Team 6-3 Mrs. Alexander
Reading and Language Arts Syllabus
Week of September 1, 2008
Blog Website - http://d97jalexander.blogspot.com
Important Information-Please Read:
*You will receive a syllabus in each core subject at the beginning of each week. You will find my
syllabi posted on the above website.
*Students will receive their first monthly Reading Log this week. All students are required to read 2 or
more books a month and record the books on their log, with a parent signature for each book read.
* By this Wednesday, my students should have a pleasure book that he/she has not read before. Bring
book to reading/language arts class, or plan to check one out from Ms. A or one of our core teachers.
*Please plan to bring a quart size Ziploc bag by Wednesday, Sept. 3rd, for our Seedfolks novel study.
Students may purchase bags from his/her teacher for 25 cents.
*A typed draft of the students' Vital Statistics survey is due by Fri. Sept. 5th to be returned back to
students by Tues. Sept. 9th. The typed final copy will be due Mon. Sept. 15th. If students do not have
a computer to type the Vital Statistics survey, please plan to use the public library.
*Mark your calendars! Curriculum Night is Thursday, Sept. 18th, at 6:45 P.M.
Picture Day is Tuesday, Sept. 23rd (during school hours)
*Starting this week, our library is now open for students to check out books, do homework, research,
use computers, etc. It is open everyday except Wednesday's from 8 - 8:50 A.M. Students may not use
the computers until they receive their log-ins, which will happen by the end of the week. To be
allowed in the library in the a.m., students must wear their I.D. In order to use the computers, students must bring their planner to the library with proof the student/parent contracts have been read & signed.
Monday, September 1 - Labor Day: No School
Tuesday, September 2
Begin Vital Statistics Survey
Introduce Reading Logs
Finish pre-reading packet, read and discuss Ana story, then complete chart
Homework: Get your syllabus signed & bring pleasure book to class-due Wednesday
Finish handwritten draft of Vital Statistics survey- due Wednesday for check-in only
Wednesday, September 3
Read and discuss Ana & Wendell stories, then complete chart
Team 6-3 meeting-discuss team procedures & policies
Homework: Books will be assigned on Thurs.-You need to have your Ziploc bag in class-due Thursday
Thursday: September 4
8th period- Library orientation - Front library tables
Read & discuss Gonzalo story then complete chart
Complete spelling/grammar pre-assessment
Assign SeedFolks books (only if you have your Ziploc bag)
Homework: Vital Statistics typed draft-due Friday
Friday, September 5 – Spirit Day! - Wear Red and White or Julian Apparel
Typed Vital Statistics survey due today (Ms. A will edit it and returned it by Tues., Sept 9th)
Read and discuss Leona & Sam stories, then complete chart
9th period- Library Media Center Computers-receive login information
Homework: None! Enjoy your weekend!
Parents and Guardians:
Please sign below indicating you have seen your child’s syllabi for all core subjects (reading, math, science, social studies, and language arts). This syllabus will be returned to your child the same day.
Parent signature __________________________________________Date_____________
Tuesday, September 2, 2008
Social Studies Syllabus- Week of September 1, 2008
Team 6 – 3 Mrs. Alexander
Social Studies Syllabus
Week of September 1, 2008
Blog Website: d97jalexander.blogspot.com
email: jalexander@op97.org
Voice Mail: (708) 524-5830 Ext. 1305
Hello Parents and Guardians:
*Your child will receive a syllabus at the beginning of each week. If the syllabus is lost you may go to my blog to print another copy of it.
*This will be the first full week of classes so each child should have a folder and spiral that is the same color. The folder and spiral should be purple, if at all possible. Matching materials help students to stay organized.
*Students should know the following parts of our textbook, what material can be found and/or learned in each of the following parts: Table of Contents, Copyright Page, Atlas, Political Map, Physical Map, Glossary, Index, Spanish Glossary, Primary Sources Library, Chapter Focus Box, Terms, Graphic Organizer Activity, and Units. My students will take a short quiz on these parts of the book next Wednesday, September 10th.
