Need a service verification slip? Click on the LINK.
service verification slip
Links to Peppermint Park event description and Peppermint Park consent form (Due Monday, 6/6)
June 6, Monday
Students turned in Peppermint Park consent forms, service records, textbooks and Breakthrough Bibles. All parable presentations were shared. Students "cashed in" their incentive tickets. This was the final religion class for the year.
June 3, Friday
Religion class did not meet. Students attended the all school end of the year mass at lower campus from 10 - 11:10, followed by a Popsicle reception for teachers and staff who will not return to CCS next year. Students walked to the upper campus, followed by a fire drill. They joined their third period class for the last five minutes before lunch.
Find out more about parables project
June 1, Wednesday
Students turned in parables outlines. In circle, they explored the topic: how does it feel to be left out? They read John 17: 20-23 as a class and did the activity on p 1573 in the Breakthrough Bible. HOMEWORK:
Find out more about parables project
May 27, Friday
Students selected a presentation day at sign in. They worked on their project in the computer lab.
- June 3 presentations: Brooke, Ryan, Jonathan & Luke, Matt, Johnny
- June 6 presentations: Katie & Sophia, Shanti, Josh & Nathaniel & Jimmy, Paul & Nathan, Noel
- no presentation needed (booklet, board game, etc.) Nick, Ellie, Ethan, Connor, Frank, Will
HOMEWORK:
Find out more about parables project
May 25 Wednesday
Students turned in an illustration of the parable they studied. They had time in class to read and prepare a chart of 15 parables.
HOMEWORK:
Find out more about parables project
May 23, Monday
Students shared parables as stories. The class explored a "difficult" parable--one that some students did not feel comfortable selecting for their story telling
HOMEWORK: Illustrate the parable you selected for story telling.
May 20, Friday
Students shared parables as stories. A definition and description of the idea of parable was presented and discussed.
HOMEWORK: Parable story telling is due on 23.
May 18, Wednesday
Students
returned from Green Day, changed into uniform and they helped unload the equipment. They met in small groups to create a song or rap to tell one of the parables. These will be performed on May 20, 23 or 25. The choice of times depends on when the group believes they are ready to perform and the amount of class time that is available following the story telling.
HOMEWORK: Parable story telling is due on May 20 or 23.
May 16, Monday
Students read and completed questions about the poem Melody in F. They each chose a second parable to study and to share as a story to the class. The sign-up list is attached.
HOMEWORK: Parable story telling is due on May 20 or 23.
May 13, Friday
Students turned in their consent forms, waivers and photo release forms for the May 18 field trip. All but 5 students have done this.
The class discussed the two articles as a class using a directed questions approach. They had 15 minutes to complete their Miracles cubes during class.
HOMEWORK: Miracles assignment is due on Monday, May 16
May 11, Wednesday
Students heard about the Threads for Success project from its organizers. They read an article about miracles with a partner. Using a template, they made a cube from illustrations, quotations and paraphrases of some of the important ideas about/examples of Jesus' Miracles in the New Testament.
HOMEWORK: None; We will have 20 minutes to continue the Miracles assignment during class on Friday and it is due on Monday, May 16.
May 4, 5, and 6
While band members are in St. Louis performing, non-band students in grades 7-are involved in activities the rest of the week in mixed grade groupings. Field sites include Como Zoo, Science Museum of Minnesota and Feed My Starving Children. Non-band members who need to make up work or take retests should use this time since there is no other homework.
May 2, Monday
Students corrected and discussed the worksheet (pink) Appearances of the Risen Jesus. At their tables, they discussed their own definition of "miracle".
HOMEWORK:
noneApril 29, Friday
Students turned in field trip consent forms and fees. They completed a reflection sheet about the Green Team presentations on Thursday and they made cards for Guadelupe. Students completed the worksheet (pink) Appearances of the Risen Jesus at their tables during class using their Bibles.
HOMEWORK:
Risen Jesus worksheet (gold)--both sides
April 27 Wednesday
Students shared with the class the CD cover and lyrics that they prepared on April 20. With the rest of the class period, they participated in a short service project for the school: they stuffed, sealed and stamped the envelopes for a mass mailing to CCS families.
