The supply list from the Suquamish office is the old one, not the one for this year. You want to use THIS one, the one on the website.
All the fourth and fifth grade students at Suquamish are all mixed up for an hour each afternoon for the next couple of weeks for poetry sessions with seven different teachers. I taught my first session today with a handful of students from each of the fourth and fifth grade classrooms. My students scattered, four staying with me and the rest distributed out to the other teachers.
Each teacher is presenting a lesson on a different kind of poetry. I am teaching rhyming poetry that creates an image, a mental picture.
After students returned to the classroom, they had a few minutes to share their poems with each other for revising and editing suggestions. Then a few of them asked if they could read their poems out loud. We had a poem for two voices, a rap with beat box accompaniment, a couple of acrostics, and a couple of the rhyming poems from my group.
At the end of the two weeks, I want the students to pick their THREE best poems to turn in for a grade. We looked at the rubric today. (I posted it on the Elementary Materials page.)
The fourth and fifth grades will be doing a joint poetry unit right after spring break, so I have made a few changes to the calendar due dates for the third trimester. If you still have you copy of the class calendar, you will want to make the changes too!
The 1st genre book AR test and worksheet is due April 14.
The poetry readings are due the week of April 28.
The 2nd genre book AR test and worksheet is due May 5.
We will start doing genre book projects as soon as we are done with the poetry readings, probably on May 5 or 6. Each child has two book projects, so they should plan to be ready on May 5 for the first book and by May 14 for the second.
We will start doing the oral book projects right after we finish the genre book projects, probably right after Memorial Day.
The meeting is ON for the fifth grade parents, March 24, starting at 5:30 PM, in my room at Suquamish. We will all chip in for pizza. I will bring brownies. You will bring whatever you want to drink (nonalcoholic, of course).
About five parents have signed up for individual conferences so far. Don't forget to get your preferences to me: Do you want an individual conference at this time? Do you prefer Wednesday evening or Friday morning?
This week we introduced the CBAs for social studies, which will be due Feb. 24-27. We talked about how to choose topics from Washington state history before 1900 using the texts we have in the classroom as sources for ideas. Then we went to the computer lab and library to find online and print resources. I said if students couldn't find good resources within a day for their topic, they needed to pick a new topic! If students do not have a good topic and several good resources by the end of the day today, they need to work on that over the weekend!
As soon as they find a good resource, the first thing they are supposed to do is create the entry for their List of Works Consulted (the directions are in Elementary Materials). Only then do they start taking notes. We talked extensively about how to take notes without copying using the template I created for them. It is designed to help them dig deeper and think more critically about the ideas surrounding their topic. We also talked about the fact that notes should be words and phrases, not complete sentences--unless there are quotation marks around something the students wants to quote and cite. The class will have almost an hour and a half every day the week of Feb. 3 to work on taking notes. There will be time to work in class on books and in the lab on web resources. Students may also take notes at home.
The week of Feb. 10 is when students will organize and write up their information. Because they are using the template for taking notes, the organization part should be pretty easy. The writing needs to be well-developed and articulate. It should be carefully done, following conventions. Once the students are finished writing, they may begin looking for pictures to use in their presentations. I told them that students who search for pictures before they have finished taking notes and doing their writing are CHEATING.
Some students will finish earlier and will have more time for "dessert," but I expect everyone to be ready to work on their presentations by the week of Feb. 17. Students can create a website or exhibit, they can produce a play, or they can make a Power Point or other media presentation (a film or Prezi or something else). I don't give a lot of detailed directions for how to do the presentations. In middle school they will find that the world of National History Day is full of detailed directions! If your child wants to see how to do things according to NHD standards, they can go to the nhd.org entries page. I don't give the detailed directions because I want to give my students the opportunity to be creative. I show them examples of exemplary NHD projects (exhibits and websites) to inspire them, and I let them go from there.
The rubric for the CBAs is in the Elementary Materials section of this website.
You should see extensive notes in your child's 3-ring binder, including the information from the picture here.
Before we read the poem, I asked the class to look for words they didn't know or that looked like they were being used in ways that were different from what they were used to. As students went through the poem, they not only found individual words but phrases as well. We generated a list and talked about the meanings of the words and phrases.
I told the students to expect a quiz on vocabulary when we start work on the poem next week!
I’d like you all to welcome our student teacher, Beth Kercher! She’s here from Antioch University in Seattle. She’ll be in our class from now until the end of March. After ten years of working as an environmental scientist, she decided to pursue her lifelong interest in teaching and follow the path toward obtaining a credential. We are so happy her path led to us!
There is only one climax per book.
As you try to think about what the resolution for the story might be, go back and look at the problem. What was the problem? The resolution is how the problem got solved. (It has the word "solution" in it.) By the way, the problem and resolution should give you insight into what kind of conflict is going on.
Orals shouldn't run more than ten minutes. That's why we don't spend much time on rising or falling action. Maybe a minute each is enough!
The next oral for the second trimester is a poster. The rubric is on the website here. There are samples from last year you can look at in the classroom.
I have JUST enough drivers now. I wouldn't mind one more, just in case.
As much as I'd like to, I can't post the book project directions on the web site. They are copyrighted material. They are posted in the classroom all trimester. Students are supposed to copy their own project directions the day they sign up for them and put them in the reading section of their 3-ring binder. (They amount to a sentence or two, usually. It's not too much to ask kids to copy.)
The district email is still glitchy. You can reach me through my home email. :)
We've switched our time for going to Annie to the afternoon show on November 21. We will eat lunch in the classroom. Don't worry--kids who buy hot lunch will still be able to go to the lunchroom and pick up their lunch and bring it to the room. Then we will drive to the community auditorium by the pool for the show. We are using parent drivers. So far I have three parent drivers who have paid, and one more who told me she plans to come. That means so far I can carry 14 students (and maybe 19). I have 27 students and me. Three or four students won't need a ride. So I'm planning on needing seats for 25. Obviously, I still need drivers!
We have a Veteran's Day assembly at 9:30 on Nov. 8. You are all invited to attend. The posters that students in the school made about veterans and relatives in the service are on display in the hall by the office. They look great.
The second round of book project presentations start tomorrow. Now that we've done book projects once before, I expect the students will be better prepared this time. We will start with volunteers, then go to application level projects, then analysis, evaluation, and synthesis.
Presentations of the last big reading projects for the trimester start on Nov. 18. The vets present first. Students will use a Power Point presentation to give an oral book report comparing an independent reading book with one of their genre reading books. They can choose to compare plot and setting OR they can choose to compare character and theme. There are templates of both kinds of Power Points in the Kragen classroom folder at school. The templates are also both posted in the Elementary Materials page on this site, along with the rubric for the Power Point presentation.