**A study guide can be found on the back of this syllabus
Monday, September 1 – No School-Labor Day
Tuesday, September 2 – CD/Book Swap letters due today
Social studies introductory activities
Homework: None
Wednesday, September 3 – Preview textbook
Discuss social studies strategies
Homework: None
Thursday, September 4– Textbooks or CD’s given to students to take home today.
Copy and review vocabulary terms
Homework: Complete worksheets TS 175 and TS 176
Friday, September 5 – Review homework and continue discussing parts of book
Homework: None but you may wish to start studying for test next
Wednesday
Study Guide For Parts of the Book Test
1. Using the Contents page:
a. How many units are on p. iii
b. How many chapters are listed only on p. iv
c. In what chapter would you probably find information about King Tut?
2. In what part of your textbook, is the best place to look up information
about glaciers?
3. Define caliph here:
4. What is the Spanish word for civil wars?
5. In the Primary Sources section, when was Nelson Mandela freed from
prison?
6. On the Reference Atlas page draw the symbol that indicates the
national capital here:
7. On the World Political map, what does this abbreviation, EST., mean?
Social Studies Syllabus
Week of September 1, 2008
Blog Website: d97jalexander.blogspot.com
email: jalexander@op97.org
Voice Mail: (708) 524-5830 Ext. 1305
Hello Parents and Guardians:
*Your child will receive a syllabus at the beginning of each week. If the syllabus is lost you may go to my blog to print another copy of it.
*This will be the first full week of classes so each child should have a folder and spiral that is the same color. The folder and spiral should be purple, if at all possible. Matching materials help students to stay organized.
*Students should know the following parts of our textbook, what material can be found and/or learned in each of the following parts: Table of Contents, Copyright Page, Atlas, Political Map, Physical Map, Glossary, Index, Spanish Glossary, Primary Sources Library, Chapter Focus Box, Terms, Graphic Organizer Activity, and Units. My students will take a short quiz on these parts of the book next Wednesday, September 10th.
**A study guide can be found on the back of this syllabus
Monday, September 1 – No School-Labor Day
Tuesday, September 2 – CD/Book Swap letters due today
Social studies introductory activities
Homework: None
Wednesday, September 3 – Preview textbook
Discuss social studies strategies
Homework: None
Thursday, September 4– Textbooks or CD’s given to students to take home today.
Copy and review vocabulary terms
Homework: Complete worksheets TS 175 and TS 176
Friday, September 5 – Review homework and continue discussing parts of book
Homework: None but you may wish to start studying for test next
Wednesday
Study Guide For Parts of the Book Test
1. Using the Contents page:
a. How many units are on p. iii
b. How many chapters are listed only on p. iv
c. In what chapter would you probably find information about King Tut?
2. In what part of your textbook, is the best place to look up information
about glaciers?
3. Define caliph here:
4. What is the Spanish word for civil wars?
5. In the Primary Sources section, when was Nelson Mandela freed from
prison?
6. On the Reference Atlas page draw the symbol that indicates the
national capital here:
7. On the World Political map, what does this abbreviation, EST., mean?
Thursday, August 28, 2008
CD/BOOK SWAP LETTER
August 28, 2008
Dear parents and guardians,
I would like to offer an opportunity that will help make your child’s book bag a little lighter and afford me the chance to have a classroom set of textbooks that would stay permanently in my classroom. I am requesting that you consider allowing your child to use one of our Human Heritage CD’s instead of being assigned a hardback textbook. Please note, the CD contains all the same material that is in our textbook. If you have a computer in good working order, this opportunity may be just what the doctored ordered. Students who opt not to take a CD will still be assigned a textbook. The good part about this plan is that all my students will be able to leave their textbook or CD at home and return it in June before the school year is over. This entire plan is contingent upon 26-27 students agreeing to use the Human Heritage CD instead of a textbook because this will allow me to be able to accumulate a classroom set of textbooks. Be assured, if the CD fails to operate adequately I will be happy to replace it with another CD or a book. Please discuss this plan with your child, complete the form, and sign it below. I plan to give out textbooks next week therefore this form is due no later than Tuesday, Sept 2nd .