HOMEWORK: none
April 20, Wednesday
Students designed CD covers for an album of songs based on theLast Words of Christ.
HOMEWORK: Finish the CD cover and do the worksheet"Jesus and His Suffering" (Due Wednesday, April 27)
April 18, Monday
Mrs.Cope was absent; Teresa Rademacher substituted. Students completed theinterviews they began on Friday. They read and discussed the Beatitudessection in Jesus in the New Testament.
April 15, FridayStudents sat with their talk show groups and each person in the group chose one of the scriptures to read. (1- Matthew 26: 47 - 68; 27:1,2,11-26) (2-Mark 14: 43-65; 15:1-15) (Luke22: 47-55, 63-71; 23:1-5,13-25). They answered the questions on the handout Jesus' Arrest and Sentencing. The talk show style interviews were shared.
HOMEWORK:
p 25-26 (purple sheet) Jesus the Person of Courage
April 13, Wednesday
Four plays were presented. Students turned in Greatest Commandment Knowing how deeply . . . and the Jesus the Teacher (pink) and "It's All About God vs. It's All About Me" (buff colored). Students divided into groups of 3 students each. They prepare talk show interviews with one interviewer and one of the following guests: Peter and James the son of Zebedee (Matt 26:37)--group 2B; Pilate and Caiaphas--group 3B; Two Roman guards-- groups 4 and 1A; and Two bystanders--groups 2A, 3A. The Jesus the person of Courage worksheet was distributed so that students would have a list of the readings they need to do the assignment: Gethsemane and Sentencing
HOMEWORK:
"It's All About God vs. It's All About Me" (buff colored) AND finish your interview preparation if you did not use the time given in class.
April 11, Monday
Scripts (p 48 situations) were returned and four were selected for presentation. Casting and rehearsals commenced in the hall. Students finished Greatest Commandment Knowing how deeply . . . and the Jesus the Teacher (pink) worksheet during class. Students who finished all other work began the worksheet "It's All About God vs. It's All About Me" (buff colored).
HOMEWORK: (1) Finish the prayer and worksheet that was distributed during class:
Greatest Commandment Knowing how deeply . . . by Wednesday.
(2) If Jesus the Teac
her was not finished during class, it is due on Wednesday as well.
(3) "It's All About God vs. It's All About Me" (buff colored) is due on Friday.April 8, Friday
Scripts (p 48 situations) were collected for grading. Student groups read and shared summaries of scriptures and discussed the Greatest Commandments. They began a worksheet during class.
HOMEWORK: Finish the prayer and worksheet that was distributed during class:
Greatest Commandment Knowing how deeply . . . by Wednesday.
April 6, Wednesday
Students played Kingdom of God bingo and began the Jesus the Teacher worksheet (This was collected and will be finished in class next week.)
HOMEWORK: due Friday
Choose one scenario from p 48. Write and type as a play. Write the title, cast, scene and dialogue
April 4, Monday
Students discussed the Talents parable and Friday's game in a circle discussion. They read p 47 - 48 in JNT text.
HOMEWORK: due Friday
Choose one scenario from p 48. Write and type as a play. Write the title, cast, scene and dialogue
April 1, Friday
Students turned in their service summary and attached service verification slips and the Talent parable worksheet. Table groups began a competition: Starting with 4 tickets and each of the ten commandments was "auctioned off" to the group bidding the highest number of tickets. The group accepting the commandment then had the opportunity to double that number of tickets by supplying all of the correct key words related to the commandments. Winnings could be applied to bid on a second commandment. The lesson summary continues Monday.
HOMEWORK: none
March 30, Wednesday
Students filled out their service summary and attached service verification slips during class. (Friday is the deadline for this. Table groups sorted key words according to the commandment best related to it. A representative from each group presented their groups key word choices for one or more commandments. Friday, the groups will compete to see which can correctly place the key words with commandments in the shortest time. Students began the Talent parable assignment during class.
HOMEWORK: (1) Service summary attached to service verification slips is due Friday.
