Humanities, Humanities....la la, la la la:
Today students took their vocabulary/spelling quiz over the INTER root words. They received their new root words for the week and used context clues to figure out what each new word meant. These are this week's words:
ANT, ANTI= against
CONTRA, COUNTER= against
1. antisocial-adj- not following social norms
2. antithesis-n- the complete opposite of something
3. antonym-n- a word that means the opposite
4. contradictory-adj- when 2 things seem to disagree with one another
5. counterfeit-adj- fake
6. contraband-n- illegal goods
7. contrast-v- to compare in order to point out differences
8. counterclockwise-adj- the opposite of clockwise
Miss Devine met with students individually to discuss the K-W-L charts they completed for homework. With Miss D, students selected their topic for research. Miss Devine will continue meeting with students tomorrow.
In Social Studies, students continued their Geography unit by thinking about how the movement of the earth affects world climate and seasons. They read an article entitled "Earth and the Sun" and answered the following questions:
1. What is the earth's revolution? How many days does it take?
2. What is the earth's rotation? How many hours does it take?
3. Why do we have seasons?
4. In what climate zone of the world do we live?
5. Why is it hot all year round in Honduras?
6. When it is winter in Atlanta, Georgia, it is summer in Buenos Aires, Argentina. Why?
HOMEWORK: Students need to complete vocab pictures for their new vocabulary words and they need to complete the geography article questions if they did not do so in class.
Tuesday, September 30, 2008
Monday, September 29, 2008
Info Article Project & World Map Analysis
Well, what did we do in class today?
Today, we played SPARKLE and reviewed the INTER vocab words for the quiz tomorrow. Miss Devine gave out the Informational Article Project information sheet and explained that students would begin the process of crafting their own informational article which would later be part of our class magazine. Students brainstormed a long list of possible topics that they would like to research and then selected their top three topics. In class, students began filling out a K-W-L chart on these three topics. They need to finish it for homework tonight and begin to give some good thought as to what they want to write their informational article about. This is for Language Arts.
In Social Studies, Miss D returned the graded redesign maps. We talked about hemispheres, continents and oceans and then did various map labeling tasks in centers, labeling these aspects on a world map.
HOMEWORK: Instead of a Reading Response this week, students have a "Vocabulary Enricher" sheet where they are to write down 5 new vocab words from their independent reading and complete the tasks with each word. Students also need to add up their reading pages for the week and study for the INTER vocab test tomorrow.
Today, we played SPARKLE and reviewed the INTER vocab words for the quiz tomorrow. Miss Devine gave out the Informational Article Project information sheet and explained that students would begin the process of crafting their own informational article which would later be part of our class magazine. Students brainstormed a long list of possible topics that they would like to research and then selected their top three topics. In class, students began filling out a K-W-L chart on these three topics. They need to finish it for homework tonight and begin to give some good thought as to what they want to write their informational article about. This is for Language Arts.
In Social Studies, Miss D returned the graded redesign maps. We talked about hemispheres, continents and oceans and then did various map labeling tasks in centers, labeling these aspects on a world map.
HOMEWORK: Instead of a Reading Response this week, students have a "Vocabulary Enricher" sheet where they are to write down 5 new vocab words from their independent reading and complete the tasks with each word. Students also need to add up their reading pages for the week and study for the INTER vocab test tomorrow.
Friday, September 26, 2008
Finally Friday!
Thank you to all students who brought supplies to donate to our school supply drive for the Honduran school. Supplies will be accepted through next Friday, before Miss Devine mails the boxes down south.
Today in Humanities, students shared their favorite introduction sentences from the informational articles. We talked about what makes a good and interesting introduction and different ways that authors choose to introduce their topics. We practiced rewriting various introductions and coming up with creative ways to introduce articles with boring introductions. Students will apply this understanding when they begin to craft their own text next week.
HOMEWORK: Students who would like extra credit points may write a dialogue using the 8 INTER vocab words of the week!
Enjoy the weekend.