Thank you,
Jolynn Alexander
Email: jalexander@op97.org
Voice Mail: 708 524-5830 ext. 1305
------------------------Please cut and return this form to Ms. Alexander------------------------------
Student name____________________________________________ Per.________
Please check one of the following:
______ Yes. I would like a CD to be assigned to my child.
______ I prefer a text book to be assigned to my child.
______I would like to preview the CD before making a decision.
Parent signature ______________________________________ Date______________
Comments:
Dear parents and guardians,
I would like to offer an opportunity that will help make your child’s book bag a little lighter and afford me the chance to have a classroom set of textbooks that would stay permanently in my classroom. I am requesting that you consider allowing your child to use one of our Human Heritage CD’s instead of being assigned a hardback textbook. Please note, the CD contains all the same material that is in our textbook. If you have a computer in good working order, this opportunity may be just what the doctored ordered. Students who opt not to take a CD will still be assigned a textbook. The good part about this plan is that all my students will be able to leave their textbook or CD at home and return it in June before the school year is over. This entire plan is contingent upon 26-27 students agreeing to use the Human Heritage CD instead of a textbook because this will allow me to be able to accumulate a classroom set of textbooks. Be assured, if the CD fails to operate adequately I will be happy to replace it with another CD or a book. Please discuss this plan with your child, complete the form, and sign it below. I plan to give out textbooks next week therefore this form is due no later than Tuesday, Sept 2nd .
Thank you,
Jolynn Alexander
Email: jalexander@op97.org
Voice Mail: 708 524-5830 ext. 1305
------------------------Please cut and return this form to Ms. Alexander------------------------------
Student name____________________________________________ Per.________
Please check one of the following:
______ Yes. I would like a CD to be assigned to my child.
______ I prefer a text book to be assigned to my child.
______I would like to preview the CD before making a decision.
Parent signature ______________________________________ Date______________
Comments:
Friday, August 15, 2008
Welcome New Team 6-3 Students
Thank you for visiting my blog. Just for fun be sure to take my survey. Please read the following important information carefully.
- I prefer to be contacted by email. Here's my email address: jalexander@op97.org
- By the first day of school you should know how to use a combination lock. We want you to be able to get your things from your lockers once you put them in it.
- Bring your supplies to school the first day and everyday.
- Be sure to bring a box of facial tissues (Kleenex) and a roll of paper towels. Thank you.
- We have many special advisory activities planned for our first week of school involving our Positive Behavior Intervention Systems (PBIS) Program.
- Julian Middle School looks like such a big school but it really isn't. The teachers will be in the hallways to help you find your classes for the first week of school. So don't worry.
- Starting the week of September 1st you will receive a syllabus from all your teachers at the beginning of every week. I post my syllabus every week on my blog at the end of the day.
- The information on my blog will help you when planning special events for yourself and your family.
- If you lose your syllabus all you have to do is go to my blog to check your homework and upcoming activities.
- I even have a link on my blog to Ms. Koplin’s, Mr. Morrell’s blog, and our team calendar.
Monday, May 19, 2008
Field Trip Permission Slip
Ancient Civilization Field Trip
On Tuesday, May 27, 2008, we’ll take a trip to the Oriental Museum at the University of Chicago. The focus of our trip will be their ancient Egyptian and Mesopotamian artifacts. The cost will only be $4.00. All money is due by Wednesday, May 21st. If the weather is great we plan to have a picnic lunch on the University of Chicago grounds then tour the museum. Your child will need a sack lunch that includes a drink. All materials in your child’s lunch must be able to be thrown away because he/she will not be allowed to carry food containers into the museum. In addition, children may not bring glass bottles and/or soda pop on this trip. If your child normally receives a lunch from the lunchroom and you want our lunchroom staff to prepare a lunch for him/her please check the appropriate box below. Finally, if you are available to chaperone our trip, please check that box, as well. Thank you.
Planned Schedule:
10:45 A.M. Board bus
11:40 A.M. Arrive at University of Chicago and eat lunch.
12:20 P.M. Begin tour
1:20 P.M. Board buses to return back to school.
2:30 P.M. Arrive back at school. Students will report to their language arts class
and finish the rest of their school day.
