Historical Fictional Essay

This essay is due on Thursday, October 3, 2013.

Six Weeks Exams

This week our students will be very busy taking Six Weeks Exams.
They need to study and go to bed early. The schedule is as follows:

Monday--Literature
Tuesday--Science, SAT Math
Wednesday--Writing
Thursday--Geography/Social Studies, Math
Friday--College and Career

GOOD LUCK to all our students!

First Six Weeks

First Six Weeks is coming to an end.  I want our students to get prepared for our next adventure.
Our next adventure takes us to Aguascalientes where we will meet the next character of our next novel, Esperanza Rising by Pam Munoz. She will then travel to the United States. We will be learning about The Great Depression, The Dust Bowl, Mexican culture, migrant workers, strikes, and racism.

Projects

Project #1
The Dog of Pompeii
You will build a 3D model of the forum as described in the story and from the pictures I have shown you.  The forum was the center of Pompeii. 
Along with the 3D model you are to write an essay about what you have learned about the city of Pompeii before and after the eruption of Mt. Vesuvius.
The project is due no later than October 25, 2013. 

Project #2

 The Dog of Pompeii  

Historical Fictional Essay, Mosaic Artwork and Bulla Project

    
     First students are to read the story, “The Dog of Pompeii.”  Students are then to research what life was like for a 12 year old child in Pompeii 79 AD.  They are to write a historical fiction essay about an adventure they have with their dog or pet.  The students will also create one of the following projects, an art mosaic of their dog or pet or a bulla (which is a necklace that all children were given and worn around their necks until they married).  The students will read their story to the class, show their mosaic or bulla. This lesson ties in with 6^th grade history of ancient Rome.

Writing guidelines:

You can choose to be in any social class and live either in the city or the country.  You must get information about ancient Roman life to make your story accurate historically.

Some questions to lead your research:
·        What was life like in 79 AD? (look at lifestyles for this)
·       What was it like to be a 12 year old child in the year 79 AD in Pompeii?
·        Were you a member of the rich or poor class?
·        What did you eat?
·        Where did you live—what kind of house or building?
·        What did your parents do?
·        What did your clothes look like?
·        And of course what was your Roman name and the name of your dog or pet?

 Use the following sites to help you get started on your research:

Ancient Rome for Kids--
http://rome.mrdonn.org/
This site has lots of good links to all kinds of online resources about life in Ancient Rome. 

The Romans
http://historyonthenet.com/Romans/romansmain.htm

Roman names for boys

http://nameberry.com/list/476/Roman-Names-for-Boys

Roman names for girls

http://nameberry.com/list/475/Roman-Names-for-Girls

Pompeii-Unraveling and Ancient History
http://www.mummytombs.com/pompeii/websites.htm

This story should be:

·        2 pages long, typed in 12 point (font), Times New Roman or Helvetica
·        Make sure you have a CREATIVE cover page with your name, the title of paper, date, Honors Literature, Mrs. A. Peña
·        You must have a story (narrative), some kind of adventure (plot) about you and your pet, mixed in with historical details to make your story historically accurate.

Course Description-Honors Literature and Writing and Composition

Honors Literature
Students will read literature from many genres and culturally diverse works. Reading instruction will include novel studies. They will analyze and critique what they read to get them prepared for college. Students will read in depth and learn to be critical readers and thinkers. We will be reading 5 novels this year which will demand the highest level of participation, effort, and quality from students.

Honors Writing and Composition
Creative writing will explore different genres of writing with the main goal of inspiring amazing ideas and constructing original pieces. They will be required to write a research paper. Students will learn to write a critique so they can become analytical and critical thinkers. This class will be demanding, stresses concept development, emphasizes independent study, and student research.

Honors classes require students to utilize habits of independent analysis, creativity, collaboration, leadership, and intellectual skills.

Contact Information

Mrs. Aidé M. Pérez-Peña

Email: aidepena41@yahoo.com

Blog: ac2emsperezpena@blogspot.com

Phone #: 956-487-4476

SYLLABUS

SIXTH GRADE LANGUAGE ARTS AND WRITING

AC2E 6^th Grade 2013-2014

TEACHER:  Aidé M. Pérez-Peña

 

TEXTBOOKS
Literature Texas Treasure
TEXAS WRITE SOURCE

 

LANGUAGE ARTS COURSE DESCRIPTION

In Sixth Grade Language Arts, students continue to develop an appreciation of written and spoken language. As readers, sixth graders experience more sophisticated works of literature for study and analysis in the classroom. We will be read 5 novels as a whole class. Students reading independently are required to select a novel from their Media Center at their respective home campus. Students will also review all of the parts of speech and enhance vocabulary words. They will use media, and technology for expressive, informational, argumentative, critical and literary purposes. Students will use the stages of the writing process to write clear, coherent drafts and compositions throughout the school year.

 

LANGUAGE ARTS HONORS COURSE DESCRIPTION
     At the middle school level, 6^thGrade Language Arts Honors class will give students the opportunity to practice (at the appropriate level) skills that enable them to be successful in the Advanced Placement class and /or Honors class at the high school level. This course builds on the range of basic content form with the on-level course, and has students investigate literature in more depth. Students will be challenged to develop advanced skills in reading, composition, oral communication, and logical argument. The grammatical, mechanical and syntactical skills of language are taught within the meaningful context of the writing process. Extensive in and out of class reading, individual and group research projects, challenging class discussions, and a variety of writing experiences will be required.