(2) Talent parable worksheet
March 28, Monday
Students continued to use a multi-sensory approach to learn each of the Ten Commandments. They used two sets of flash cards to learn the commandments alone and with a partner. In groups, they sorted key words according to the commandment best related to it.
HOMEWORK: Finish late work (see March 18--have you turned in both assignments mentioned?) Bring service verification slips on Wednesday.
March 18, Friday
Students practiced reciting the Ten Commandments. They read the commandments in tradition wording, positive wording and shortened wording and discussed which wording best expressed the spirit of each commandment.
HOMEWORK: Do the exercise on page 46 with a parent. Also, if you were not able to make the Friday deadline, please E-mail the Image of God essay to Mrs. Cope by Wednesday, March 23. As we agreed, essays sent by Wednesday will be considered "on time".
March 16, Wednesday
Students discussed pages 40, 42, 43, and 44. Each student began the essay "My God". This is a three paragraph essay that includes: (1) a paragraph that describes one or more Old Testament images of God, listing the scripture references and the student's reaction to these images, (2) a paragraph that describes one or more New Testament images of God, listing the scripture references and the student's reaction to these images, (3) the student's image of God.
HOMEWORK:
E-mail the Image of God essay to Mrs. Cope by Friday. That way, the essays may be shared with your classmates.
March 14, Monday
Studentspresented the image of God assigned to their group. (Group 2 will present on Wednesday.) Students turned in their paragraph reacting to the image of God assigned to their group.
HOMEWORK: Read and do questions in your notebook for pages 40, 42, 43, and 44. (Skip the collage mentioned on page 43.)
March 11, Friday
Studentswatched the NOVA video Miracle of Life. They took notes for science class on the worksheet provided. Most students completed an optional flip book activity to arrange the stages of development in order.
HOMEWORK: see March 9, Wednesday (below)
March 9, Wednesday
Students worked in (new) groups of 3 to work on their group's assignment from Image of God. Each student wrote a reaction to the images their group read (due Monday) and the groups prepared posters and presentations for Monday.
HOMEWORK: Group poster and presentation on Monday.
March 7, Monday
Students worked in groups of 3 to read of Jesus' temptation in three Gospels. They each did an illustration of the account they read. The group discussed the three kinds of temptation. Each student made a list of 5-7 of their talents, telling how each talent can be used selfishly or can be used for the common good. Notebooks and the worksheet on Jesus' Baptism & Temptation were collected.
HOMEWORK: none
March 4, Friday
Students practiced the music for Ash Wednesday's prayer service: Be Merciful, O Lord; Return to God; What Wondrous Love; and they listened to the CD of Goodness is Stronger than Evil. Each group read scriptures from one of the three Gospel stories about Jesus' baptism. Students were directed to TURN IN the homework from Wednesday, the worksheet "Jesus' Baptism and Temptation. The idea of identity was defined. Identity theft was discussed as a way to identify and distinguish the part of one's idea that cannot be stolen. Identity in Christ was modeled using milk "dyed" with chocolate.
HOMEWORK: Read and take notes on three articles from Breakthrough: Facing the Devil (Matt 4: 1 - 11), Lent (Mark 1: 12 - 13), and Baptism, Born Again! (John 3: 1-8).
March 2, Wednesday
Students read scriptures silently and then with the group assigned about (1) Jesus' baptism, (2) Temptation of Jesus, (3) Jesus speaks about His suffering and death, (4) temptation to sin, (5) the request of James and John, (6) Jesus appears to his disciples. Each group presented a still life scene to represent the story they were assigned.
HOMEWORK: worksheet: Jesus' Baptism and Temptation
February 28, Monday
Students explored non-verbal communication in circle. They shared their time lines in pairs. They corrected and discussed pages 5 - 8 of the Gospel packet.
HOMEWORK: none
February 25, Friday
Students were each assigned one of the articles listed on page 6 of the Gospel packet. They completed pages 5 and 6 during class. We honored Matt Ruff's birthday with a treat.
HOMEWORK: p 7 - 8 of the Gospel packet is due on Monday.
