2/6/12 - 2/14/12
Baby Unit
1. The students will define the terms for Chapter 10. I will be giving them a
few extra vocabulary terms.
2. The students will read Chapter 10. My book covers 3 of their chapters into
1 chapter. I will copy the extra part from my book for the class to read as
well. We will take notes on the chapter and participate in class discussion
about our experiences with children.
3. The students will be tested on their vocabulary and comprehension skills
for the chapter.
***Bonus: The students are given the opportunity to create a flour/sugar baby
at home and take care of it over a weekend. They must dress it, feed it, bathe
it, change it's diaper, take it whereever he/she goes, etc. They must come to
school on Monday with the baby and a "journal" of everything they did with the
baby. They can only use a babysitter once and for no more than 2 hours. The
babysitter must document in the "journal" what he/she did with the child. Part
of the bonus will be the way the student takes care of the baby during school
on Monday. It is possible for your child to get an "F" on this bonus. It's an
easy A if they follow the directions for the time at home and school. However,
I have had kids go from an A to an F because they allowed the baby to be
abused during school (grabbed by others and beaten on the walls, arms pulled
off, etc.). So please stress to your child how important it is to treat this
like a real baby.
10/10/11-12/3/12
1. The students will begin by defining the terms for the Food Unit.
2. Students will help wash and organize the kitchen area.
3. Students will read chapters 22-32. Some of them will be completed together
as a class. We will read the chapters alternating between reading silently and
orally. We will discuss these chapters and then be tested on them. Some of the
chapters will be given to specific groups of students. In these groups the
students will read the chapter and create a poster or power point of notes to
share with the class. These groups will have to share the chapter with the
rest of the class. The audience will have to take notes about the chapter.
After these chapters are shared and discussed, the students will be tested on
the chapters.
4. The students will be cooking in the kitchen, using the skills and lessons
they learn throughout the chapters.
5. The students will generate the station rules for in the kitchen.
6. The students will grade each other on the team members' performances. This
will only count as a portion of the grade. My grade for the group work will be
most of the grade.
7. The students will prepare a winter luncheon for the teachers to be served
on December 16, 2011 after the students have left for the winter holiday. The
students will bring in the ingredients needed for the dish they will be
preparing (green bean casserole, broccoli and cheese casserole, sweet potato
casserole, jambalaya, good cookies, and yummy butter cakes). I am asking if
any parent would be willing to donate and cook a ham or turkey. It would need
to be sliced and delivered by noon on December 16. I am also asking if anyone
would be willing to donate a fruit or vegetable tray. Thanks in advance if you
are able to help out.
9/26/11-10/6/11
1. The students will define the terms for Ch. 6.
2. The students will take a test on the vocabulary terms.
3. The students read and discuss the chapter.
4. The students will get their exam study guide and begin working on it.
5. The students will take their exams.
9/19/11-9/23/11
1. The students will define the terms for Ch. 4.
2. The students will take a test on Ch. 4 vocabulary on Thursday.
3. The students will read Ch. 4 and answer the review questions.
4. The students will be tested on Ch. 4 Friday (open book).
5. The students are beginning to go over SCORE, which is a book that teaches
students about social skills and how to cork cooperatively in groups. We will
do a little of this 2 or 3 days a week for just a few minutes each day.
9/6/11-9/16/11
1. The students will continue to work on putting their books together.
2. The students will define the 8 terms for Ch. 3.
3. The students will read and discuss Ch. 3.
4. The students will answer the review questions for Ch. 3.
8/22/11-9/9/11
1. The students will read and discuss Ch. 2 (Your Personality).
2. The students will answer the review questions for Ch. 2.
3. The students will define the terms for Ch. 2.
4. The students will be tested on Ch. 2 vocabulary on 8/25 and the Ch. 2
comprehension test on 9/2.
5. The students will use the computers in the library on Monday, 8/29/11, and
Tuesday, 8/30/11, to begin the process of creating a book about themselves.
a. Internet Scavenger Hunt about themselves (like what their name means, what
day they were born, how many days old they are now, an event that took place
on the day of their birthday (not necessarily the year), celebrities that
celebrate the same birthday, etc.)
b. Transfer the information from the scavenger hunt to pages that will go in
their books. Examples are under 6th grade documents on this website.
c. 2 page worksheet about themselves to either fill in the blanks or retype on
your own computer. You must include either a family photo or be willing to
draw your family. I am not looking for masterpieces.
d. "My Favorite Family Story" or in some cases "My Worst Family Story"
(allowing kids time to work on my classroom computers, but it would definitely
save time if they could type and print at home.
e. Acrostic Poem about their name. This will be done in class.
f. Family Tree