6th Grade Block

Language Arts

History

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.

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

Inspire inquiryEncourage risk-takingFoster perseveranceFacilitate the development of

students’ independent learning skills

Develop depth of thoughtCelebrate students’ unique gifts

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

California Standards for History and Language Arts

Pleasanton Unified School District Course of Study

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

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

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

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

15% Spelling10% assessments & 5% assignments

15% Grammar10% assessments & 5% assignments

30% Writing20% assessments & 10% assignments

35% Reading25% assessments & 10% assignments

5 % Participation

Utilize GRAPES as overarching themeGeographyReligionAchievementPolitical StructureEconomic StructureSocial Structure

Early Man Mesopotamia Egypt Kush Ancient Isrealites Dawn of Christianity Ancient India Ancient China Ancient Greece Ancient Rome

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

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

Spelling/vocabulary- 4 times a week

Grammar- 2-3 times a week

Reading response- twice a week

Social studies- once a week

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

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

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

Rules

Positive Recognition

Consequences

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

E-mail Preferred means of communication

elyons@pleasanton.k12.ca.usWeb

http://www.pleasanton.k12.ca.us/hmsweb/lyonsl/

Telephone- 426-3102 ext. 3246

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.

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.