Today in Humanities, students shared their favorite introduction sentences from the informational articles. We talked about what makes a good and interesting introduction and different ways that authors choose to introduce their topics. We practiced rewriting various introductions and coming up with creative ways to introduce articles with boring introductions. Students will apply this understanding when they begin to craft their own text next week.
HOMEWORK: Students who would like extra credit points may write a dialogue using the 8 INTER vocab words of the week!
Enjoy the weekend.
Thursday, September 25, 2008
Text structure analysis and Project presentations
It's Thursday! Today in Humanities, students analyzed several informational articles for text structure and provided supporting evidence to prove their analysis. The types of informational texts we haved studied are:
-description/list
-sequence or time order
-compare/contrast
-cause/effect
-problem/solution
Students have collected an example article for each of these types of text structures and they will use these examples when they decide the structure for the informational text that they will write.
Students then visited the "gallery" of their classmates' redesign projects and gave each other feedback on the projects. Several students presented their projects in front of the class before turning them in. Finally, Miss Devine explained the CURRENT EVENTS homework that is due on Wednesday:
Current Events homework:
Cut out a current event article from a newspaper, magazine or publication. You may print an article from the internet as well. This can be local, national or international news. Then, reflect on the article in the following ways:
1. Summarize it: if you had to describe this event in 5 sentences, what would you say?
2. Why did you choose this article? Why is it interesting or meaningful to you?
3. What do you predict will happen next with this event?
TONIGHT's HOMEWORK: Highlight all of the introductory sentences in the informational texts Miss D has given you. Decide- which one is most interesting to you and why?
-description/list
-sequence or time order
-compare/contrast
-cause/effect
-problem/solution
Students have collected an example article for each of these types of text structures and they will use these examples when they decide the structure for the informational text that they will write.
Students then visited the "gallery" of their classmates' redesign projects and gave each other feedback on the projects. Several students presented their projects in front of the class before turning them in. Finally, Miss Devine explained the CURRENT EVENTS homework that is due on Wednesday:
Current Events homework:
Cut out a current event article from a newspaper, magazine or publication. You may print an article from the internet as well. This can be local, national or international news. Then, reflect on the article in the following ways:
1. Summarize it: if you had to describe this event in 5 sentences, what would you say?
2. Why did you choose this article? Why is it interesting or meaningful to you?
3. What do you predict will happen next with this event?
TONIGHT's HOMEWORK: Highlight all of the introductory sentences in the informational texts Miss D has given you. Decide- which one is most interesting to you and why?
Wednesday, September 24, 2008
School supply drive and "Design the Best Classroom" project
Today in Humanities, those students who have been reading 100 pages each week received "POWER READING" awards in a little awards ceremony. Congrats to those who received reading awards! Keep up the good work!
Miss Devine discussed the first service project of the year which will take place this Friday during extended advisory (8:30-10:45am). Miss Devine's advisory came up with the idea to have a mini school supply drive to collect supplies for a school in rural Honduras. Ms. Waldman's, Ms. Ramsey's and Ms. Devine's advisories will be participating in this drive and are asked to bring school supply donations by this Friday, September 26th. A letter about the drive was sent home, informing parents and Miss Devine spent some of the class period showing a slide show to discuss her experiences in Honduras. The following items are items of need for the supply boxes we will ship:
For PE class: cones, balls and bases
For the regular classroom: pencils, erasers, rulers, staples, rolls of scotch tape, dry erase markers, stickers, crayons, colored pencils or markers, educational games or flashcards. New and used materials are fine!
The students spent the last half of the class period working on their classroom redesign maps that are due tomorrow. Students will present their maps and their paragraph proposals tomorrow during class. The following criteria are required on the map:
-26 desks, Miss Devine's and Mrs. Cassaro's desks
-certain items in the room cannot be moved: windows, door, bookcases, whiteboards
-the map must include a legend, map scale, map grid, compass and appropriate title
-proposal must be a paragraph to describe why the student's layout should be chosen as the best classroom layout
HOMEWORK: Vocab sentences and finish the redesign map!