---------------------------------------Clip and return to your child’s L/A teacher-----------------------------
I give permission for my child ____________________________________to attend the field trip to the Oriental Museum with team 6-3 on Tuesday, May 27, 2008. My child understands that all school rules and regulations still apply for him/her while on this trip. Violations could result in my child not being allowed to go on future trips. The cost of the trip is $4.00.
Parent Signature_________________________________________________
Phone number where you can be reached during our field trip hours:
Will your child need to take any medications along with him/her?(circle one) Yes or No
What medications?__________________________________________________
Please provide a bag lunch for my child from the lunchroom.
My child has the following food restrictions:
Yes. I am available to chaperone the trip.
Name___________________________________________________________
Email_____________________________________Phone #:______________________
On Tuesday, May 27, 2008, we’ll take a trip to the Oriental Museum at the University of Chicago. The focus of our trip will be their ancient Egyptian and Mesopotamian artifacts. The cost will only be $4.00. All money is due by Wednesday, May 21st. If the weather is great we plan to have a picnic lunch on the University of Chicago grounds then tour the museum. Your child will need a sack lunch that includes a drink. All materials in your child’s lunch must be able to be thrown away because he/she will not be allowed to carry food containers into the museum. In addition, children may not bring glass bottles and/or soda pop on this trip. If your child normally receives a lunch from the lunchroom and you want our lunchroom staff to prepare a lunch for him/her please check the appropriate box below. Finally, if you are available to chaperone our trip, please check that box, as well. Thank you.
Planned Schedule:
10:45 A.M. Board bus
11:40 A.M. Arrive at University of Chicago and eat lunch.
12:20 P.M. Begin tour
1:20 P.M. Board buses to return back to school.
2:30 P.M. Arrive back at school. Students will report to their language arts class
and finish the rest of their school day.
---------------------------------------Clip and return to your child’s L/A teacher-----------------------------
I give permission for my child ____________________________________to attend the field trip to the Oriental Museum with team 6-3 on Tuesday, May 27, 2008. My child understands that all school rules and regulations still apply for him/her while on this trip. Violations could result in my child not being allowed to go on future trips. The cost of the trip is $4.00.
Parent Signature_________________________________________________
Phone number where you can be reached during our field trip hours:
Will your child need to take any medications along with him/her?(circle one) Yes or No
What medications?__________________________________________________
Please provide a bag lunch for my child from the lunchroom.
My child has the following food restrictions:
Yes. I am available to chaperone the trip.
Name___________________________________________________________
Email_____________________________________Phone #:______________________
Monday, May 12, 2008
Egypt Mini Project Menu
Egypt Project- Due Wednesday, May 21, 2008
Each student must select one of the following projects. For students who would like to earn extra credit points, I’ve included several more challenging projects.
These projects are worth 15 points
A. Hieroglyphic crossword puzzle-
1. You must first decipher the hieroglyphic clues and translate them into English in order to complete
the puzzle. Some research may be required to determine the answers to the clues.
2. Be sure to spell all the words correctly when you complete the puzzle.
B. Make a paper sarcophagus - Worth 15 points (See Mrs. Alexander for the shape.)
The sarcophagus must include the following:
1. Be colorful and decorative
2. Egyptian hieroglyphics, and Egyptian symbols
3. It must be made like a book and the inside should have pictures of important items
needed in the afterlife.
C. Compare and contrast two male and/or female Egyptian rulers or important people.
1. Create a decorative Venn diagram and include a picture of each (include 8 or more items)
2. You may choose one of the following males: Djoser, Khufu, Amenhotep III,
Amenhotep IV,Tutankhamen, Seti I, Thutmose III, Ramses II, or Imhotep.
3. Or you may choose the following females: Nefertiti, Cleopatra, or Hatshepsut
-------------------------------------------------------------------------------------------------------------------------------------
Differentiation Projects- These projects are worth 15 points plus 5 extra credit points
You must do an outstanding job in order to earn the full 20 points.
D. Choose an Egyptian gods/goddesses and create a headdress worn by him or her:
1. The headdress must contain Egyptian symbols and/or be decorated with Egyptian artwork.
2. Write a paragraph thoroughly explaining the following:
* The headdress and what it represents.
* The importance of the god/goddess to the Egyptians, their religion, and their society.