February 23, Wednesday
Students posted and shared their faith time lines. They completed the Sacraments activity in small groups. They began the Gospel packet.
HOMEWORK: none
February 16, Wednesday
Students turned in their reports and they continued their list of faith experiences. They arranged them on a timeline where each dm represents one year of their lives. They located and illustrated the events on their timeline.
HOMEWORK: Finish timelines--due next Wednesday.
February 14, Monday
Students read a pamphlet on the life and contributions of one person who chose a religious vocation. In the computer lab, they continued their research on the same person, chose another or chose a topic related to religious vocations to research for a short report--due Wednesday.
HOMEWORK: Finish reports--due Wednesday.
February 11, Friday
Students formedtwo circles and shared their essays with their group of 8. (6 students were absent today. Absent students should be prepared to share their essay with the class in circle on Monday.) They read chapter 6 and 7 aloud, taking turns. (Any student who was absent needs to read both chapter 6 and chapter 7.) Each student began a list of "Turning points or experiences that have formed my faith". These will be continued in class on Monday when students will construct a timeline.
HOMEWORK: none (See above if you were absent.)
February 9, Wednesday
Students read chapter 5 aloud, taking turns. They checked the ch 2-4 vocabulary test in groups. They reflected on the issue they studied (using the yellow chapter 4 worksheet), recalling what they knew before the interview and catechism search of what the Catholic church teaches about their issue. Students read job 10:9, Isaiah 29:16, Jeremiah 18: 16 and Romans 9: 21 to further reflect on the image of God as the sculptor of our lives. Each student used a small lump of Play-Doh to shape an image of themselves.
HOMEWORK: (due Friday) is a typed essay where the studentexamines how the Church's teachings influence their own views andactions concerning the issue they studied. The essay requirements are:
Title (How the Church Teachings about _____ Affect My Own Views) and student name
- Find out what the Catechism of the Catholic Church says about your topic. Summarize and identify the teaching by number. Explain the teaching in your own words, but you may use short quotes from the original teaching.
- Summarize what you learned from the interview.
- Tell how the Church's teachings will affect your own decisions.
February 7, Monday
Students turned in the interview and shared Chastity presentations in the Circle of Power and Respect.
HOMEWORK: (due Friday) is a typed essay where the studentexamines how the Church's teachings influence their own views andactions concerning the issue they studied. The essay requirements are:
Title (How the Church Teachings about _____ Affect My Own Views) and student name
- Find out what the Catechism of the Catholic Church says about your topic. Summarize and identify the teaching by number. Explain the teaching in your own words, but you may use short quotes from the original teaching.
- Summarize what you learned from the interview.
- Tell how the Church's teachings will affect your own decisions.
February 4, Friday
The use of the link to the catechism was demonstrated. The format of the interview report was modeled and discussed. Students were assigned a section of the article Chastity to read and present to the class on Monday.
Homework:
Interviewyour priest, youth leader, or other church leader using the interviewquestions you wrote about what the Catholic Church teaches concerningyour topic. Reports of these interviews are due on February 7.
February 2, Wednesday
Students completed a review test of chapter 2-4 terms. They were introduced briefly to the Catechism of the Catholic Church. Students may use the link above to research what is summarized in the Catechism about the teachings of the Catholic Church related to their topic. Hint for students researching nuclear war: Use "atomic" as your search term.
Homework:
Interviewyour priest, youth leader, or other church leader using the interviewquestions you wrote about what the Catholic Church teaches concerningyour topic. Reports of these interviews are due on February 7.
January 31 Monday
Students played Jeopardy to review the first four chapters of Growing in Love.
Homework: Interview your priest, youth leader, or other church leader using the interview questions you wrote about what the Catholic Church teaches concerning your topic. Reports of these interviews are due on February 7.
January 28 Friday
Students wrote Jeopardy cards in table groups for the terms assigned to their groups about the first three chapters of Growing in Love. They read chapter 4 (p 34 - 39) in groups and they wrote two good Jeopardy questions for each section.
