READING
This week we will continue reading the novel,The Sign of the Beaver. We will focus on setting, motivation and mood as topics of discussion. We will also begin to discuss the themes of the novels. We will also use the text to point out the various parts of speech that we have been discussing.
We will continue daily rereads of what we cover in class within the novel text. Research has shown that this increases reader confidence, comprehension and fluency.
See your student's agenda for daily assignments.
WRITING
Subject, predicate, adjective, and adverb will be our continue to be the focus in grammar. We will also be working on techniques to make writing more vivid. The students will continue their writing pieces within the Writer's Workshop. Daily Language Review will accompany our grammar discussions.
Last week the students began writing an inferential response to an image taken for Chris Van Allsburg's The Mysteries of Harris Burdick. Their challenge is to choose an image and use vivid adjectives and adverbs to explain what they see happening in the image. They will will cite various clues in the image to justify their image.
The students will also respond in their journals to various literary, artistic, and musical prompts in order to practice and apply their growing understanding of vivid language.
SPELLING/ VOCABULARY (TEST on Tuesday, November 1)
boisterous
gleeful
sober
bounty
mortar
wielded
clamor
nimbly
genial
pungent
The assignment will contain multiple choice, fill in the blank, context, analogies, and associations.
MONDAY
• Practice spelling test
• Review comprehension questions from The Sign of the Beaver
• Read The Sign of the Beaver, chapter 20, and complete chapter summary
TUESDAY
• Spelling test (see above)
• Review ch. 20, read and discuss chapter 21 and 22, and complete chapter summary
WEDNESDAY
• Review ch. 21 and 22, read and discuss chapter 23, 24, and 25, and complete chapter summary (in class)
Monday, October 31, 2011
Firchau: Social Studies (Week of October 31)
This week the 5th grade will continue our unit on United States geography, focusing on the reasons for geographical cooperation and conflict and how of how resources, transportation, and economy relate to this issue. When will end the week exploring how human activity impacts geography.
It is very important that the students begin to make the review and study of their notes part of their daily routine.
LEARNING TARGETS
• I can use coordinates of latitude and longitude to determine the absolute location of points in North America.
• I can use maps to identify the location of:
- The three largest countries of North America;
- The 50 states of the United States;
- The Rocky and Appalachian mountain systems;
- The Mississippi, Rio Grande and St. Lawrence rivers;
- The Great Lakes.
Places & Regions
• I can describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America.
• I can explain how climate is influenced by:
- Earth-sun relationships;
- Landforms;
- Vegetation.
• I can explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define regions in North America.
• I can use distribution maps to describe the patterns of renewable, nonrenewable and flow resources in North America including:
- Forests;
- Fertile soil;
- Oil;
- Coal;
- Running water.
• I can analyze reasons for conflict and cooperation among regions of North America including:
- Trade;
- Environmental issues;
- Immigration.
MONDAY
• Review "The Human Effect"
• Begin exploration of how transportation and communication have affected settlement and economics
• Read, discuss, take notes on text
essential vocabulary
analyze
transportation
population distribution maps
population density
telegraph
telephone
Internet
MONDAY
• Read, discuss, take notes on transportation's affect on settlement and economics
• Assignment: study ... re-read and revise notes
TUESDAY
• Read, discuss, take notes on communication's affect on settlement and economics
• Assignment: study ... re-read and revise notes
WEDNESDAY
• STATES TEST: Locate and label (spelled correctly!) the states of the Northeast (test #1) Maine, New Hampshire, Vermont, New York, Pennsylvania, New Jersey, Connecticut, Rhode Island, Massachusetts) ... IMPORTANT! Don't forget your Midwest states!!!
• Review with a partner transportation and communication's affect on settlement and economics
• Assignment: study ... re-read and revise notes
THURSDAY
• No school.
FRIDAY
• No school.
