Week 10: March 25 - 29

CONGRATULATIONS!  You have made it to the FINAL QUARTER OF 6TH GRADE! 

MONDAY:  Today, we began our study of "logical fallacies."  We added this term to our vocabulary list (#20) and defined the term as follows:

Logical fallacy: logical error; error in reasoning

We then jumped into Lesson 13: Errors in Deductive Reasoning.  The students and I began reading and discussing this lesson which introduces 4 common logical fallacies of deductive reasoning:

1. Slippery Slope
2. False Dilemma
3. Circular Reasoning
4. Equivocation

Homework: Finish reading and annotating Lesson 13, and complete all practice problems within this lesson.

TUESDAY:  Today we discussed the answers to the practice problems and discussed briefly the last 2 logical fallacies in the lesson: circular reasoning and equivocation.  To further solidify the students' understanding of these fallacies, I showed the following short video clips:

Slippery Slope video

False Dilemma video

Circular Reasoning video

Equivocation video

To wrap up our study of these 4 logical fallacies, the students began to create a "Logical Fallacies Study Guide" to prepare them for the final exam.  I have listed the structure for this study guide below. I also told the students that for their "examples" they must create their own unique examples and NOT copy examples from the lesson.

Logical Fallacies Study Guide

1. Slippery Slope
    a.  Definition:
    b.  Additional Information:
    c. Example:

2. False Dilemma
    a.  Definition:
    b.  Additional Information:
    c. Example:

3. Circular Reasoning
    a.  Definition:
    b.  Additional Information:
    c. Example:

4. Equivocation
    a.  Definition:
    b.  Additional Information:
    c. Example:


Homework:  Complete the Logical Fallacies Study Guide for all 4 logical fallacies covered in Lesson 13.

WEDNESDAY:  After working with the students through today's bell ringer assignment, I introduced the next lesson, Lesson 14: Inductive Reasoning. To introduce this topic, I explained the following information to the students (see below), and after my explanation, the students copied down this information in their notes.

After copying down this information, the students were directed to read and annotate Lesson 14 and complete all practice problems within this lesson.

HOMEWORK:  Finish reading, annotating and completing the practice problems in Lesson 14.

THURSDAY:  To further explain the difference between deductive and inductive reasoning, I showed the students a short video about Raul and Isaac, two young boys who learn differently.   I also went over the highlights of Lesson 14, and then I distributed my own outline of Lesson 14 (see below).  Afterwards, the students took a short quiz to test their knowledge.  After the quiz, I passed out a worksheet to be completed using the information given from either the notes taken in class (see above) or Lesson 14.

Homework:  Complete the following worksheet using only the information from Lesson 14 and the notes you took in class on Wednesday.

FRIDAY:  After completing the bell ringer assignment, the students were instructed to read the article entitled, "Second Chances" (see below). Then, they worked to complete the 3-page handout (see below) given to the them by my substitute teacher.  
Homework:  Complete the 3-page handout.

BELL RINGERS for Week 10:

Monday: Correct the grammar.
1. the keane twins are more tall than i and my sister
2. after we had shaked hands i discovered that he could speak spanish good

Tuesday:  Correct the grammar.
1. youre dog likes to lay in the shade on hot days
2. lauren cried the water is too hot

Wednesday:  Correct the grammar.
1. the fall of rome john fletchers latest book is really exciting
2. no i must bring this book back to the library before Saturday

Thursday:  Correct the grammar.
1. the french was told to lie down there weapons and surrender
2. dad they want to talk to i and omar soon

Friday:  Correct the grammar.
1. we drived for ten hours but i wouldnt want to do that again
2. tom can drive a car but he would rather walk or take an bus

March 18 - 21

Welcome back from Spring Break!  This is a 4-day work week.

MONDAY:  This week we begin our study of Deductive Reasoning.  After completing today's bell ringer assignment, we jumped right in to Lesson 12: Deductive Reasoning.  The students and I talked about why it is important to learn how to make deductive arguments as well as the necessary requirements of a deductive argument.  We discussed the information on pages 91 and 92 as well as part of page 93.
Homework:  Read, annotate and complete the practice problems on pages 93 -94.

TUESDAY: After a review of last night's homework assignment, I guided the students through the first part of their Lesson 12 outline.  Shown below is the amount of information that we covered in today's class.

Tonight's homework: 
1. Finish part I.B. of the Lesson 12 outline.
2. Read and annotate pages 95 & 96 of Lesson 12 and complete the practice questions.


