Dear families,
Thanks to everyone who sent in cans for the FalCan Food Drive! It was a tremendous success. Our class raised nearly 150 canned and boxed food items to help the needy in our community. I'm so proud! We have a busy week coming up as Thanksgiving sneaks in closer and closer. Let's check it out.
School Events
Mon, 11/11 Special social studies project (my homeroom)
Tues, 11/12 My homeroom library visit
Thurs, 11/14 Jazz Age & Great Depression Test; Thanksgiving Turkey & Dressing lunch in the cafeteria; Young Harris visitor, Ms. Baggs
Fri, 11/15 Jose's birthday; Chick-Fil-A $2.50; POW due (all language arts classes)
Note for my homeroom students who have Mrs. Kennedy for reading:
If you have Mrs. Kennedy for reading, but you are in my homeroom, you can click to her website to read specifics about her reading class. You could also just look at my reading sections below! The only difference is that our classes are swapped.
Mrs. Kennedy's Reading 1 matches MY Reading 2.
Mrs. Kennedy's Reading 2 matches MY Reading 1.
Guest House Writing Project: Homeroom
Our friends at The Guest House LOVED reading our spooky stories! They have asked us to write them special stories each month. This month, we are writing about turkeys who are trying to sneak away from Thanksgiving dinner! Your turkey can escape however you like: time travel (like in the new movie Free Birds), snowboard, skate board, dressing up in disguise, hypnotizing the dinner guests... whatever you like! We will turn these in by Friday, 11/22 (the Friday before Thanksgiving Break).
SOCIAL STUDIES
(My homeroom)
Check out the social studies website to view resources and download notes! www.5socialstudies.weebly.com
My class is finishing our Jazz Age & Great Depression unit. To find out more about the standards we’ll be learning, click on the “Social Studies” tab at the top and find SS5H.4b and SS5H.5.
Monday: SS5H.4b - Project: Does this assembly line really make it faster to produce goods than individual assembly? Make graham cracker cars to find out! Start 1920s and 1930s study guides.
Tuesday: SS5H5 – Watch Kit Kittredge about the 1930s. Begin the movie guide.
Wednesday: SS5H.5 – Finish watching Kit Kittredge, and complete the movie guide.
Thursday: JAZZ AGE AND GREAT DEPRESSION TEST
Friday: Visitors in the media center from North Georgia History Center - hear from war veterans
Test: THIS Thursday, November 14.
LANGUAGE ARTS
POW Topic: What if people aged backwards? What would be the bad things? What would be the good things? How would that change how we ran the world?
Monday: Brainstorm.
Tuesday: Detail sentences.
Wednesday: Topic and concluding sentences.
Thursday: Final Copy.
Friday: Proofread/edit. (My homeroom: work on turkey stories)
Shurley English: Chapter 10
Skills: Mixed Patterns, plural nouns
P1: SN-V
P2: SN-Vt-DO
P3: SN-Vt-IO-DO
*We are also working on our Passion Projects for #geniushalfhour in my class. The "Genius Hour" movement is sweeping the education world, allowing kids to spend part of their day working on something they are truly curious/ passionate about. We are going to be finishing up Shurley English very soon, so we plan to spend the rest of our time researching for our Passion Projects. I'll be sending home more information about this soon.
Monday: Passion Project - work with iPod cart to research and update Trello.
Tuesday: Chapter 10 Lesson 2 - mixed patterns and plural nouns. Finish Classroom Practice #44.
Wednesday: Chapter 10 Lesson 3 - mixed patterns and plural nouns. Complete Chapter Checkup #45.
Thursday: Chapter 10 Lesson 4 - mixed patterns and plural nouns. Complete Classroom Practice #49. Homework: Chapter Checkup #50
Friday: CHAPTER 10 TEST
READING 1
HOMEWORK: Read 30 minutes every day.
Essential Questions
How are literary texts structured?
Common Core ELA Standards for Reading
RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Gifted Standards for Reading 1
*To see all the gifted standards, select "More" from the page bar at the top, then click on "Gifted."
ARS.1 The student investigates topics of interest and selects appropriate research tools.
ARS.2 The student formulates original and appropriate questions when researching.
ACS.1 The student uses written, spoken, and technological media to convey new learning.
ACS.2 The student produces written and/or oral work, including products and presentations, that is complex, purposeful, and organized, and that synthesizes information appropriately.
ACS.3 The student participates in small group discussions and supports and defends his/her own opinions while respecting the opinions of others.
HOCTS.2 The student responds to questions with supporting information that reflects in-depth knowledge of a topic.
HOCTS.6 The student identifies and illustrates basic principles and the foundational concepts that are central to understanding the essence of a field of study.