***IMPORTANT!!! The unit test covering all geography content will be given Wednesday, November 9, 2011, following unit reviews on the 7th and 8th.
It is very important that the students begin to make the review and study of their notes part of their daily routine.
LEARNING TARGETS
• I can use coordinates of latitude and longitude to determine the absolute location of points in North America.
• I can use maps to identify the location of:
- The three largest countries of North America;
- The 50 states of the United States;
- The Rocky and Appalachian mountain systems;
- The Mississippi, Rio Grande and St. Lawrence rivers;
- The Great Lakes.
Places & Regions
• I can describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America.
• I can explain how climate is influenced by:
- Earth-sun relationships;
- Landforms;
- Vegetation.
• I can explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define regions in North America.
• I can use distribution maps to describe the patterns of renewable, nonrenewable and flow resources in North America including:
- Forests;
- Fertile soil;
- Oil;
- Coal;
- Running water.
• I can analyze reasons for conflict and cooperation among regions of North America including:
- Trade;
- Environmental issues;
- Immigration.
MONDAY
• Review "The Human Effect"
• Begin exploration of how transportation and communication have affected settlement and economics
• Read, discuss, take notes on text
essential vocabulary
analyze
transportation
population distribution maps
population density
telegraph
telephone
Internet
MONDAY
• Read, discuss, take notes on transportation's affect on settlement and economics
• Assignment: study ... re-read and revise notes
TUESDAY
• Read, discuss, take notes on communication's affect on settlement and economics
• Assignment: study ... re-read and revise notes
WEDNESDAY
• STATES TEST: Locate and label (spelled correctly!) the states of the Northeast (test #1) Maine, New Hampshire, Vermont, New York, Pennsylvania, New Jersey, Connecticut, Rhode Island, Massachusetts) ... IMPORTANT! Don't forget your Midwest states!!!
• Review with a partner transportation and communication's affect on settlement and economics
• Assignment: study ... re-read and revise notes
THURSDAY
• No school.
FRIDAY
• No school.
***IMPORTANT!!! The unit test covering all geography content will be given Wednesday, November 9, 2011, following unit reviews on the 7th and 8th.
Friday, October 28, 2011
Firchau: Social Studies (Week of October 24)
This week the 5th grade will continue our unit on United States geography, focusing on the reasons for geographical cooperation and conflict and how of how resources, transportation, and economy relate to this issue. When will end the week exploring how human activity impacts geography.
It is very important that the students begin to make the review and study of their notes part of their daily routine.
LEARNING TARGETS
• I can use coordinates of latitude and longitude to determine the absolute location of points in North America.
• I can use maps to identify the location of:
- The three largest countries of North America;
- The 50 states of the United States;
- The Rocky and Appalachian mountain systems;
- The Mississippi, Rio Grande and St. Lawrence rivers;
- The Great Lakes.
Places & Regions
• I can describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America.
• I can explain how climate is influenced by:
- Earth-sun relationships;
- Landforms;
- Vegetation.
• I can explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define regions in North America.
• I can use distribution maps to describe the patterns of renewable, nonrenewable and flow resources in North America including:
- Forests;
- Fertile soil;
- Oil;
- Coal;
- Running water.
• I can analyze reasons for conflict and cooperation among regions of North America including:
- Trade;
- Environmental issues;
- Immigration.
MONDAY
• Discussion, "Why do we need to know this, Mr. Firchau?"
• Review conflict and cooperation, pollution of flow resources
• Begin "The Human Effect," discuss our impact on the environment
essential vocabulary
effect
environment
habitat
navigation
ports
Interstate Highway System
suburbs
irrigation
• Read, discuss, take notes
• Assignment: study ... re-read and revise notes
TUESDAY
• The Human Effect, St. Lawrence Seaway and The Interstate Highway System, positive and negative consequences
• Read, discuss, take notes
• Assignment: study ... re-read and revise notes
WEDNESDAY
• The Human Effect, The Colorado River and irrigation, positive and negative consequences
• Read, discuss, take notes
• Assignment: study ... re-read and revise notes
THURSDAY
• Review activity.