Homework: Interview your priest, youth leader, or other church leader using the interview questions you wrote about what the Catholic Church teaches concerning your topic. Reports of these interviews are due on February 7.
January 26 Wednesday
Studentsfinished the posters they began on Monday. The quiz “Is it Love orInfatuation?” was used to review Chapter 2. In groups,they prepared Jeopardy cards for chapters 1-3. Students elected a topic from theChapter 4 activity or chose a topic of their own. They wrote what they believethe church teaches about the topic.
Homework: Type four good interviewquestions you will use to interview an “expert” about church teachings relatedto the topic you chose. (due Friday)
January 24, MondayStudents read and took notes on Chapter 3: pages 24 - 32 in Growing in Love. Each student began an illustration of one of the virtues (due Friday).
HOMEWORK:
Two paragraphs typed: Choose one of the reflection questions on page 23 Growing in Love and answer. Due Wednesday, January 25.
Reminder: Family Love Report Cards should have a signature for the first week and a goal for the second week by Wednesday.
January 21, Friday
Students turned in their servicerecord and service verification slips. They read and discussed
I Corinthians 13. They read pages 16 - 22 in Growing in Love.
HOMEWORK:
Two paragraphs typed: Choose one of the reflection questions on page 23 Growing in Love and answer. Due Wednesday, January 25.
January 19, Wednesday
Students completed their service record and any unfinished service verification slips during class time. They need to get signatures on the verification slips and return by Friday. Each student completed the "Qualities in a Friendship" survey and wrote a goal for week 1 in the Family Love Report card. Students will rate their own progress in showing love within the family each week and ask a parent to sign above the column for that week. These will be checked each Wednesday for the next six weeks as we study the Family Life curriculum.
HOMEWORK:
Service Record with attached verification slips is due on Friday.January 7, Friday
Studentsread pages 12-13, discussed their reflections, did the "with a partner" activity on p 13, blessed the room and celebrated Brooke's birthday.
HOMEWORK:
none
January 5, Wednesday
Studentsselected bus riding partners during homeroom/math. They wrote suggestions for cabin mates and study group team mates. They filled out their electives choice sheets during class. They read pages 8 - 9 and did the activity on page 10 in their notebooks during class.
HOMEWORK:
Two paragraph essay on the Reflection of your choice from the three suggestions on page 13 of the Growing in Love text. Electives choices are due Friday.
January 3, Monday
Studentscorrected the Personal Safety unit pretest. They took a pretest for the Growing in Love unit, Chapter 1. They read pages 3 - 7 of Growing in Love as a class.
HOMEWORK:
Parent and student surveys
December 17, Friday
Students discussed possible solutions to the homework shopping scenario. They turned in the homework. They worked in groups to develop a T-chart of the responses a trusted adult vs an unknown person on-line might have to a student who is chatting with them on the internet. Students completed and corrected the worksheet: The Groom Room
HOMEWORK:
Forgiveness/ sacrament of Penance and Reconciliation worksheet.
December 15, Wednesday
Students completed the scenario presentations. They distinguished between Role Power and Personal Power. Groups discussed a solution to a scenario where respectful personal power must be used to talk with a person who has role power.
HOMEWORK:
Assignment #3: Respectful Personal Power
December 10, Friday
Students took and corrected the Blog SafetyQuiz. The class discussed the Qualities of Trusted Adults. Students began a Skill Practice—in groups: The boy or girl must tell a trustedadult if:
- the secret can hurt someone (including them).
- they are NOT SURE the secret can hurt someone.
HOMEWORK:
Imagine an example of a boy or girl sharing a secret with atrusted adult. The secret shouldbe something that is happening in which someone is getting hurt or in whichsomeone could be hurt.
Think about how a trusted adult would respond.
Write a script for the above scenario.
Check for proper spelling, punctuation and capitalization.
Type this and email it to your teacher at ccope@carondelet-mpls.org
This assignment is due on Wednesday, December 15.
December 8, Wednesday
A Christmas music rehearsal took place during the first 20 minutes of class time today. Students shared several more of the 2 truths and a lie. They began a discussion of trusted adults. That continues on Friday.
