5th/6th Grade Humanities
(303) 772-3711 x 214
Welcome! Step into my classroom and it becomes obvious what my passion is: Reading! When not doing that, I am playing with my dogs or exploring Colorado with my husband. As a former journalist, I love to help students with their communication skills and to express themselves in writing. An avid reader since childhood, I welcome book suggestions and donations from students and parents. Thank you for partnering with me!
(Scroll down for homework assignments)
Units of Study:
5th Grade Humanities - Quarter 3
Reading: In Quarter 3, we will be focusing on poetry, both analyzing it and writing it. We will begin with a close reading of Robert Frost's "The Road Not Taken." Students will also be reciting poems this quarter to meet their recitation requirement. After poetry, we will turn to Historical Fiction book clubs. Nightly reading to support the Book Ad and Oral Book Review assignments will also continue.
Writing: Our focus this quarter will be on writing poetry, and we will continue working on writing essays. We will also be working on generating more ideas for our nightly journals. In grammar, we will continue to work on editing skills. We will also work on the use of commas, particularly with the use of quotation marks.
Social Studies: We will start by looking at what launched the Age of Exploration around the time of the Renaissance. We will learn about explorers from that time period while also tackling a larger biography, reading, and writing project. Students will choose an explorer from any time period and read a biography about him or her and then write a paper about that explorer. Most of the writing of paper will be done in class, but student may need to do some reading at home. A more detailed explanation and assignment sheet will be handed out a week or two into the quarter. At the end of the writing, students will participate in as Explorer Expo, where they will dress up as their explorer and we will invite parents and other classes to come and speak with them.
6th Grade Humanities - Quarter 3
Reading: In the third quarter, we are tackling Homer's duo of epic poems, the Iliad and the Odyssey, from our Core Knowledge curriculum. We will also work on upgrading our short written Book Ads to lengthier Book Reviews, modeled after reviews that are found on reading blogs. Students will also maintain nightly reading to complete a book for their Oral Book Review.
Writing: We will focus this year on our mastery of essay writing, in particular being able to write a strong compare and contrast essay. We will start quarter three with the character essay and also some poetry writing. We will also focus on writing a good argumentative essay.
Social Studies: We have a number of thoughtful historical areas we will delve into this year, including the ancient civilizations of Greece and Rome, the Enlightenment, and Immigration. We will spend most of the third quarter on the ancient Greek and Roman civilizations (which tie in with Homer's works). Next up: The Enlightenment.
News and Notes:
Students are excused from writing in their journals on Monday, March 20, 2017.
5th Grade: On Monday, Aug. 15th, students were given the assignment to respond to a letter we read together from Ms. C. We glued a copy of the letter into our Writing Journals (composition notebooks). This assignment launches the nightly writing assignment to write for 10 minutes each night. Students are to write each night, Monday-Thursday, and to turn their journals in on Friday. I look forward to reading what they write!
Fifth grade students should now be writing 10 minutes each night, Monday through Thursday, in their journals on topics of their choosing.Journals are turned in each Friday for grading.
5th Grade Spelling: Test on March 24
On Wednesday, March. 15, 5th grade students were given a list of words to be studying for a test on Friday, March 24. Students will only need to know how to spell the following words:
Spelling Activity: Read and respond to questions: Due Friday, March 24
On Wednesday, March 15, students were assigned a reading activity that relates to their spelling test. They need to read a passage and answer questions. The assignment is due on Friday, March 24.
5th grade: Students were asked on Monday, Aug. 15th to start reading for 20-30 minutes per night. Next week we will start our nightly pages homework, which will count toward their grade.
Tuesday, Feb. 14: Thinking page on Chapter 3 of Tom Sawyer
Students read the chapter in class and need to answer questsions on the page they brought home. The answers are due Wednesday, Feb. 15.
Poetry Test:Wednesday, Feb. 8
On Thursday, Feb. 2, 5th grade students were given a study guide on figurative language to complete by Friday, Feb. 3. Most students worked on (and completed) this in class, but some needed to finish up at home. We will go over the review sheet in class on Friday, Feb. 3, and then students can use the review to study for the test on Wednesday, Feb. 8.