FRIDAY
• STATES TEST: Locate and label (spelled correctly!) the states of the Northeast (test #1) Maine, New Hampshire, Vermont, New York, Pennsylvania, New Jersey, Connecticut, Rhode Island, Massachusetts) ... IMPORTANT! Don't forget your Midwest states!!!
It is very important that the students begin to make the review and study of their notes part of their daily routine.
LEARNING TARGETS
• I can use coordinates of latitude and longitude to determine the absolute location of points in North America.
• I can use maps to identify the location of:
- The three largest countries of North America;
- The 50 states of the United States;
- The Rocky and Appalachian mountain systems;
- The Mississippi, Rio Grande and St. Lawrence rivers;
- The Great Lakes.
Places & Regions
• I can describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America.
• I can explain how climate is influenced by:
- Earth-sun relationships;
- Landforms;
- Vegetation.
• I can explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define regions in North America.
• I can use distribution maps to describe the patterns of renewable, nonrenewable and flow resources in North America including:
- Forests;
- Fertile soil;
- Oil;
- Coal;
- Running water.
• I can analyze reasons for conflict and cooperation among regions of North America including:
- Trade;
- Environmental issues;
- Immigration.
MONDAY
• Discussion, "Why do we need to know this, Mr. Firchau?"
• Review conflict and cooperation, pollution of flow resources
• Begin "The Human Effect," discuss our impact on the environment
essential vocabulary
effect
environment
habitat
navigation
ports
Interstate Highway System
suburbs
irrigation
• Read, discuss, take notes
• Assignment: study ... re-read and revise notes
TUESDAY
• The Human Effect, St. Lawrence Seaway and The Interstate Highway System, positive and negative consequences
• Read, discuss, take notes
• Assignment: study ... re-read and revise notes
WEDNESDAY
• The Human Effect, The Colorado River and irrigation, positive and negative consequences
• Read, discuss, take notes
• Assignment: study ... re-read and revise notes
THURSDAY
• Review activity.
FRIDAY
• STATES TEST: Locate and label (spelled correctly!) the states of the Northeast (test #1) Maine, New Hampshire, Vermont, New York, Pennsylvania, New Jersey, Connecticut, Rhode Island, Massachusetts) ... IMPORTANT! Don't forget your Midwest states!!!
Thursday, October 27, 2011
PLEASE KEEP TOYS AT HOME
Many students are bringing toys from home, especially Bey Blades. Please make sure your child does not place toys in his or her book bag. Toys should be kept at home. The toys are causing too much of a distraction during the school day, and are also a source of conflict between students during recess time.
We appreciate your help with this matter.
We appreciate your help with this matter.
Wednesday, October 26, 2011
Mrs. Hoge's Language Arts ~ Week of October 31st
Reading: We are finishing the Newbery Award winning novel From the Mixed Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg. The novel is about a young girl named Claudia who decides to run away from her home in Connecticut to the Metropolitan Museum of Art in New York City. But she needs someone to accompany her, so she convinces her younger brother Jamie to go with her. The adventure begins!
Spelling: There are no spelling assignments this week.
Writing/Grammar: We continue to identify parts of speech as we complete our novel. Particular focus is on adverbs and adjectives. Students complete a Daily Language Review sheet each day to reinforce correct punctuation and capitalization, analogies, using context clues to derive meanings from words, spelling, and contractions.
Always check the agenda for daily assignments!
Remember....there is NO SCHOOL Thursday and Friday of this week due to Parent/Teacher/Student conferences.
Student~Parent~Teacher Conferences Next Week!
Parent questionnaires were recently sent home with each fifth grade student for parents to fill out and return to school. Please return them by Monday, October 31st.