Miss Devine discussed the first service project of the year which will take place this Friday during extended advisory (8:30-10:45am). Miss Devine's advisory came up with the idea to have a mini school supply drive to collect supplies for a school in rural Honduras. Ms. Waldman's, Ms. Ramsey's and Ms. Devine's advisories will be participating in this drive and are asked to bring school supply donations by this Friday, September 26th. A letter about the drive was sent home, informing parents and Miss Devine spent some of the class period showing a slide show to discuss her experiences in Honduras. The following items are items of need for the supply boxes we will ship:
For PE class: cones, balls and bases
For the regular classroom: pencils, erasers, rulers, staples, rolls of scotch tape, dry erase markers, stickers, crayons, colored pencils or markers, educational games or flashcards. New and used materials are fine!
The students spent the last half of the class period working on their classroom redesign maps that are due tomorrow. Students will present their maps and their paragraph proposals tomorrow during class. The following criteria are required on the map:
-26 desks, Miss Devine's and Mrs. Cassaro's desks
-certain items in the room cannot be moved: windows, door, bookcases, whiteboards
-the map must include a legend, map scale, map grid, compass and appropriate title
-proposal must be a paragraph to describe why the student's layout should be chosen as the best classroom layout
HOMEWORK: Vocab sentences and finish the redesign map!
Tuesday, September 23, 2008
VOCAB bits & Redesign mapping project
Tuesday, Tuesday. Yeah!
Today in Humanities, students took their vocab quiz over the MULTI and POLY root words. Then, they made a list of this week's vocab words and used context clues to figure out definitions of these words. Here are this week's vocab words:
INTER= between, among
1. intercede-v- to help two parties reconcile differences
2. intercept-v- to seize or interrupt before arrival
3. intermission-n- break between parts of entertainment
4. interfere-v- to enter into or take part in the concerns of others
5. intermittent-adj- coming and going at intervals, not continuous
6. intermediate-adj- middle level
7. interrogate-v- to question formally and systematically
8. intersperse-v- to scatter something in or among
Next, Miss Devine reviewed the map tasks from yesterday's lesson on map scale. Students then began a 2-day map project with the following criteria:
Project: Redesign the classroom!
Problem: Miss D's classroom does not have enough space and she wants to redesign the layout of the room. You can help! You will apply your map skills to create a map of the redesigned classroom space. The room must have 26 desks and 2 teacher desks for Miss D. and Mrs. C. Objects can be rearranged as you choose, but some items cannot be moved. The items that cannot be moved are: windows, door, bookcases and the two whiteboards. Your map must contain a legend, a compass, a map scale, an appropriate title and a map grid. You must also submit a proposal explaining why your setup will improve the classroom space.
Students will have in-class time on Tuesday and Wednesday to work on the project and will present their map and proposal on Thursday.
HOMEWORK: Vocab pictures for this week's words.
Today in Humanities, students took their vocab quiz over the MULTI and POLY root words. Then, they made a list of this week's vocab words and used context clues to figure out definitions of these words. Here are this week's vocab words:
INTER= between, among
1. intercede-v- to help two parties reconcile differences
2. intercept-v- to seize or interrupt before arrival
3. intermission-n- break between parts of entertainment
4. interfere-v- to enter into or take part in the concerns of others
5. intermittent-adj- coming and going at intervals, not continuous
6. intermediate-adj- middle level
7. interrogate-v- to question formally and systematically
8. intersperse-v- to scatter something in or among
Next, Miss Devine reviewed the map tasks from yesterday's lesson on map scale. Students then began a 2-day map project with the following criteria:
Project: Redesign the classroom!
Problem: Miss D's classroom does not have enough space and she wants to redesign the layout of the room. You can help! You will apply your map skills to create a map of the redesigned classroom space. The room must have 26 desks and 2 teacher desks for Miss D. and Mrs. C. Objects can be rearranged as you choose, but some items cannot be moved. The items that cannot be moved are: windows, door, bookcases and the two whiteboards. Your map must contain a legend, a compass, a map scale, an appropriate title and a map grid. You must also submit a proposal explaining why your setup will improve the classroom space.
