MATH: NO Homework! Beginning this nine weeks the students will take a timed test over intergers. During the second 9 weeks they must do 100 interger problems in 10 minutes.(We did the first trial Fri. ) During the third nine weeks they will only have 7 minutes and the last nine weeks they will have 5 minutes.
GPS M6A2a
Five points extra credit will be given to the first test after Oct. 31 to anyone bringing in a small pumpkin by that day. I want to do an activity and I need several pumpkins to do it. We have already gotten our first two.
SKILLS: NOTICE NOTICE NOTICE!!!!!!!!!!
I read the calendar wrong and the social studies faire is a week earlier than I had in my head. EVERY student should be MAKING the model they will use for the social studies fair. This must be done at home.Also you need to go ahead and buy a triboard and report cover. Many students like htis to color coordinate. Suggestion- If you are doing something with integration, Helen Keller or great depression you might want to do the board in black and white. If you are doing something patriotic you might want red, white and blue. We are now writing our papers. We are using classtime. Please read over what they have done each day to make sure sentences are complete.The papers are to be typed and cited. They are due when the students walk into my class Wed. Oct. 15. I will give out a rubric today. It should be the cover page to the paper. It will be the first grade for me for the new grading period.
6th grade will be taking Cogat next week. i will only have them Mon, Thurs. and Fri. Their paper is still do Wed. On Thurs. I will be teaching them Problem, purpose, methodology and conclusion. It is not difficult. It will be due Monday Oct.20.
EXTRA CREDIT- Students will be allowed to earn 10 points extra credit on their ppmc by watching the debate. I am not sure when the next debate is but extra credit will be given again and I will make sure the 6th grade receives the paper. Parents MUST sign the paper for credit to be given. Since it is extra credit I will not take it late. It MUST be turned in on Wed.
DUE DATES:
Oct. 15- Paper typed, double spaced and cited is due when the students walk into class.
Oct. 17- PPMC Typed or neatly written ( I prefer typed)
Oct 22 final project due (counts twice) Those that make it past the school fair I will show them ways to improve so they can do well at the system fair in Jan.
Oct 31 first AR test
PAPERS
6th grade- Must be three full pages and at least a sentence on the fourth page. It should have at least 8 different sources cited.
7th grade- Must be four full pages and at least a sentence on the fifteh page. It should have at least 10 different sources cited.
8th grade- Must be four and three fourths pages. It should have at least 8 different sources cited.
AR UPDATE
Oct. 31- First AR for new nine weeks due. We have more tests now. At the top I have put the link to find out which books have tests. Tests MUST be taken at school.
6th grade must be at 4.0 level
7th grade must be at 5.0 level
8th grade must be at 6.0 level
FUND RAISING
The booster club usually does a barbque fund raiser in Oct. Information will be coming soon.
GEORGIA PERFORMANCE STANDARDS
If you have wondered what we accomplish in my class as it relates to GPS I have listed it for you below. Because of the uniqueness of my class we are fortunate to accomplish so much.
GPS that are taught during the year in Mrs. Funk’s Class.
When reading AR books, class novels are books for research:
1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. ELA6R1, ELA7R1, ELA8R1.
2. The student understands and acquires new vocabulary and uses it correctly in reading. ELA6R2, ELA7R2, ELA8R2.
3. (During class novels) The student reads aloud, accurately, familiar materials in a number of genres, in a way that makes meaning clear to listeners. ELA 6R3, ELA7R3, ELA 8R3.
4. The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. ELA6RC1, ELA7RC1, ELA8RC1.
5. The student participates in discussions related to curriculum learning in all subject areas. ELA6RC2, ELA7RC2, ELA8RC2.
6. The student acquires new vocabulary in content area and uses it correctly. ELA6RC3, ELA7RC3, ELA8RC3.
7. The student acquires a context for information acquired by reading across subject areas. ELA6RC4, ELA7RC4, ELA8RC4.
When the students are writing essays and research papers some of the above GPS are covered but also the following:
1. The student produces writing that establishes an appropriate organizational
structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. ELA 6W1, ELA7W1, ELA8W1
2. The student demonstrates competence in a variety of genres. ELA6W2, ELA7W2, ELA8W2
3. The student uses research and technology to support writing. ELA6W3, ELA7W3, ELA8W3
4. The student consistently uses the writing process to develop, revise, and evaluate writing. ELA6W4, ELA7W4, ELA8W4
When the students are working on and presenting their social studies and national history day projects the following are covered.
1. The student participates in student-to-teacher, student-to-students, and group verbal interactions. ELA6LSV1, ELA7SV1, ELA8SV1
2. The student listens to and views various forms of texts and media in order to gather and share information, persuade others, and express and understand ideas. ELA6LSV2, ELA7LSV2, ELA8LSV2
Under social studies standards five goals are listed for the teacher. Four of the five are covered while the students are doing the social studies and national history projects.
To accomplish our goal of informed citizens, it is essential that teachers:
1. Bridge essential understanding about the past to contemporary events.
2. Assist students in understanding the nature of historical inquiry and the role of primary and secondary sources.
3. Encourage the consideration of multiple perspectives on events.
4. Encourage students in speculation about the known and unknown motives and actions of historic figures
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