We're looking forward to meeting with you and your child during your scheduled conference times, Wednesday, November 2nd and Thursday, November 3rd. If you haven't scheduled a conference with your child's teacher yet, please call the school to set up an appointment, 965-3902.
There will be no school next Thursday, November 3rd or Friday, November 4th.
Enjoy the long weekend!
We're looking forward to meeting with you and your child during your scheduled conference times, Wednesday, November 2nd and Thursday, November 3rd. If you haven't scheduled a conference with your child's teacher yet, please call the school to set up an appointment, 965-3902.
There will be no school next Thursday, November 3rd or Friday, November 4th.
Enjoy the long weekend!
Monday, October 24, 2011
Firchau: Language Arts (Week of October 24)
READING
This week we will continue reading the novel,The Sign of the Beaver. We will focus on setting, motivation and mood as topics of discussion. We will also begin to discuss the themes of the novels. We will also use the text to point out the various parts of speech that we have been discussing.
We will continue daily rereads of what we cover in class within the novel text. Research has shown that this increases reader confidence, comprehension and fluency.
See your student's agenda for daily assignments.
WRITING
Subject, predicate, adjective, and adverb will be our continue to be the focus in grammar. We will also be working on techniques to make writing more vivid. The students will continue their writing pieces within the Writer's Workshop. Daily Language Review will accompany our grammar discussions.
Last week the students began writing an inferential response to an image taken for Chris Van Allsburg's The Mysteries of Harris Burdick. Their challenge is to choose an image and use vivid adjectives and adverbs to explain what they see happening in the image. They will will cite various clues in the image to justify their image.
The students will complete typed final drafts (in-class) and present their paragraphs to the class on Thursday.
The students will also respond in their journals to various literary, artistic, and musical prompts in order to practice and apply their growing understanding of vivid language.
SPELLING/ VOCABULARY
boisterous
gleeful
sober
bounty
mortar
wielded
clamor
nimbly
genial
pungent
The assignment will contain multiple choice, fill in the blank, context, analogies, and associations.
Date of the assessment will be
This week we will continue reading the novel,The Sign of the Beaver. We will focus on setting, motivation and mood as topics of discussion. We will also begin to discuss the themes of the novels. We will also use the text to point out the various parts of speech that we have been discussing.
We will continue daily rereads of what we cover in class within the novel text. Research has shown that this increases reader confidence, comprehension and fluency.
See your student's agenda for daily assignments.
WRITING
Subject, predicate, adjective, and adverb will be our continue to be the focus in grammar. We will also be working on techniques to make writing more vivid. The students will continue their writing pieces within the Writer's Workshop. Daily Language Review will accompany our grammar discussions.
Last week the students began writing an inferential response to an image taken for Chris Van Allsburg's The Mysteries of Harris Burdick. Their challenge is to choose an image and use vivid adjectives and adverbs to explain what they see happening in the image. They will will cite various clues in the image to justify their image.
The students will complete typed final drafts (in-class) and present their paragraphs to the class on Thursday.
The students will also respond in their journals to various literary, artistic, and musical prompts in order to practice and apply their growing understanding of vivid language.
SPELLING/ VOCABULARY
boisterous
gleeful
sober
bounty
mortar
wielded
clamor
nimbly
genial
pungent
The assignment will contain multiple choice, fill in the blank, context, analogies, and associations.
Date of the assessment will be
Saturday, October 22, 2011
Corven's Language Arts Class-October 24th through November 2nd
READING
We continue exploring mysteries this week and next as we read, The Case of the Secret Message. The students will identify key components of a mystery and make journal predictions each day as we read the story together. On Tuesday and Wednesday (November 1st & 2nd), the students will complete a "photo clue" that could be used to solve a mystery. We will need some magazines to cut out pictures for this activity. If you have any extra magazines that we could use, please send them in with your child. Thank You.
WRITING
The students will finish the the editing process of the Harris Burdick paragraph this week in class. Each student will publish their final copy in the computer lab on Wednesday. All paragraphs will be shared in class on Thursday.