Students will have in-class time on Tuesday and Wednesday to work on the project and will present their map and proposal on Thursday.
HOMEWORK: Vocab pictures for this week's words.
Monday, September 22, 2008
Text structure and map scale
Today in Language Arts, the students reviewed their MULTI/POLY words for the vocab quiz tomorrow. Students then analyzed informational articles for text structure and supported their claims with evidence from the text. We will continue analyzing text structure tomorrow.
In Social Studies, we reviewed the longitude/latitude problems students completed for homework. We then discussed map scale and students completed various groupwork tasks utilizing map scale with two maps of varying scales of Washington, DC.
HOMEWORK TONIGHT: Students will complete weekly reading response and tally pages for the week. In addition, students will tally the number of pages they have read this school year and be prepared to give that number to Miss Devine tomorrow. Students need to study the MULTI/POLY words for a the quiz tomorrow.
In Social Studies, we reviewed the longitude/latitude problems students completed for homework. We then discussed map scale and students completed various groupwork tasks utilizing map scale with two maps of varying scales of Washington, DC.
HOMEWORK TONIGHT: Students will complete weekly reading response and tally pages for the week. In addition, students will tally the number of pages they have read this school year and be prepared to give that number to Miss Devine tomorrow. Students need to study the MULTI/POLY words for a the quiz tomorrow.
Friday, September 19, 2008
Feliz fin de semana!
Happy Friday to all! Thank goodness for weekends!
Today in Humanities, we learned about different text structures used to format nonfiction or informational text. These are the text structures we talked about:
description/list, sequence or time order, compare and contrast, cause and effect and problem and solution. We analyzed the informational article from yesterday and discovered that it followed a compare/contrast structure. We then examined both perspectives in the compare/contrast debate and discussed where we would stand with regards to these issues.
In the Social Studies portion of class, we reviewed the geography terms that we've been studying and discussed longitude and latitude. We practiced finding places on the map based on grid coordinates and labeling the grid coordinates of specific locations.
HOMEWORK: Students have the extra credit option of writing a story using all 8 of the MULTI/POLY vocab words. Students also have an (non-extra-credit) assignment to write a paragraph comparing and contrasting two things of their choice. Lastly, students are to use the world map in their planners to write the name of the country that falls in these grid coordinates:
1. 60W and 1S
2. 135E and 30S
3. 150Wand 70N
4. 15E and 30N
5. 90W and 70N
Feliz fin de semana! Adios!
Today in Humanities, we learned about different text structures used to format nonfiction or informational text. These are the text structures we talked about:
description/list, sequence or time order, compare and contrast, cause and effect and problem and solution. We analyzed the informational article from yesterday and discovered that it followed a compare/contrast structure. We then examined both perspectives in the compare/contrast debate and discussed where we would stand with regards to these issues.
In the Social Studies portion of class, we reviewed the geography terms that we've been studying and discussed longitude and latitude. We practiced finding places on the map based on grid coordinates and labeling the grid coordinates of specific locations.
HOMEWORK: Students have the extra credit option of writing a story using all 8 of the MULTI/POLY vocab words. Students also have an (non-extra-credit) assignment to write a paragraph comparing and contrasting two things of their choice. Lastly, students are to use the world map in their planners to write the name of the country that falls in these grid coordinates:
1. 60W and 1S
2. 135E and 30S
3. 150Wand 70N
4. 15E and 30N
5. 90W and 70N
Feliz fin de semana! Adios!
Thursday, September 18, 2008
Text features and map elements
Today in Language Arts, students shared the nonfiction text that they brought for homework and displayed text features that they found. We read a nonfiction article called "Return of the Wolves" and reflected on the text features included in the article.
In Social Studies, students did a map activity involving map elements, cardinal directions and absolute and relative location.
There is NO HOMEWORK tonight.
In Social Studies, students did a map activity involving map elements, cardinal directions and absolute and relative location.
There is NO HOMEWORK tonight.