New Program for Reading 1
We are starting the SEM-R program in my Reading 1 Class. That stands for "Schoolwide Enrichment Model - Reading." We aren't doing this schoolwide; however, Mrs. Kennedy and I are implementing it in one of our classes. There are 3 "phases" in SEM-R, and those are detailed below. Students will participate in all 3 phases EACH DAY.
Phase 1: Book Hooks
I will be introducing students to more challenging books, both literary and informational, during book hooks. I won't read the whole book, just snippets to whet their appetites. We will spend between 15-20 minutes on this each morning.
Phase 2: SIR (Supported Independent Reading)
During this time, students will have 30-40 minutes of independent reading. I'll be conducting one-on-one conferences during this time with students to discuss their books and assess them on standards and higher-order thinking skills. Each student will have at least one conference per week.
Phase 3: Student Choice
Students will be able to have 25-30 minutes of activities of their choosing each day. Students may choose a different project each day if they choose.
Monday
Phase 1: Book Hooks
Phase 2: Supported Independent Reading, Conference Questions
Phase 3: Student Choices
READING 2
HOMEWORK: Read 30 minutes every day.
Essential Questions
How are literary texts structured?
Common Core ELA Standards for Reading 2
RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Monday: Whole Group
Read "The Popsicle Stick Bridge" in the Nov/Dec StoryWorks edition. Read the story in sections. Identify the elements of fiction in each section: character, setting, plot, conflict, theme.
Instructional Conversation
Discuss "The Popsicle Stick Bridge." Put details from the text into a plot map. Work together to answer close reading and critical thinking skills.
Computers
Catch up on Study Island tests, then student choice! Read an article on Tween Tribune or Wonderopolis. Write a blog post. Include a picture, or create your own on Tagxedo!
Literature Circles
Begin a new text! Preview the text, read it, and write a hand summary.
Independent Work
Using "The Popsicle Stick Bridge," create a Somebody-Wanted-But-So summary and illustrate it.
Assessment
Answer quiz questions on "The Popsicle Stick Bridge" using Elmo Clickers.
Enrichment
Enter essay contest for "The Popsicle Stick Bridge."
Thanks to everyone who sent in cans for the FalCan Food Drive! It was a tremendous success. Our class raised nearly 150 canned and boxed food items to help the needy in our community. I'm so proud! We have a busy week coming up as Thanksgiving sneaks in closer and closer. Let's check it out.
School Events
Mon, 11/11 Special social studies project (my homeroom)
Tues, 11/12 My homeroom library visit
Thurs, 11/14 Jazz Age & Great Depression Test; Thanksgiving Turkey & Dressing lunch in the cafeteria; Young Harris visitor, Ms. Baggs
Fri, 11/15 Jose's birthday; Chick-Fil-A $2.50; POW due (all language arts classes)
Note for my homeroom students who have Mrs. Kennedy for reading:
If you have Mrs. Kennedy for reading, but you are in my homeroom, you can click to her website to read specifics about her reading class. You could also just look at my reading sections below! The only difference is that our classes are swapped.
Mrs. Kennedy's Reading 1 matches MY Reading 2.
Mrs. Kennedy's Reading 2 matches MY Reading 1.
Guest House Writing Project: Homeroom
Our friends at The Guest House LOVED reading our spooky stories! They have asked us to write them special stories each month. This month, we are writing about turkeys who are trying to sneak away from Thanksgiving dinner! Your turkey can escape however you like: time travel (like in the new movie Free Birds), snowboard, skate board, dressing up in disguise, hypnotizing the dinner guests... whatever you like! We will turn these in by Friday, 11/22 (the Friday before Thanksgiving Break).
SOCIAL STUDIES
(My homeroom)
Check out the social studies website to view resources and download notes! www.5socialstudies.weebly.com
My class is finishing our Jazz Age & Great Depression unit. To find out more about the standards we’ll be learning, click on the “Social Studies” tab at the top and find SS5H.4b and SS5H.5.
Monday: SS5H.4b - Project: Does this assembly line really make it faster to produce goods than individual assembly? Make graham cracker cars to find out! Start 1920s and 1930s study guides.
Tuesday: SS5H5 – Watch Kit Kittredge about the 1930s. Begin the movie guide.
Wednesday: SS5H.5 – Finish watching Kit Kittredge, and complete the movie guide.
Thursday: JAZZ AGE AND GREAT DEPRESSION TEST
Friday: Visitors in the media center from North Georgia History Center - hear from war veterans
Test: THIS Thursday, November 14.
LANGUAGE ARTS
POW Topic: What if people aged backwards? What would be the bad things? What would be the good things? How would that change how we ran the world?
Monday: Brainstorm.
Tuesday: Detail sentences.
Wednesday: Topic and concluding sentences.
Thursday: Final Copy.