GRAMMAR
The students will complete Daily Language #4 in class this week.
SPELLING
All of the spelling words this week end in /er/ or /or/.
>The following 20 words will be assessed on Tuesday, November 1st.
actor, author, director, doctor, donor, explorer, gardener, hiker, janitor, conductor, operator, painter, plumber, professor, radiator, refrigerator, runner, sculptor, sailor, tailor
HOMEWORK THE WEEK OF OCTOBER 24th
Monday- Spelling Worksheet
Tuesday- Spelling Word Find, Due Thursday
Thursday & Friday- Study Spelling
HOMEWORK THE WEEK OF OCTOBER 31st
Monday- Study for spelling test tomorrow
- Comprehension questions p.162 in the Literacy Place Book
We continue exploring mysteries this week and next as we read, The Case of the Secret Message. The students will identify key components of a mystery and make journal predictions each day as we read the story together. On Tuesday and Wednesday (November 1st & 2nd), the students will complete a "photo clue" that could be used to solve a mystery. We will need some magazines to cut out pictures for this activity. If you have any extra magazines that we could use, please send them in with your child. Thank You.
WRITING
The students will finish the the editing process of the Harris Burdick paragraph this week in class. Each student will publish their final copy in the computer lab on Wednesday. All paragraphs will be shared in class on Thursday.
GRAMMAR
The students will complete Daily Language #4 in class this week.
SPELLING
All of the spelling words this week end in /er/ or /or/.
actor, author, director, doctor, donor, explorer, gardener, hiker, janitor, conductor, operator, painter, plumber, professor, radiator, refrigerator, runner, sculptor, sailor, tailor
HOMEWORK THE WEEK OF OCTOBER 24th
Monday- Spelling Worksheet
Tuesday- Spelling Word Find, Due Thursday
Thursday & Friday- Study Spelling
HOMEWORK THE WEEK OF OCTOBER 31st
Monday- Study for spelling test tomorrow
- Comprehension questions p.162 in the Literacy Place Book
MATH- October 24th-November 2nd
We continue our study of geometry this week in math. Given any polygon, the students will learn how to divide the polygon into triangles to determione the sum of the angles of the polygon. In addition, the students will explore polygons that tessellate and polygons that do not tessellate. The students will then create original tessellations in class. There will be a unit 3 test on Monday, October 31st. On Tuesday and Wednesday (November 1st & 2nd), we will begin unit 4 which focuses on division.
HOMEWORK THE WEEK OF OCTOBER 24th
Monday-No assignment
Tuesday- No assignment
Wednesday- Tessellation due Wednesday, November 2nd.
Thursday & Friday- Review math notes to prepare for Unit 3 Test on Monday, October 31st.
HOMEWORK THE WEEK OF OCTOBER 31st
Monday- No assignment
Tuesday- Math Journal p.100
Wednesday- No assignment
HOMEWORK THE WEEK OF OCTOBER 24th
Monday-No assignment
Tuesday- No assignment
Wednesday- Tessellation due Wednesday, November 2nd.
Thursday & Friday- Review math notes to prepare for Unit 3 Test on Monday, October 31st.
HOMEWORK THE WEEK OF OCTOBER 31st
Monday- No assignment
Tuesday- Math Journal p.100
Wednesday- No assignment
Tuesday, October 18, 2011
Science/Health ~ Weeks of October 24th and 31st
Projects have been presented! Be sure to stop in and see the display of posters and dioramas the students have created. You're in for a treat!
We will be starting health unit on Body Systems this week, which will carry over into next week. Our focus will be on the different body systems and how they work together to allow us to do what we do on a daily basis.
Please look for Health news over the weekend to share in class on Monday.
Check agendas daily for upcoming assignments.
We will be starting health unit on Body Systems this week, which will carry over into next week. Our focus will be on the different body systems and how they work together to allow us to do what we do on a daily basis.