E. Compare and contrast two male and/or female Egyptian rulers or important people.
1. Create a decorative, Venn diagram detailing similarities and differences (include 8 or more items)
2. Write a 4 paragraph essay explaining: Egyptian title, time period lived, accomplishments, failures,
personal opinion supported by facts, examples, etc.
3. You may choose one of the following males: Djoser, Khufu, Amenhotep III, Amenhotep IV,
Tutankhamen, Seti I, Thutmose III, Ramses II, or Imhotep.
4. Or you may choose the following females: Nefertiti, Cleopatra, or Hatshepsut
F. Design a 3 D model of one of the pyramids or tombs found in ancient Egypt
1. The pyramid must look authentic, using authentic colors. You may not use kits, blocks, sugar
cubes and other food products, or legos.
2. Draw a detailed, labeled diagram of the inside of your pyramid showing all the parts and chambers,
and state the purpose of the chambers.
3. Mount the drawing on construction paper.
--------------------------------------------Cut and return to Ms. Alexander--------------------------------------------
Name_________________________________________________Per.___________________
I plan to do the ____________________________________________________activity.
Parent Signature________________________________________Date______________________
Each student must select one of the following projects. For students who would like to earn extra credit points, I’ve included several more challenging projects.
These projects are worth 15 points
A. Hieroglyphic crossword puzzle-
1. You must first decipher the hieroglyphic clues and translate them into English in order to complete
the puzzle. Some research may be required to determine the answers to the clues.
2. Be sure to spell all the words correctly when you complete the puzzle.
B. Make a paper sarcophagus - Worth 15 points (See Mrs. Alexander for the shape.)
The sarcophagus must include the following:
1. Be colorful and decorative
2. Egyptian hieroglyphics, and Egyptian symbols
3. It must be made like a book and the inside should have pictures of important items
needed in the afterlife.
C. Compare and contrast two male and/or female Egyptian rulers or important people.
1. Create a decorative Venn diagram and include a picture of each (include 8 or more items)
2. You may choose one of the following males: Djoser, Khufu, Amenhotep III,
Amenhotep IV,Tutankhamen, Seti I, Thutmose III, Ramses II, or Imhotep.
3. Or you may choose the following females: Nefertiti, Cleopatra, or Hatshepsut
-------------------------------------------------------------------------------------------------------------------------------------
Differentiation Projects- These projects are worth 15 points plus 5 extra credit points
You must do an outstanding job in order to earn the full 20 points.
D. Choose an Egyptian gods/goddesses and create a headdress worn by him or her:
1. The headdress must contain Egyptian symbols and/or be decorated with Egyptian artwork.
2. Write a paragraph thoroughly explaining the following:
* The headdress and what it represents.
* The importance of the god/goddess to the Egyptians, their religion, and their society.
E. Compare and contrast two male and/or female Egyptian rulers or important people.
1. Create a decorative, Venn diagram detailing similarities and differences (include 8 or more items)
2. Write a 4 paragraph essay explaining: Egyptian title, time period lived, accomplishments, failures,
personal opinion supported by facts, examples, etc.
3. You may choose one of the following males: Djoser, Khufu, Amenhotep III, Amenhotep IV,
Tutankhamen, Seti I, Thutmose III, Ramses II, or Imhotep.
4. Or you may choose the following females: Nefertiti, Cleopatra, or Hatshepsut
F. Design a 3 D model of one of the pyramids or tombs found in ancient Egypt
1. The pyramid must look authentic, using authentic colors. You may not use kits, blocks, sugar
cubes and other food products, or legos.
2. Draw a detailed, labeled diagram of the inside of your pyramid showing all the parts and chambers,
and state the purpose of the chambers.
3. Mount the drawing on construction paper.
--------------------------------------------Cut and return to Ms. Alexander--------------------------------------------
Name_________________________________________________Per.___________________
I plan to do the ____________________________________________________activity.