HOMEWORK: Find a Blog Safety Fact from www.BlogSafety.com, www.safekids.com or wwww.wiredkids.org. Make a poster of the safety fact.
December 6, Monday
Students took a pretest as the unit on Personal Safety began today during religion class. Sign in included a choice from any one of the vocabulary terms that will be incorporated into the 4-day study. Students chose a term them already know. The group discussed the rights that are insured each child in our nation through the Bill of Rights and through the United Nations/UNICEF Children's Protection Rights.
HOMEWORK: Complete the Personal Safety Rights Family Discussion Guide with a parent.
December 3, Friday
Students in grades 7 and 8 practiced Silent Night and 7th grade practiced Away in the Manger in the music room for all but 10 minutes of religion class today. Students were able to ask questions about the upcoming trip to Camp Widjiwagen during the last 10 minutes of class time.
December 1, Wednesday
Students cut out two construction paper hands, recording the way they are preparing their hearts for this Christmas on one and how they are preparing for the second coming of Christ on the other. They used the reading about the final judgment: Matthew 25:31 - 46. They read from a copy of a missalette, alternating taking the priest's role.
HOMEWORK: Finish advent hands if you ran out of time in class
November 29 Monday
Students worked in small groups to complete an activity to introduce the of the Order of the Mass. Each small group used the resource a Walk Through the Mass to guide their decisions as they ordered the events of the mass. After they completed the group puzzle, each student read the article, highlighting the 10- 15 most personally important statements in the article.
HOMEWORK: Finish reading and highlighting Walk Through the Mass.
November 22 Monday
Studentsdiscussed pages 81 - 83. They read pages 62-63 together and wrote responses to the reflections on pages 62 -63. The focus of the response on p 63 should be the Thanksgiving Basket project. See the Seventh Grade Home page for details and photos from that project. The class began a discussion of the Order of the Mass. That discussion continues next Monday.
HOMEWORK: Finish answers to reflections on pages 62-63 in notebook from Jesus in the New Testament.
November 19 Friday
Students collected and sorted the foods for the thanksgiving baskets, made a card for each, decorated the social hall and prepared for the Mass from 10 until 11:10. Then the gathered for Mass and lunch with their parents until 1:00 PM. See the Seventh Grade Home page for more details and photos.
HOMEWORK: Read and answer in notebook pages 81 - 83 from Jesus in the New Testament.
November 17 Wednesday
Students completed the committee work: Decorations committee determined the number of tables needed and directed the students to make place mats for themselves and guests and they worked on the centerpieces; food committee got an estimate of the number and kind of soft drinks needed. They read and answered in their notebooks pages 81 - 83 from Jesus in the New Testament. They read p 62 -63.
HOMEWORK: Bring $6 for baskets and turkeys by Thursday. Complete p 24 of Bread of Life if you need to do that late. p 23 cannot be done late.
November 15 Monday
Students played the Bread of Life reading game in their table groups.
HOMEWORK: Finish Bread of Life Worksheet. Orders for Dinos are due tomorrow. Bring $6 for baskets and turkeys tomorrow.
November 12 Friday
Several of the seventh graders took posters and fliers to the lower campus and to other upper campus classrooms during religion. They explained the Thanksgiving Basket project and the items that each class needs to bring by next Thursday. They read and took notes on the articlesin the Breakthrough Bibles: Feeding the Hungry (Mark 6: 30 - 44), The Real Deal (Mark 14: 22-25), walking with Jesus (Luke 24: 13 - 35), The Eucharist Is Central! (John, chapter 6), You Snooze, You Lose! (Acts 20: 7 - 12), and the Eucharistic Meal (I Corinthians 11: 23-33).
HOMEWORK: Finish reading the articles.
November 10 Wednesday
Theclass shared parts of their own family's experience of Thanksgiving dinner: the greeting, sharing of stories. They were challenged to begin to compare this meal that is about more than nutrition with the Eucharist. In their Breakthrough Bibles, they read the article "The Real Deal" based on Mark 14: 22-25.
HOMEWORK: Finish reading the article.
