We will learn about the geography and culture of New Zealand. We will discuss how New Zealand compares and contrasts to Australia. We will discuss the ecology and the native cultures of Oceania.
*Any assignments that you are missing needs to be submit by FRIDAY!
P.E Class this week May 23-27, 2016
I Would like to remind parents to send your children dressed in an appropriate way for the days that they have P.E.class:
– No dresses for the girl
– No jeans
– No crocks
– No Sandals
– No boots
-No Converse(All Stars)
Children who are not wearnig the appropriate clothing will not be allowed to participate in P.E class.
Goals: We will use the word R. E. S. P. E. C. T. to set the main goals for the year.
R – Right to Learn – Every child has this right to be educated!
E – Effort – Win or lose, trying is the most important trait.
S – Safety – The number one priority each and every day!
P – Purpose – Understanding how the activity can benefit you.
E – Enthusiasm – Positive energy creates a positive environment!
C – Challenge – Challenge yourself to improve each day.
T – Trust/Teamwork – Work with and trust others, the result can be amazing!
Don’t leave supervised areas!
During this week,we will have a review of all the sports that are concerned with the synthetic soccer field.
This way the students will have a better understanding in sports such as: Soccer and Traditional Games.
Students are finished with the book Pacific Crossing but will begin this week final assignments related to the book. Last week, student turned in a time-line of events from their lives as a practice. This week students will create a time-line from the Pacific Crossing book and it major themes. All work will be done in class and the final project is due Friday.
On this week, students will continue working on impromptu, on-the-spot, 3 minute presentations in which they will use prepositions and prepositional phrases:
- a, ante, bajo, cabe, con, contra, de, desde, en, entre, hacia, hasta, para, por, según, sin, so, sobre, tras
Always paying close attention to grammar rules of punctuation, such as
‘acentos,’ quotation marks, commas, hyphens, parenthesis, and dashes.
R E A D I N G Students must read every day. You are welcome to visit the library and choose an appropriate book for your child.
Also, students can practice their reading on a daily basis by choosing a story in the following website:
HW: Homework will depend on daily exercises or activities done in class. The student will complete at home unfinished classroom exercises or activities.
*Recommended sites for this week:
…and your “tools” for daily usage:
ESL/SSL students are evaluated on a weekly basis as follows:
MONDAY: ORAL PROFICIENCY EVALUATION
CONVERSATION …your overall
ability to communicate in SPANISH.
WEDNESDAY: GRAMMAR & VOCABULARY EVALUATION
Writing …your ability to communicate your ideas in well structured sentences.
FRIDAY: WEEKLY EVALUATION
LESSONS & VOCABULARY …vocabulary knowledge and lesson’s comprehension.
ESL / SSL
Los alumnos seguirán estudiando todo lo relacionado con Los hechos actuales en Latino América en los últimos meses como parte del curriculum y será la culminación de los temas.
Realizarán algunas actividades en clase para el desarrollo del tema. No habrá más tarea en lo que resta de las clases para terminar el año lectivo.
6B students finished making Totem Poles using drawing paper and markers. They applied the elements of color, line and shape to create the principles of movement and variety. They will now begin creating Nazca Line inspired designs over colorful backgrounds using crayons and oil pastels as a medium.
6A will complete their Totem Pole Projects this week.
Project: Animals Diversity Museum- Due Thurs, May 26th
Animal Diversity Museum
Project Description: Students will create a trifold museum display, including pictures, diagram, artifacts, and information about their given phylum/class of animals. Displays will be made in a cooperative group with each student assigned to different tasks. Students will pick one-star bulleted and one circle-bulleted area in each section of the project. Students will be graded individually on these parts. Students will be graded as a group on the attractiveness of the overall display.
||Who is responsible for gathering this information?
|· Characteristics of Phylum- What makes this phylum/class of unique from other phyla of animals?
||Characteristics are inaccurate and/or do not differentiate this phylum/class from other animals
||Characteristics of this phylum/class are accurate and generally defined
||Characteristics of this phylum/class are accurate and well defined, emphasizing the uniqueness of this phylum/class from others in the animal kingdom
|* Examples of animals in this phylum/class
||Less than 10 examples of this phylum/class.
||Ten or more examples of this phylum/class. Examples do not reflect the diversity of phylum/class.
||Ten or more examples of animals that reflect the diversity of phylum/class
|* Fun Facts about animals in this phylum/class
||There are less than 5 fun facts.
||Facts are general and do not focus on the uniqueness of this phylum/class.
||More than 10 fun facts that focus on the uniqueness of this phylum/class
|· Interaction with ecosystem- Describe relationships, such as predation, symbiosis, or competition, that animals in this phylum/class have
||Relationships are listed but not described
||Five or more relationships are generally described
||Five or more relationships are well-described
||Who is responsible for completing this task?
|· Examples- Pictures or artifacts that show examples or traits of animals in this phylum/class
||Less than ten traits or animals with lacking labelling
||Fifteen or more pictures of traits or animals, but are lacking labels
Ten to fifteen traits or animals labeled
|Fifteen or more pictures that are labelled with the trait or animal involved
|· Visual Vocabulary- Traits of this phylum/class are defined with diagram(s) to explain
||Less than five vocabulary words are defined and are lacking depth or visual representations
||Five or more vocabulary words are defined, but lack depth or visual representations
||Five or more vocabulary words are well-defined with a visual representation
|Attractive- Display is eye-catching, neat, well organized, and colorful
||The whole group
||Display is disorganized
||Display is generally neat and well organized, but lacks eye-catching features
||Display draws the eye to important concepts and is well organized
|* Text- Text is easily readable (typed or handwritten)
||Text is illegible
||Most text can be easily read 1 meter away from the display
||All text can be easily read 1 meter away from the display
|* Spelling and Grammar- All text is proofread and corrected
||More than 5 spelling or grammar errors
||Less than 5 spelling or grammar errors
||No spelling or grammar errors
Students will finish reading Pacific Crossing this week and the two companion articles on exchange students. Then students will prepare for the book test and start a time-line project detailing, in sequential order, the events of the book.
The test on Pacific Crossing will be Friday.
Week of May 16-20, 2016
THE FOLLOWING PLAN IS SUBJECT TO CHANGE
ACCORDING TO STUDENTS’ PACING
HOMEWORK ASSIGNED THE DAY DISPLAYED,
THE DUE DATE THEREFORE, IS THE NEXT DAY
IT HAS BEEN ASSIGNED.
IXL is also a part of the students’ weekly homework assignments. Each student must complete the assigned IXL activities during the week. This will be checked every Sunday evening. This week the students must complete: Z.3 AND Z.4 FOR SUNDAY MAY 22
MAP TOOLKIT: Do you want to improve your MAP scores?
Here is the math website: http://www.sowashco.k12.mn.us/ro/pages/studentlinks/map/