If your child comes home asking questions about his or her heritage or genealogy, don’t be shocked.   We have begun our new unit, Embracing Our Heritage.  We are focusing on the question:  how does the role of immigration affect our heritage, defining us individually and as a nation?

Students were ask to think about one of their relatives, (parent, grandparent, great grandparent, etc.) who was not born in the United States.  If they weren’t sure, they should go home and ask.  As a matter of fact, even if they were sure, they should have a conversation about the relative at home.  These are the three questions the students are to be thinking about: who are my immigrant ancestors?; where did they come from?;  why did they come here?  In addition to answering those questions, students will be creating they own inquiry questions utilizing research techniques such as web searches and interviews to find the answers.

This unit has gotten me to think about my own family.  My grandmother arrived here to the United States from the West Indies.  As the students are researching about their ancestor, I will be doing the same.  Below is a link to a web page created by Mrs. Malatesta, our media specialist, containing information about genealogy and useful web tools.  Today, Mrs. Malatesta presented an introductory lesson on this topic focusing on the information she obtained through research about her family’s roots.  I look forward to keeping everyone updated on our progress as a class.  It is going to be very interesting what new information is uncovered.

Sixth Grade Genealogy

We are truly excited to find out about about and embrace our past.

Happy New Year!!!  The first four months of sixth grade went by quickly.  During that time the students did accomplish a lot.  Recently, we finished our unit on folklore, specifically focusing on the essential question:  How is folklore simultaneously revealing and limiting?

One way the students explored folklore from around the world was through completing a web quest- Passport Around the World.  The students explored folklore from North America, Europe, and Africa on their own while utilizing technology to read or view/listen to the pieces of their choice.  Once done with the piece of folklore, students needed to briefly summarize the piece, state the theme, the culture values/beliefs expressed through the piece, and then illustrate the main idea of the piece.  They completed this activity for the three continents. Throughout this activity, students examined how cultures are similar in their ideas and beliefs.    Class discussions and research focused on the fact that folklore provides a limited view of a culture, and that it’s important to research and find out more about the country before making generalizations. As part of the culminating activity, the students got to pick their favorite piece of folklore and research the country.

The culminating reading assessment to this unit was an open-ended reflective essay response to the essential question: How is folklore simultaneously revealing and limiting? In order to prepare for this, students had discussions in small groups using notes and then in a Socratic Circle.  Through discussion students concluded that folklore contains the values and beliefs of a society, but are generalizations of the society.  Secondly, through research, someone can learn more about the culture (i.e.  history, food, geography, traditions/customs).  Students were able to read folklore from a specific culture and then research utilizing informational text to find out more about the country of origin.  Once notes were taken from the discussion, students created a graphic organizer and then answered the question.  This activity required the students to work individually, in pairs, and in small/large groups, all the while collaborating with each other.

The final writing project for language arts was the students composing their own piece of folklore while incorporating various writing techniques and literary elements.  The students’ folklore contained a plot, theme, dialogue, literary elements such as hyperbole, personification, onomatopoeia, or simile, compound sentences, thoughshots, and snapshots to name a few.  Through this writing piece students focused on revising their ideas over time.  In other words, just because they typed it does not mean it is ready to be handed in.  In addition to their own revising, students worked with each other to revise and edit their paper.  Giving, receiving, and accepting feedback is an important set of skills for students to learn.  They have been doing a great job on providing “GLOWS” and “GROWS” on various activities and assignments as forms of feedback.

I look forward to sharing some of the students pieces of folklore.  They have worked very hard on their pieces.