November 8 Monday
Theclass met in committees to finalize plans for the parent lunch.
HOMEWORK: pages 35 and 37 are due on Wednesday, Nov 10.
November 3 Wednesday
Theclass formed committees to plan the Parent Lunch (November 19 from 11 AM until 1 PM).
HOMEWORK: pages 35 and 37 are due on Wednesday, Nov 10.
November 1 Monday
The class read page 34 together and discussed questions they have about Luke 7:11-15. Student groups completed the table discussions and students wrote answers in a chart like that on page 35 in their notebooks.
HOMEWORK: pages 35 and 37 are due on Wednesday, Nov 10.
October 29 Friday
Students completed a survey about the way teans BALANCE the influences from their family vs their friendship circle on their own ideals and values. Students who finished early worked on pages 34-35 (not homework). The 8th graders and grade K special friends paraded. Students returned to the gospel groups to share their BEE Attitude stories. (See a description on Wednesday, October 27)
HOMEWORK: none
October 27 Wednesday
Students were assigned to one of four Gospel groups. Each student worked alone, using a list of "BEE Attitudes" to locate a story in that gospel that illustrates each of 4 of these attitudes that Jesus demonstrates through his words and actions. Each student listed the Scripture citation and the BEE Attitude it illustrates. Each student prepared to lead the small group of 5-6 students. The first leader from each group began by: (1) Summarizing the story and telling which BEE Attitude it illustrates. (2) Sharing the citation and allowing group members to read it. (3) Asking the group members to share what they "wonder" about the citation. (4) Recording in the leader's notebook the questions the group has about each scripture.
HOMEWORK: Be ready to lead your group on Friday. Your service record and verification slips are due on Wednesday
October 25 Monday
Students had time in class to read page 32 and do page 33 in their religion notebook. In circle, they shared the examples of persons they know who exemplify the approachable and respectful traits of Jesus' personality. They played a game Who Am I to review the VIP's presented in class during first quarter.
HOMEWORK: Your service record and verification slips are due on Wednesday. Finish p 33.
October 20 Wednesday
Students completed their Service Record and attached service verification slips. They worked in small groups to share images of Jesus and decide upon an image that the group liked. They presented the 5 key ideas as a group. They read pages 30 - 31 in Jesus in the New Testament.
HOMEWORK: Do p 31 in your religion notebook.
October 18 Monday
Students took a self quiz on chapter 2. They read pages 29 and 31 in Jesus in the New Testament and they began to answer questions on page 31. This does not need to be finished for homework. Class time will be allowed to finish p 31 on Wednesday.
HOMEWORK: Bring in your favorite image of Jesus. Memorize the FIVE KEY IDEAS.
October 15 Friday
Studentscompleted their conference folders by adding the (1) list of gradeaverage, names of all MISSING, LATE or INCOMPLETE assignments andcomments. (2) Make a list of every missing assignment in every class.(3) Parent/ Guardian Hopes and Dreams. They know how to prepare to lead their conference. They will each bring in the notebooks from each class when they come for the conference. The class played Religion Fact Baseball.
HOMEWORK: none
October 13 Wednesday
Students completed their conference sheets and helped set up conference folders. They discussed the crossword puzzle and reviewed chapter 2. Use this TEMPLATE if you want to TYPE your list of grades and M, L, or I
HOMEWORK: (1) Check your grades in each class. Record: grade average, names of all MISSING, LATE or INCOMPLETE assignments and comments. (2) Make a list of every missing assignment in every class. (3) Parent/ Guardian Hopes and Dreams--due Friday, October 15.
October 11 Monday
Pages 23 and 25 in Jesus in the New Testament were discussed. Following the snake greeting, students participated in the game "Four Corner Thinking".
HOMEWORK:
Pages 26 -27 crossword puzzle. A handout was provided.
October 8
Pages 23 and 25 in Jesus in the New Testament and signed progress reports were collected before roll check.
There was no religion class since there was a science class Tree identification field trip.