 

CLASSROOM PROCEDURES AND EXPECTATIONS

           

Students are expected to follow four basic rules:

1. Be on time.

2. Be prepared.

3. Follow directions.

4. Respect yourself and the rights of others.

 

   GRADING
       A student’s grade will be determined by participation, homework, class work, tests, quizzes, and    
 projects. Major writing assignments will be recorded as test grades. The grade distribution for Language
 Arts is as follows:

 

  Tests/Common Assessment/Major Projects/Essays                           25%

  Quizzes/Mini Projects, Homework/Class-work, Participation 75%

    

    

Tests and Book Reports

If you are planning on being absent the day a project is due, YOU MUST HAND IN THE PROJECT A DAY EARLY. Book reports and or assignments accepted after Friday of the due date week will lose 10% each day it’s late. Any major test must be made up the following Friday and the student must request it.                                                  

Quizzes

Students must make up all missed quizzes on the following Friday. After one week without taking the quiz, the quiz grade will become an F.

MAKE-UP WORK PROCEDURES

 

Students will follow the make-up procedures as outlined in this syllabus. Upon returning to school following an absence, it is the student’s responsibility to contact the teacher to request make-up work. If you are absent, you will have the number of days absent to make up work, for example: 2 days absent, two days to make up. It is the student’s responsibility to get missing work.

HOMEWORK EXPECTATIONS

Due to individual differences in learning styles and work habits, time spent on homework each night will vary from child to child. Your child should write down all homework assignments in his/her agenda daily. If your child checks into school for a day (even if he/she checks in late or checks out early), he/she is responsible for completing that day’s homework for all classes he/she attended prior to leaving school by the next day. In order to receive full credit, assignments should be completed neatly, accurately, and on time. Students have 5 days to make up any missing homework, losing 10% a day, after the fifth day it is a 0%.

 

SPECIAL PROJECTS

During the course of the year, projects such as book reports and essays, etc. will be assigned.  They will be counted as a test grade; 10% will be deducted each day for late work from the points earned.

 TEACHER/PARENT COMMUNICATION

You may contact me at the following email address: aidepena41@yahoo.com, I try to answer emails as promptly as I can. I usually answer emails within a 24-hour period.  If emailing me over the weekend, please do not be alarmed if you do not receive a response until Monday.  You may also call the front office at (956) 487-4476 or you may write a note and send it with your child to school.

 

LANGAGE ARTS REQUIRED MATERIALS

·         Text Books: Texas WRITE SOURCE, LITERATURE TEXAS TREASURE

·         Syllabus

·         2- 3 ring binder w/two inside pockets (no bigger than 1 ½ inch)

·         Wide-ruled notebook paper

·         Erasers

·         Highlighters,

·         Pencils 4 pkgs.

·         5 dividers w/tabs for binder

·         Zipper pouch for writing utensils (3-hole punched to be kept in binder)

·         3 Composition Books

·         1 Dictionary required for STAAR

·         2 Boxes Kleenex

LANGUAGE ARTS ACADEMY FOR ACADEMIC ENHANCEMENT

RULES FOR WRITING

2013-2014

TEACHER:  Aidé M. Pérez-Peña

ACADEMIC HONOR CODE

All students must always submit work that represents his or her original work, words, or ideas.  If any words or ideas are used that do not represent origination from an individual student, the student must cite all relevant sources.  The student should also document the extent to which such sources were used.  Words or ideas that require citation include, but are not limited to, all hardcopies or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source.  In the online course, all submissions to any public meeting or private mailbox fall within the scope of words and ideas that require citations if used by someone other than the original author.

 

Academic dishonesty could involve:

 

·         Having a tutor or friend complete a portion of our assignments

·         Having a reviewer make extensive revisions to an assignment

·         Copying work submitted by another student to a public class meeting

·         Using information from online information services without proper citation

 

PLAGIARISM DETECTION

At the instructor’s discretion, work presented in this course is subject to verification of originality, using the following service:  www.turnitin.com.

 

Dear Parents/Guardians

 

This course is designed to challenge students to think critically and to apply what they have learned in class to become dynamic, fluent readers and writers.  Please encourage them to read and proofread carefully.  If at any time you would like to meet with me to discuss your child’s progress within the course, please feel free to contact me using the information at the top of this syllabus.

 

I am looking forward to teaching your child this year.  I am very passionate about students’ success in education and hope to share this enthusiasm with your child.  I am confident that the upcoming year will prove to be exciting, productive, and fun!  Please take a few minutes to review the syllabus that will be sent home with your child on the first day of school, August 26, 2013.

 

Sincerely,

Mrs. Aidé M. Pérez-Peña

Welcome

Hello my name is Aide M. Perez-Pena.  I am a sixth grade teacher at the Academy for Academics Enhancement Middle School. 

My goals for our students are to provide an enrichment program to stimulate the talents of G/T students. Implement the principles of divergent thinking and foster higher order thinking skills such as analysis, synthesis and evaluation. To guide students to seek original solutions to problems, relying on decision-making skills and an appreciation of research and advanced levels of content.