Poetry Recitation: Due before the end of Quarter 3 .On Wednesday, Jan. 11, students were given photocopies of poems from our Core Knowledge poetry anthology that they chose to recite.The grading rubric is stapled to the poem and needs to be brought back to school on the day the student presents the poem. We have been watching age-appropriate examples of how to perform a poem from the competition website poetryoutloud.org. Students will be graded this quarter on the acting/dialogue/gestures section of their rubric and the grade will be a summative (weighted more heavily) rather than a formative grade.
Oral Book Review: As of 11/4/16, this project has been assigned to 5th graders. (Quarterly project that is presented and graded on a rolling basis throughout each quarter):
This is an oral presentation, 3-5 minutes, with a visual aid created at home to be included in the presentation and enhance it. The assignment is on a pale green sheet, which explains the requirements and offers an example of the rubric the students will be graded on. Students were also given a sheet with book review definitions to use. Students need to have their books approved by me. No written review is required, but I have asked students to submit story maps to me, so I can help with their understanding of plot elements. Please ask your students about their presentation dates and what they are doing to prepare for this assignment.
Here are the links to the assignment:
Explorer Costume and Prop: Due at school on Friday, 3/17, for Explorer Expo from 2:30-3:30 (All are invited!)
On Tuesday, March 7, students were asked to prepare a costume, prop, and memorize some facts for the Expo. The Explorer Expo is a science fair-style format, with individual students at desks around the room where visitors can come and talk with them about what they know. Here are the items students will be graded on having with them and presenting that day:
a) a costume that represents the explorer in their paper (created from items at home rather than bought or rented)
b) a prop (a tool the explorer uses, or was influenced by; the prop needs to fit on the top of a desk)
c) at least three facts to share about their explorer, including his/her accomplishments
We want to encourage the students to use their creativity to come up with what they need from materials they have at home, rather than buying them. If they already have a store-bought costume or find an item or two to buy at a thrift store that will supplement their homemade creations, that will still meet the requirement. Students are welcome to run ideas by Ms. C. for help.
Explorer Paragraph (due 2/28) and optional cover (due by 3/3)
On Monday, Feb. 27, students were asked to independently write at least one of the paragraphs they still need to work on for their explorer papers, which are an in-class project that we will finish on Friday, March 3. Students can write the paragraph out as a draft or can type it in the Google Doc with the rest of their paper.
Students who wish to draw or print their title page in color can also be working on that at home, but should have the cover at school by Friday, March 3. Students who choose not to do the cover at home may complete theirs at school, but these will all print in black and white.
Requirements for the cover page and all the paragraphs in the paper can be found on the purple assignment sheet that students will need to turn in with their completed papers.
Explorer Quiz: Friday, Feb. 24 On Tuesday, Feb. 21, students were asked to study the accomplishments of the explorers we've studied so far for a short quiz on Friday, Feb. 24. The students have these notes on chart attached to their explorer journals. They also need to know the main reasons that European explorers went exploring.
Reading and Response Activity: On Monday, Jan. 30, students were given a reading assignment/questions that is due the next day, Tuesday, Jan.31, in class. The students started this assignment in class, and some completed it and turned it in.
Geosearch: Due, Wednesday, Jan. 11
On Friday, Jan. 6, students were given a Geosearch that is due on Wednesday, Jan.11. Many of the students started this assignment in class. Students will need their atlases to complete the assignment.
Explorer Book Assignment: Due Wednesday, Jan. 18th
On Wednesday, Jan. 3, students were given an assignment to go to the library and choose a chapter book about an explorer of their choosing from any era. Students also need to complete an Explorer Choice Sheet, which was handed out on Wednesday, Jan. 3. Students do not need to begin reading the book, but do need to bring the book and the Choice Sheet to class on or before Jan. 18th.
Students are excused from writing in their journals on Monday, March 20, 2017.