Please look for Health news over the weekend to share in class on Monday.
Check agendas daily for upcoming assignments.
Monday, October 17, 2011
Firchau: Social Studies (Week of October 17)
This week the 5th grade will continue our unit on United States geography, focusing on the reasons for geographical cooperation and conflict and how of how resources, transportation, and economy relate to this issue.
It is very important that the students begin to make the review and study of their notes part of their daily routine.
LEARNING TARGETS
• I can use coordinates of latitude and longitude to determine the absolute location of points in North America.
• I can use maps to identify the location of:
- The three largest countries of North America;
- The 50 states of the United States;
- The Rocky and Appalachian mountain systems;
- The Mississippi, Rio Grande and St. Lawrence rivers;
- The Great Lakes.
Places & Regions
• I can describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America.
• I can explain how climate is influenced by:
- Earth-sun relationships;
- Landforms;
- Vegetation.
• I can explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define regions in North America.
• I can use distribution maps to describe the patterns of renewable, nonrenewable and flow resources in North America including:
- Forests;
- Fertile soil;
- Oil;
- Coal;
- Running water.
• I can analyze reasons for conflict and cooperation among regions of North America including:
- Trade;
- Environmental issues;
- Immigration.
MONDAY
• Cooperating to earn a living
• Read, discuss, take notes
• Assignment: study ... re-read and revise notes
TUESDAY
• Competition & Conflict: Trade, Immigration, Pollution
• Read, discuss, take notes
• Assignment: study ... re-read and revise notes
WEDNESDAY
• No class -- RECREATION UNLIMITED field trip
• Assignment: study ... re-read and revise notes
THURSDAY
• STATES TEST: Locate and label (spelled correctly!) the states of the Midwest (test #3)Michigan, Ohio, Indiana, Illinois, Wisconsin. Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota
FRIDAY
• No school.
It is very important that the students begin to make the review and study of their notes part of their daily routine.
LEARNING TARGETS
• I can use coordinates of latitude and longitude to determine the absolute location of points in North America.
• I can use maps to identify the location of:
- The three largest countries of North America;
- The 50 states of the United States;
- The Rocky and Appalachian mountain systems;
- The Mississippi, Rio Grande and St. Lawrence rivers;
- The Great Lakes.
Places & Regions
• I can describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America.
• I can explain how climate is influenced by:
- Earth-sun relationships;
- Landforms;
- Vegetation.
• I can explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define regions in North America.
• I can use distribution maps to describe the patterns of renewable, nonrenewable and flow resources in North America including:
- Forests;
- Fertile soil;
- Oil;
- Coal;
- Running water.
• I can analyze reasons for conflict and cooperation among regions of North America including:
- Trade;
- Environmental issues;
- Immigration.
MONDAY
• Cooperating to earn a living
• Read, discuss, take notes
• Assignment: study ... re-read and revise notes
TUESDAY
• Competition & Conflict: Trade, Immigration, Pollution
• Read, discuss, take notes
• Assignment: study ... re-read and revise notes
WEDNESDAY
• No class -- RECREATION UNLIMITED field trip
• Assignment: study ... re-read and revise notes
THURSDAY
• STATES TEST: Locate and label (spelled correctly!) the states of the Midwest (test #3)Michigan, Ohio, Indiana, Illinois, Wisconsin. Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota
FRIDAY
• No school.
MATH- Week of October 17th
We continue our study of geometry this week in math. Our focus will be on the properties of polygons and parts of a circle.
HOMEWORK
Monday- Math Journal p. 56
Tuesday- Math Journal p. 81
Wednesday- Field Trip
Thursday- No assignment
Friday- No school
HOMEWORK
Monday- Math Journal p. 56
Tuesday- Math Journal p. 81
Wednesday- Field Trip
Thursday- No assignment
Friday- No school
Tuesday, October 11, 2011
Mrs. Hoge Language Arts ~ Week of October 10th
Reading: We are reading the Newbery Award winning novel From the Mixed Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg. The novel is about a young girl named Claudia who decides to run away from her home in Connecticut to the Metropolitan Museum of Art in New York City. But she needs someone to accompany her, so she convinces her younger brother Jamie to go with her. The adventure begins!