Wednesday, September 17, 2008
Text features and geo terms
Today in Humanities, we talked about the differences between reading an informational text and reading a fiction text. We discovered that our brains function differently when we read these types of texts. We then analyzed texts for text features and created a long list of those that we found. Some of the text features we found were: title, bold-faced words, paragraphs organized by topics, pictures, definitions, headings and sub-headings, captions, information boxes, index, table of contents, charts, step-by-step instructions, web links, diagrams, labels and maps. We discussed how text features help us as readers.
In the Social Studies portion of class, we read an informational text and used a graphic organizer to define and use several geography terms. The terms we discussed and applied were:
1. absolute location- the precise point where a place is located on Earth
2. distortion- a change in the shape, size or position of a place when it is shown on a map
3. map projection- a way of representing the spherical Earth on a flat surface
4. relative location- where a place is located in relation to another place
HOMEWORK: Students will write sentences with each of their MULTI and POLY vocab words. They need to get a parent signature on both the MONO vocab quiz and the Reading Strategy quiz. Lastly, they need to bring in a copy of an informational text from home and be prepared to share which text features that text utilizes.
In the Social Studies portion of class, we read an informational text and used a graphic organizer to define and use several geography terms. The terms we discussed and applied were:
1. absolute location- the precise point where a place is located on Earth
2. distortion- a change in the shape, size or position of a place when it is shown on a map
3. map projection- a way of representing the spherical Earth on a flat surface
4. relative location- where a place is located in relation to another place
HOMEWORK: Students will write sentences with each of their MULTI and POLY vocab words. They need to get a parent signature on both the MONO vocab quiz and the Reading Strategy quiz. Lastly, they need to bring in a copy of an informational text from home and be prepared to share which text features that text utilizes.
Tuesday, September 16, 2008
Vocab and map skills
Today in Humanities, students submitted their weekly reading response and took their MONO vocabulary/spelling quiz. They received their new roots words for the week. Here are this week's words:
MULTI= many
POLY= many
1. multipurpose-adj- able to be used for many purposes
2. multitude-n- a great number
3 multiple-adj- many
4. multifaceted-adj- having many aspects
5. polygon-n- a closed planed figure bound by straight lines
6. polygamist-n- a person with more than one spouse
7. polychromatic-adj- made up of many colors
8. polyglot-n- one who knows many languages
In Social Studies, we discussed physical and human geography and the students took a basic map skills diagnostic assessing map elements, longitude and latitude, map projection and scale.
HOMEWORK: Vocabulary pictures! Keep reading!
MULTI= many
POLY= many
1. multipurpose-adj- able to be used for many purposes
2. multitude-n- a great number
3 multiple-adj- many
4. multifaceted-adj- having many aspects
5. polygon-n- a closed planed figure bound by straight lines
6. polygamist-n- a person with more than one spouse
7. polychromatic-adj- made up of many colors
8. polyglot-n- one who knows many languages
In Social Studies, we discussed physical and human geography and the students took a basic map skills diagnostic assessing map elements, longitude and latitude, map projection and scale.
HOMEWORK: Vocabulary pictures! Keep reading!
Monday, September 15, 2008
Intro to informational texts and geography
Welcome back! I hope everyone is refreshed from the weekend.
Today in Language Arts, we began our new unit on reading and writing informational texts. We defined an informational text as a nonfiction text that gives information. Some examples are newspapers, magazines, internet articles, nonfiction books, encyclopedias and news scripts. Students did an informational text pass where they analyzed different informational texts and decided what made them interesting or not-at-all interesting. We will use the students' ideas to begin our discussion on text and graphic features tomorrow. During this unit, students will be reading and then writing their own informational text.
In Social Studies, we began our new unit introducing geography. Students demonstrated their current level of understanding by labeling basic features on a map of the world- the seven continents (Asia, Africa, Europe, North America, South America, Antarctica and Australia), the four main oceans (Indian, Arctic, Pacific, Atlantic) and the compass directions (north, south, east, west). After, students read an Introduction to Geography article and answered these questions:
1. What is geography?
2. What is physical geography?
3. What is human geography?
4. Who created the first map? When?
We will begin by discussing these questions tomorrow.