Writing Journal, week of 12/12/16: Students are not required to write the week of 12/12. They can write over break at least four times for a week's worth of extra credit in Quarter 3.
On Monday, Aug 15th, students were asked to respond to this prompt to launch their nightly writing journals: Tell me how your thinking about reading and writing have changed over the summer? Whether there was a change or not, what are your goals for this year in each subject?
On Tuesday, Aug. 16th, 6th graders brainstormed about topics they could write about in their journal. The expectation is that they are writing a full page in their journals (composition notebooks) each night.
Sixth grade students should now be writing a full page in their journals each night, Monday through Thursday. Journals are turned in each Friday for grading.
Vocabulary/Spelling: Test Friday, March 24
On Wednesday, March 15, 6th grade students were given a list of words to be studying for a test on Friday, March 24. Students will need to know how to spell the words and to demonstrate understanding of the meaning of each word. Here is the list:
6th grade Spelling Activity: Read and respond to questions: Due Friday, 3/24
On Wednesday, March 15, 6th grade students were assigned a reading activity that relates to their spelling test on Friday. They need to read a passage and answer questions.The assignment is due on Friday, March 24.
6th grade: Students were asked on Monday, Aug. 15th, to start reading for 20-30 minutes per night. Next week, we will start our nightly pages homework, which will count toward their grade.
Odyssey Homework Reading:
3/14/17: Pgs. 1-10, plus annotate
3/15/17 Pgs. 11-20, plus annotate
3/20/17: Pgs. 29-38, plus annotate and identify at least on simile. Be prepared to write a summary in class on Tuesday.
3/21/17: Pgs. 40-53 plus annotate; think of 1-2 questions you have while reading
3/22/17: Pgs.58-70 plus annotate
3/23/17: Pgs. 71-78 plus annotate
Poetry Recitation: Due before the end of Quarter 3. On Wednesday, Jan. 11, students were given photocopies of poems from our Core Knowledge poetry anthology that they chose to recite.The grading rubric is stapled to the poem and needs to be brought back to school on the day the student presents the poem. We have been watching age-appropriate examples of how to perform a poem from the competition website poetryoutloud.org. Students will be graded on a number of elements, including their presentation (acting/dialogue/gestures).
Oral Book Review (Quarterly project that is presented and graded on a rolling basis throughout each quarter):
This is an oral presentation, 3-5 minutes, with a visual aid created at home to be included in the presentation and enhance it. The assignment is on a pale green sheet, which explains the requirements and offers an example of the rubric the students will be graded on. Students need to have their books approved by me. No written review is required, but 6th grade students do need to complete story maps to guide their presentations.
Here are the links to the assignment:
6th: Ancient Greece and Rome: Final Project Due 2/24; 3/7(Extended to 3/8)
On Monday, Feb. 13, students were given the assignment to complete a project that demonstrates the influence of Greco-Roman culture on modern society. Students recieved paper copies of the assignment which is also linked to here:
Athens/Sparta Debate preparation: By Friday, January 27
On Monday, Jan. 23, students were asked to use their notes from History class to prepare for a debate about which city-state was better. Students have been assigned to one city-state or the other, and are to be well informed on the government, education, and life philosophy of their assigned city.
Inauguration Research: By Friday, January 20
On Thursday, Jan. 19, students were asked to research one interesting fact about inaugurations and bring it to share on Friday, Jan. 20.
Scholastic (for 5th/6th Humanities classrooms):
Students are welcome to order from Scholastic throughout the year. Online orders can be made using this website and class code:
Class code: GYTZB
My birthday gift to homeroom students is to get each of them a book from Scholastic worth up to $5. Students can bring a flyer in with their book choice circled (or find a title online) and I will get those orders in.
Birthdays (6th only):
We enjoy celebrating birthdays in class and in 6th grade will do so usually during the last 10-15 minutes of our class before lunch. Treats are welcome, but optional. Students celebrating will be appreciated by each student in the class, and then we will hand out treats on the way to lunch. Parents are invited and encouraged to attend! Please let Ms. Campbell know a day or two in advance if you plan to attend and/or bring treats.