October 6 Wednesday
Inreligion, students who were prepared discussed pages 19 - 22. (Unprepared students will discuss these pages in a special session of the religion class which is scheduled for recess on Monday, October 11.)
HOMEWORK: Pages 23 and 25 in Jesus in the New Testament--due Friday.
October 4 Monday
Inreligion, students completed worksheets listing their personal goals for the year along with steps for achieving their goals.
HOMEWORK: Pages 21 and 22 in Jesus in the New Testament--due Wednesday.
October 1 Friday
Mrs. Cope was absent. Sr. Margaret Brown substituted. Students met with Becky Farber to discuss internet safety and privacy
September 29 Wednesday
No religion class on September 29 due to standardized testing.
September 27 Monday
Inreligion, students presented interviews and summaries about several VIP's of Jesus' boyhood.
HOMEWORK: Pages 19 and 20 in Jesus in the New Testament. Presentations continue October 1. (No religion class on September 29 due to standardized testing.)
September 24 Friday
Inreligion, students presented interviews and summaries about several VIP's of Jesus' boyhood.
HOMEWORK: Presentations continue September 27 and October 1.
September 22 Wednesday
Inreligion, students read pages 17-18. They corrected their answers on the "Where Was Jesus?" activity and they read page 16.
HOMEWORK: Presentations begin Friday, September 24 and continue September 27 and 29.
September 20 Monday
Inreligion, students were reminded to bring in their pledges and their Wait House donations tomorrow! Notebooks and folders are due at roll check tomorrow. Students read pages iv, 2, and 14 in the Jesus in the New Testament text. They reflected upon and recorded their own five key ideas in their notebooks.
HOMEWORK: Typed essay is due on Wednesday, September 21; Presentations begin Friday, September 24
September 15 Wednesday
In religion, the discipline policy and bus rules were discussed. Students completed two copies of their Tuesday schedule--one to take home and one to leave in the homeroom. They wrote the outline and began writing the essay abouttheir VIP.
HOMEWORK: Typed essay is due on Wednesday, September 21; Presentations begin Friday, September 24
September 13 Monday
Voting for representative was done during homeroom. In religion, students selected a Bible character card--persons Jesus would have learned about during his childhood. They recorded the scriptures and notes from the card and returned it. They began taking notes on the scriptures about their VIP.
HOMEWORK: Finish taking notes--due Wednesday.
September 10
Students who are interested in the position of Homeroom Representative to the Student Council announced their intent, explaining why. Students completed and shared a survey of questions about themselves and looked at the question of how their families, neighborhoods, travel and possessions influence them. They began the study of Jesus.
HOMEWORK
Map Activity--Where Was Jesus?
September 8
Students checked their answers to pages 3 and 9 of the folder.
HOMEWORK:
Answer the reflection questions on page 8 and 10 of the folder.
September 3
Students set up religion folders title pages and read Luke 2: 1-22. They answered the first page in the folder based on the article. They read several articles of the United Nations Bill of Rights and answered questions on the third page of the folder.
HOMEWORK:
Read page 8 and answer the crossword puzzle on page 9 of the folder.
September 1
Student groups completed the activity "What should be the consequence?" together. Topics included consequences for: cheating, disrespect to a teacher or another student, at the locker when it is not a locker time, going into another student's locker, stealing, using another person's things without permission, persistent tardies, out of uniform, shoving, fighting, persistent talking or disrupting in class, vandalism and lying. Spokespersons for each group shared the ideas with the class. Representatives from homeroom 203 will meet with representatives of each of the other middle school homerooms tomorrow. They will develop a list of the student proposals for consequences to use when a student does not follow the middle school guidelines.
HOMEWORK:
Technology agreements must be signed and returned by Friday. Field trip consent forms are also due on Friday.
August30
Studentsset up lockers in an extended advisory time this morning. They eachreceived 3 copies of their schedule: planner copy, locker copy and refrigeratorcopy. The locker copy should be taped inside the student's booklocker. Quiet signals, voice level, TAB in and TAB out and restroom signout were discussed.
Duringstudy hall students practiced "count off" roll check and milkcount. Furniture movement for CPR was discussed and practiced.