Friday: Proofread/edit. (My homeroom: work on turkey stories)
Shurley English: Chapter 10
Skills: Mixed Patterns, plural nouns
P1: SN-V
P2: SN-Vt-DO
P3: SN-Vt-IO-DO
*We are also working on our Passion Projects for #geniushalfhour in my class. The "Genius Hour" movement is sweeping the education world, allowing kids to spend part of their day working on something they are truly curious/ passionate about. We are going to be finishing up Shurley English very soon, so we plan to spend the rest of our time researching for our Passion Projects. I'll be sending home more information about this soon.
Monday: Passion Project - work with iPod cart to research and update Trello.
Tuesday: Chapter 10 Lesson 2 - mixed patterns and plural nouns. Finish Classroom Practice #44.
Wednesday: Chapter 10 Lesson 3 - mixed patterns and plural nouns. Complete Chapter Checkup #45.
Thursday: Chapter 10 Lesson 4 - mixed patterns and plural nouns. Complete Classroom Practice #49. Homework: Chapter Checkup #50
Friday: CHAPTER 10 TEST
READING 1
HOMEWORK: Read 30 minutes every day.
Essential Questions
How are literary texts structured?
Common Core ELA Standards for Reading
RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Gifted Standards for Reading 1
*To see all the gifted standards, select "More" from the page bar at the top, then click on "Gifted."
ARS.1 The student investigates topics of interest and selects appropriate research tools.
ARS.2 The student formulates original and appropriate questions when researching.
ACS.1 The student uses written, spoken, and technological media to convey new learning.
ACS.2 The student produces written and/or oral work, including products and presentations, that is complex, purposeful, and organized, and that synthesizes information appropriately.
ACS.3 The student participates in small group discussions and supports and defends his/her own opinions while respecting the opinions of others.
HOCTS.2 The student responds to questions with supporting information that reflects in-depth knowledge of a topic.
HOCTS.6 The student identifies and illustrates basic principles and the foundational concepts that are central to understanding the essence of a field of study.
New Program for Reading 1
We are starting the SEM-R program in my Reading 1 Class. That stands for "Schoolwide Enrichment Model - Reading." We aren't doing this schoolwide; however, Mrs. Kennedy and I are implementing it in one of our classes. There are 3 "phases" in SEM-R, and those are detailed below. Students will participate in all 3 phases EACH DAY.
Phase 1: Book Hooks
I will be introducing students to more challenging books, both literary and informational, during book hooks. I won't read the whole book, just snippets to whet their appetites. We will spend between 15-20 minutes on this each morning.
Phase 2: SIR (Supported Independent Reading)
During this time, students will have 30-40 minutes of independent reading. I'll be conducting one-on-one conferences during this time with students to discuss their books and assess them on standards and higher-order thinking skills. Each student will have at least one conference per week.
Phase 3: Student Choice
Students will be able to have 25-30 minutes of activities of their choosing each day. Students may choose a different project each day if they choose.
Monday
- Read "The Popsicle Stick Bridge" in the Nov/Dec StoryWorks edition. Discuss our Literary Lexicon for plot. Place sections of the story on a plot map.
- Phase 2 (SIR)
Phase 1: Book Hooks
- Scat by Carl Hiaasen
- Chomp by Carl Hiaasen
- Hoot by Carl Hiassen
- Flush by Carl Hiassen
Phase 2: Supported Independent Reading, Conference Questions
- How do the chapters of your book work together in the overall story structure?
- Explain your book's progression through a plot map.
Phase 3: Student Choices
- Continued independent reading
- Passion project
- Essay contest
- Creative writing (write your own book)
- Online books and videos
- Edgenuity (reading)
READING 2
HOMEWORK: Read 30 minutes every day.
Essential Questions
How are literary texts structured?
Common Core ELA Standards for Reading 2
RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Monday: Whole Group
Read "The Popsicle Stick Bridge" in the Nov/Dec StoryWorks edition. Read the story in sections. Identify the elements of fiction in each section: character, setting, plot, conflict, theme.
Instructional Conversation
Discuss "The Popsicle Stick Bridge." Put details from the text into a plot map. Work together to answer close reading and critical thinking skills.
Computers
Catch up on Study Island tests, then student choice! Read an article on Tween Tribune or Wonderopolis. Write a blog post. Include a picture, or create your own on Tagxedo!
Literature Circles
Begin a new text! Preview the text, read it, and write a hand summary.
Independent Work
Using "The Popsicle Stick Bridge," create a Somebody-Wanted-But-So summary and illustrate it.
Assessment
Answer quiz questions on "The Popsicle Stick Bridge" using Elmo Clickers.
Enrichment
Enter essay contest for "The Popsicle Stick Bridge."
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