Parent Signature________________________________________Date______________________
Sunday, May 11, 2008
Social Studies Syllabus- Week of May 5, 2008
Mrs. Alexander -Team 6 - 3
Social Studies Syllabus: Week of May 5, 2008
Blog Website: d97jalexander.blogspot.com
Email: jalexander@op97.org
Hello Parents and Guardians:
• I announced last week that my NewsBowl team placed 9th in the nation. After looking at the results I was very excited to find out that we actually placed 1st in Illinois! What a great honor for our combined Newbowl groups. The following students participated from my class in the competition: Elaine, Daisha, Chris, Desiree, Zach, Mark W., Micah, & Maggie.
• All students in my original Newsbowl Group are invited to a pizza celebration party on Tuesday during 6th period. Please bring $2.00 for the pizza. I will provide something to drink. (So far only one person has paid.)
• There will be a vocabulary test on Monday, May 12th.
• Study these words for the vocabulary test on Monday, May 12. They should all be defined in your spiral. (This review list was given to the students on Friday p.m.)
1. shadoof 11. pyramids
2. delta 12. Book of the Dead
3. cataract 13. embalming
4. Nile River 14. mummy
5. basins 15. natron
6. silt 16. dynasty
7. Memphis 17. mastaba
8. Old Kingdom 18. canopic jar
9. pharaoh 19. sarcophagus
10. granaries 20. demotic
Monday, May 5– Per. 1 & 2 only
Review homework,
Homework: Finish creating cartouche
Tuesday, May 6-
Period 3 only: Review homework, discuss the Rosetta Stone, Cartouche Activity
Homework: Finish creating cartouche
Period 1 only: Pyramid movie and begin Egypt map
Homework: Finish Egypt map, if necessary
Wednesday, May 7- Per. 1, 2, & 3 today
Copy last set of vocabulary words from chalkboard
Read pp. 74-78 in Red textbook
Homework: Complete p. 78 (# 2-5) questions
Thursday, May 8 – Per. 2 & 3 only
Pyramid movie and begin Egypt map
Homework: Finish Egypt map and cartouche, if necessary - due Friday
Friday, May 2– Per. 1, 2, & 3 today
Review homework
Mummy movie and mummify apples slices
Homework: Study for vocabulary test on Monday, May 12th.
Social Studies Syllabus: Week of May 5, 2008
Blog Website: d97jalexander.blogspot.com
Email: jalexander@op97.org
Hello Parents and Guardians:
• I announced last week that my NewsBowl team placed 9th in the nation. After looking at the results I was very excited to find out that we actually placed 1st in Illinois! What a great honor for our combined Newbowl groups. The following students participated from my class in the competition: Elaine, Daisha, Chris, Desiree, Zach, Mark W., Micah, & Maggie.
• All students in my original Newsbowl Group are invited to a pizza celebration party on Tuesday during 6th period. Please bring $2.00 for the pizza. I will provide something to drink. (So far only one person has paid.)
• There will be a vocabulary test on Monday, May 12th.
• Study these words for the vocabulary test on Monday, May 12. They should all be defined in your spiral. (This review list was given to the students on Friday p.m.)
1. shadoof 11. pyramids
2. delta 12. Book of the Dead
3. cataract 13. embalming
4. Nile River 14. mummy
5. basins 15. natron
6. silt 16. dynasty
7. Memphis 17. mastaba
8. Old Kingdom 18. canopic jar
9. pharaoh 19. sarcophagus
10. granaries 20. demotic
Monday, May 5– Per. 1 & 2 only
Review homework,
Homework: Finish creating cartouche
Tuesday, May 6-
Period 3 only: Review homework, discuss the Rosetta Stone, Cartouche Activity
Homework: Finish creating cartouche
Period 1 only: Pyramid movie and begin Egypt map
Homework: Finish Egypt map, if necessary
Wednesday, May 7- Per. 1, 2, & 3 today
Copy last set of vocabulary words from chalkboard
Read pp. 74-78 in Red textbook
Homework: Complete p. 78 (# 2-5) questions
Thursday, May 8 – Per. 2 & 3 only
Pyramid movie and begin Egypt map
Homework: Finish Egypt map and cartouche, if necessary - due Friday
Friday, May 2– Per. 1, 2, & 3 today
Review homework
Mummy movie and mummify apples slices
Homework: Study for vocabulary test on Monday, May 12th.
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