essayOne social studies research project choice
from menus 1st Quarter
1 Book Project analysis of author’s craftPersonal NarrativeEarly Civilization Project
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Based on evidence of mastering the state standards:Projects/Writing/ Assignments-
rubric descriptors correlate to gradesSkills practice- percentage scoresTests
fill-in, multiple choice-percentage score
essay response-rubric scores
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AbsencesRetrieve work from weekly fileHave one week to turn in work
Missing WorkStudent will email/call home when work is
not turned in on a due dateReceive a failing gradeExtenuating circumstance-note/phone call
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Rules
Positive Recognition
Consequences
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Weekly Work Outline Instructional objectivesProject descriptions, due datesUpcoming school events***Available on webpage and given to
students on Fridays Phone calls
Share success and concernsCheck in
Notes, letters, emailVerify informationShare successes
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E-mail Preferred means of communication
http://www.pleasanton.k12.ca.us/hmsweb/lyonsl/
Telephone- 426-3102 ext. 3246
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If you would like to share a talent or expertise in an areas we are studying, please indicate that on the volunteer form on the table by the door.
I am looking for volunteers who have an interest in copying the grammar exercise for us. I will give you two weeks of exercise to copy for the
class. Please volunteer only if you have access to copiers
and you won’t have to pay for copies I will give you paper.
If interested, please write your name on the volunteer form.
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Please find write your child a note on the piece of binder paper.You might write about the following:
What you’re excited about for him/her as a 6th grader
What you hope will happen for him/her this year What you are proud of thus far What you are excited to share with your child in
relation to the curriculum in block
I will give your letter to your child in the morning.