HOMEWORK: Students need to tally their weekly reading pages and complete a reading response prompt. They need to study their MONO words for the vocab quiz tomorrow. If students did not finish reading the geography article and answering the questions in class, they need to complete that as well.
Today in Language Arts, we began our new unit on reading and writing informational texts. We defined an informational text as a nonfiction text that gives information. Some examples are newspapers, magazines, internet articles, nonfiction books, encyclopedias and news scripts. Students did an informational text pass where they analyzed different informational texts and decided what made them interesting or not-at-all interesting. We will use the students' ideas to begin our discussion on text and graphic features tomorrow. During this unit, students will be reading and then writing their own informational text.
In Social Studies, we began our new unit introducing geography. Students demonstrated their current level of understanding by labeling basic features on a map of the world- the seven continents (Asia, Africa, Europe, North America, South America, Antarctica and Australia), the four main oceans (Indian, Arctic, Pacific, Atlantic) and the compass directions (north, south, east, west). After, students read an Introduction to Geography article and answered these questions:
1. What is geography?
2. What is physical geography?
3. What is human geography?
4. Who created the first map? When?
We will begin by discussing these questions tomorrow.
HOMEWORK: Students need to tally their weekly reading pages and complete a reading response prompt. They need to study their MONO words for the vocab quiz tomorrow. If students did not finish reading the geography article and answering the questions in class, they need to complete that as well.
Friday, September 12, 2008
TGIF!
Congratulations to Miss Devine's advisory for winning the Spirit Week door decoration contest. Go wolves!
Today was a catch-up day. We shared our vocabulary stories and our campaign items from yesterday. Then, we visited the library to renew and check out independent reading books. Miss Devine gave students time to organize their binders and composition books and then students checked their overall organization using a rubric, before Miss Devine gave each student an organization grade. At the end of class, we played team Scrabble. The only homework this weekend is to keep reading (and enjoy the weekend).
Today was a catch-up day. We shared our vocabulary stories and our campaign items from yesterday. Then, we visited the library to renew and check out independent reading books. Miss Devine gave students time to organize their binders and composition books and then students checked their overall organization using a rubric, before Miss Devine gave each student an organization grade. At the end of class, we played team Scrabble. The only homework this weekend is to keep reading (and enjoy the weekend).
Thursday, September 11, 2008
Working to promote cultural understanding
We had a great turnout last night at the Back to School Night. It was so good to meet all of the parents!
Today on the seventh anniversary of the September 11th terrorist attacks, we reflected on cultural conflict that currently exists and has existed in our world. For classwork, we created our own "Campaign to promote cultural understanding" and chose to either write a letter to our classmates or design a poster suggesting ways that we as students can work to lessen cultural conflict in the world. We will be sharing these campaign items tomorrow in class.
HOMEWORK: Write a story using all of your 8 MONO vocab words. If you can incorporate any of the other vocabulary words we've studied this year, you will receive one extra credit point per extra word used.
Today on the seventh anniversary of the September 11th terrorist attacks, we reflected on cultural conflict that currently exists and has existed in our world. For classwork, we created our own "Campaign to promote cultural understanding" and chose to either write a letter to our classmates or design a poster suggesting ways that we as students can work to lessen cultural conflict in the world. We will be sharing these campaign items tomorrow in class.
HOMEWORK: Write a story using all of your 8 MONO vocab words. If you can incorporate any of the other vocabulary words we've studied this year, you will receive one extra credit point per extra word used.
Wednesday, September 10, 2008
Reading strategies test
Today in Humanities, students took their Reading Strategies assessment using their independent reading book. Then, they journaled, reflecting on cultural conflict that exists in our world and what they could do as students to work to lessen cultural conflict. We will discuss these ideas tomorrow.
HOMEWORK: Students write their own example sentences with the MONO vocab words.
NEWSbit: Tonight is back to school night. Come to the school from 5:30-8:30pm for dinner and for a chance to meet all of your child's teachers. Hope to see you then!