WEDNESDAY:  Mrs. Wilkins was my substitute today. After discussing the qualities of a deductive argument (I.B.), she collected the first part of the students' outline.  Next, she went over the remaining two pages of Lesson 12 and guided the students to complete the second part of this outline on a separate sheet of paper and provided the students with a framework for this outline (see below). Finally, she passed out a worksheet to all of the students to begin creating examples of syllogisms, conditionals, and invalid deductive arguments.  

II.
     A.
         1. 
         2.
     B.
         1.
         2.
III.
      A.
      B.

Homework: Complete the 2nd part of the Lesson 12 outline (above) and complete the "Syllogisms, Conditionals, and Invalid Deductive Arguments" worksheet.

THURSDAY:  As I was still recovering from an illness, I had another substitute teacher cover my class today.  She discussed the second part of the Lesson 12 outline.  Next, she allowed the students to work in groups to discuss their answers to the worksheet.  Finally, the student groups were allowed to present their "best answers" to the class.

FRIDAY: NO SCHOOL (Teacher Planning Day)

This week's Bell Ringer assignments:

Monday:  Correct the grammar.
1. the south has it's own unique culture and traditions
2. i, to, have just finished reading there isnt time eleanor farjeons poem

Tuesday:  Correct the grammar.
1. mr millier the principal had spoke at the school assembly on wednesday
2. paul revere's ride is a long poem that many people have readed

Wednesday:  Correct the grammar.
1. please bring these here books and put them in youre bag
2. them boys are practicing deck the halls for the christmas concert

Thursday:  Correct the grammar.
1. yes mom will take we boys to the fair on saturday
2. will you right as soon as you move into your new Home asked miguel

Week 9: March 4 - 8, 2019

Welcome to the final week of the 3rd Quarter!

MONDAY:  Today I collected last week's Bell Ringers assignment, and I returned the Vocabulary Exercises assignment.  After completing today's bell ringer assignment, I distributed Lesson 10: The Numbers Game (see below).  The students and I read and discussed the first few pages of this lesson, and then I assigned a homework assignment (see below). We also added 2 more words to our vocabulary list: negligence and incompetence.

Today's homework:  Finish reading and annotating Lesson 10, and then decide how to create an outline of this lesson.  Be prepared to discuss how you should outline this lesson.

TUESDAY:  Today the students worked independently to complete the Lesson 10 outline and answer the practice questions for Lesson 10.

WEDNESDAY:  Today, we began our study of Lesson 11: Checking Your Emotions. I guided the students through most of this lesson as we read together and discussed the practice problems.  I also supplied the students with the structure for the graphic organizer that they will be making for this lesson (see below).  The homework for today is as follows:

1. Complete the bell ringer (listed below for Wednesday).

2. Finish reading and annotating Lesson 11.

3. Fill in the graphic organizer for Lesson 11.

THURSDAY:  Today I collected the graphic organizers for Lesson 11.  Next, we discussed what the students' graphic organizer "should have" looked like by going through each section of the web diagram with an explanation.  After that discussion, I handed out a worksheet (see below) for Lesson 11 that had been created to help the students apply the information that they learned from the lesson to real-life situations.  I allowed the students time in class to complete this worksheet. On the back of the worksheet, all students were asked to write and complete the following statement:

To minimize the stress in my life, I can . . . 

1. 

2.

3.

Homework:  Complete the worksheet as well as the statement you wrote on the back of the worksheet.

FRIDAY: Today we briefly discussed the Lesson 11 worksheet, and then I collected this worksheet from the students.  To further build upon the concept of stereotypes, we next discussed the topic of homelessness.  To introduce this topic, the students watched a short video clip and then read an article in the New York Times' Upfront Magazine entitled, "No Place to Call Home" (see below). After reading this short article, the students were required to complete the "Making Connections" worksheet on cause and effect (see below).  If the students were not able to complete the worksheet during class, they are required to complete it for homework.

BELL RINGERS this week:

Monday: Correct the grammar.

1. its time to lie the tools in the shed

2. they would of went to whitewater rapids state part if it hadn't been so late

Tuesday:  Correct the grammar.

1. i read my little sister the following books the secret garden the wind in the willows and charlottes web

2. yesterday i shaked the can of paint just as naomi learned me to do

Wednesday: Correct the grammar.

dear sir or madam

please send me your most recent stamp catalog 

enclosed is one dollar and seventy five cents

sincerely

ramiro jiminez

Thursday: Correct the grammar.

1. would words like freedom a poem be all right to read at our memorial day celebration

2. can you learn me and megan to speak like dr marino asked susan

Friday:  Correct the grammar.

1. it'd be nice to stroll through the park see a movie and get home early

2. which drink do you think has froze fastest, the milkshake or the apple juice