HOMEWORK: Students write their own example sentences with the MONO vocab words.
NEWSbit: Tonight is back to school night. Come to the school from 5:30-8:30pm for dinner and for a chance to meet all of your child's teachers. Hope to see you then!
Tuesday, September 9, 2008
Rockin' Tuesday: Vocab quiz, reading strategy review
Hoy es martes. (Today is Tuesday.) Today in Humanities, students turned in their weekly reading response and pages read tally. They took a vocabulary/spelling test over their SUPER vocab words and received new weekly vocab words. Then, we went over the Reading Strategy review sheet from yesterday. Students are aware that they will have a Reading Strategy test tomorrow and must bring their independent reading book to use on the test. Students received mini-mailboxes with feedback tickets from their oral presentations and they set goals for ways that they could improve their future oral presentations.
The vocabulary words for the week are:
MONO= one
1. monotheism-n- belief that there is only one god
2. monopolize-v- to dominate by excluding others
3. monogamy-n- marriage to only one person at a time
4. monomaniac-n- a person who is obsessed with one idea or subject
5. monarchy-n- government by one person with absolute power
6. monolingual-adj- using or knowing only one language
7. monotonous-adj- repeating and dull or using a single tone of voice
8. monologue-n- long speech by one person
HOMEWORK: Students should make sure they're ready for their Reading Strategies test tomorrow. They should also draw a picture to represent each of their new MONO vocab words.
The vocabulary words for the week are:
MONO= one
1. monotheism-n- belief that there is only one god
2. monopolize-v- to dominate by excluding others
3. monogamy-n- marriage to only one person at a time
4. monomaniac-n- a person who is obsessed with one idea or subject
5. monarchy-n- government by one person with absolute power
6. monolingual-adj- using or knowing only one language
7. monotonous-adj- repeating and dull or using a single tone of voice
8. monologue-n- long speech by one person
HOMEWORK: Students should make sure they're ready for their Reading Strategies test tomorrow. They should also draw a picture to represent each of their new MONO vocab words.
Monday, September 8, 2008
Monday, Monday: Active reading strategy review
I hope all of you had a restful weekend. Be sure you're getting good sleep because it seems that a cold is going around...
Here's the news from Humanities class:
Today, we heard the last of the culture projects. Students practiced utilizing all of the active reading strategies that we have studied (predicting, questioning, visualizing, connecting and evaluating) by reading a chapter from Al Capone Does My Shirts and by completing the Active Reading Strategies practice sheet. We will go over the Active Reading practice tomorrow and students will have a test on their application of these strategies on Wednesday.
HOMEWORK: Students should tally all of the pages that they have read for the week and come to class with that number of pages read tomorrow. Then, students should select a weekly reading response question and respond in half a page or more to this question, using their independent reading book. Students should also study their SUPER root words for the quiz tomorrow.
Here's the news from Humanities class:
Today, we heard the last of the culture projects. Students practiced utilizing all of the active reading strategies that we have studied (predicting, questioning, visualizing, connecting and evaluating) by reading a chapter from Al Capone Does My Shirts and by completing the Active Reading Strategies practice sheet. We will go over the Active Reading practice tomorrow and students will have a test on their application of these strategies on Wednesday.
HOMEWORK: Students should tally all of the pages that they have read for the week and come to class with that number of pages read tomorrow. Then, students should select a weekly reading response question and respond in half a page or more to this question, using their independent reading book. Students should also study their SUPER root words for the quiz tomorrow.
Friday, September 5, 2008
Culture Project presentations, day two
Happy Friday! Today in Humanities, students presented their S.S. culture projects and audience members wrote feedback for each presenter. Yesterday's projects were graded and returned and today's projects will be graded by Monday. Enjoy the weekend. There is no homework.
Thursday, September 4, 2008
Culture Project presentations, day one
Today in Language Arts, students brainstormed synonyms for their weekly vocabulary words. Their homework is to write a sentence with each SUPER vocabulary word. I will collect the root word study sheets tomorrow. We shortened the Language Arts period today in order to get through the S.S. Culture Project presentations.
In Social Studies, students presented the culture projects and students wrote feedback tickets for each presentation that they watched.
HOMEWORK: Write a sentence with each vocabulary word. Prepare for your culture project presentation if you have not already presented.
In Social Studies, students presented the culture projects and students wrote feedback tickets for each presentation that they watched.
HOMEWORK: Write a sentence with each vocabulary word. Prepare for your culture project presentation if you have not already presented.
Wednesday, September 3, 2008
Vocab Quiz/ S.S. Presentation preparation
Today in Language Arts students turned in their weekly pages tally from the past week, along with a reading response. Students took a vocabulary/spelling quiz on their RE- root words and received their eight vocabulary words for the week. This week's vocab words are:
SUPER- above, over, more
1. superior-adj- of high rank, quality or importance
2. supernatural-adj- beyond what is natural
3. supercilious-adj-overly proud
4. superhuman-adj- having powers beyond normal humans
5. superfluous-adj- running over, extra or extravagant
6. superficial-adj- of or relating to the surface, shallow
7. supervise-v- to watch from above
8. superintendent-n- one who has executive power and is in charge
In Social Studies, we talked about what is expected for the personal culture project presentations this Thursday and Friday. Students will be graded as both presenters and as listeners. As presenters, students will be graded on eye contact, voice, poise, posture and knowledge. We spent time modeling good and bad examples of this in class. We also spent time preparing notecards with what we'd like to say during our presentations. As listeners, students will be graded on their ability to listen attentively to the presentations and to give feedback. We practiced giving feedback in class.
HOMEWORK: Students will do the "picture" portion of their root word study sheet with the new SUPER vocab words. Students will finish their culture projects and prepare for project presentations.
OTHER NEWS: Tomorrow is picture day. Be sure to come in bright colors and wear your smile!
SUPER- above, over, more
1. superior-adj- of high rank, quality or importance
2. supernatural-adj- beyond what is natural
3. supercilious-adj-overly proud
4. superhuman-adj- having powers beyond normal humans
5. superfluous-adj- running over, extra or extravagant
6. superficial-adj- of or relating to the surface, shallow
7. supervise-v- to watch from above
8. superintendent-n- one who has executive power and is in charge
In Social Studies, we talked about what is expected for the personal culture project presentations this Thursday and Friday. Students will be graded as both presenters and as listeners. As presenters, students will be graded on eye contact, voice, poise, posture and knowledge. We spent time modeling good and bad examples of this in class. We also spent time preparing notecards with what we'd like to say during our presentations. As listeners, students will be graded on their ability to listen attentively to the presentations and to give feedback. We practiced giving feedback in class.
HOMEWORK: Students will do the "picture" portion of their root word study sheet with the new SUPER vocab words. Students will finish their culture projects and prepare for project presentations.
OTHER NEWS: Tomorrow is picture day. Be sure to come in bright colors and wear your smile!
Tuesday, September 2, 2008
Culture project worktime
Finally- the first post! Thank you parents and students for your patience in waiting for this site.
Today, in Humanities, the students worked on their Social Studies Personal Culture projects which are due at the end of this week. Students signed up for a presentation date on either Thursday or Friday of this week.
HOMEWORK: Tally pages for weekly reading. Select a weekly reading question and write reading response (1/2 page minimum). Study your RE root words for the spelling/vocab quiz tomorrow. Continue working on the Personal Culture project and think about how you will explain the representation of each aspect of culture to your audience.
Today, in Humanities, the students worked on their Social Studies Personal Culture projects which are due at the end of this week. Students signed up for a presentation date on either Thursday or Friday of this week.
HOMEWORK: Tally pages for weekly reading. Select a weekly reading question and write reading response (1/2 page minimum). Study your RE root words for the spelling/vocab quiz tomorrow. Continue working on the Personal Culture project and think about how you will explain the representation of each aspect of culture to your audience.
Subscribe to:
Posts (Atom)