We will finish reading and discussing Chapter 7-8, pages 102-123. Please ask your child to tell you about what they have read.
Vocabulary/Spelling words from chapter 8 include:
1. resist
2. abrasions
3. expenses
4. scolding
5. guide
6. topaz
7. language
8. stomach
9. sandwich
10. heroine
11. envelope
12. counterfeit
13. summarize
14. biographers
15. technique
16. rejection
17. hunch
18.passage
19. tightwad
20. consulting
Bonus: Connecticut
Lists will be sent home Wednesday 10/12. Please check to be sure your child has the spelling words written in his/her agenda. The Spelling test for Chapter 8 will be Thursday, October 20th.
Writing/Grammar: Our focus will be on identifying different parts of speech as we read through the novel, particularly nouns and verbs. Adjectives and adverbs will also be a focus.
Students are also working on independent writing activities, using the writing process. Peer editing will be a topic of discussion.
ONE HOUR DELAY!!!
Don't forget...there will be a one hour school delay on Wednesday, October 12th. Students will arrive at 9:50 and proceed with the day as usual.
Firchau: Language Arts (Week of October 10)
READING
This week we will continue reading the novel, The Sign of the Beaver. We will focus on motivation and mood as topics of discussion. We will also use the text to point out the various parts of speech that we have been discussing.
We will continue daily rereads of what we cover in class within the novel text. Research has shown that this increases reader confidence, comprehension and fluency.
Tuesday we will complete a comprehension assessment over chapters 12-15
See your student's agenda for daily assignments.
WRITING
Subject, predicate, adjective, and adverb will be our continue to be the focus in grammar. We will also be working on techniques to make writing more vivid. The students will continue their writing pieces within the Writer's Workshop. Daily Language Review will accompany our grammar discussions.
The students will also respond in their journals to various literary, artistic, and musical prompts in order to practice and apply their growing understanding of vivid language.
SPELLING/ VOCABULARY
On Thursday we will have a comprehensive assessment on the vocabulary from The Sign of the Beaver, chapters 1-15 ...
venturing
vaguely
begrudgingly
expedition
abruptly
nonchalantly
disgruntled
glowered
incomprehensible
indignant
mocking
sinew
shrewdly
The assessment will contain multiple choice, fill in the blank, context, analogies, and associations.
This week we will continue reading the novel, The Sign of the Beaver. We will focus on motivation and mood as topics of discussion. We will also use the text to point out the various parts of speech that we have been discussing.
We will continue daily rereads of what we cover in class within the novel text. Research has shown that this increases reader confidence, comprehension and fluency.
Tuesday we will complete a comprehension assessment over chapters 12-15
See your student's agenda for daily assignments.
WRITING
Subject, predicate, adjective, and adverb will be our continue to be the focus in grammar. We will also be working on techniques to make writing more vivid. The students will continue their writing pieces within the Writer's Workshop. Daily Language Review will accompany our grammar discussions.
The students will also respond in their journals to various literary, artistic, and musical prompts in order to practice and apply their growing understanding of vivid language.
SPELLING/ VOCABULARY
On Thursday we will have a comprehensive assessment on the vocabulary from The Sign of the Beaver, chapters 1-15 ...
venturing
vaguely
begrudgingly
expedition
abruptly
nonchalantly
disgruntled
glowered
incomprehensible
indignant
mocking
sinew
shrewdly
The assessment will contain multiple choice, fill in the blank, context, analogies, and associations.
Firchau: Social Studies (Week of October 10)
This week the 5th grade will continue our unit on United States geography, with a brief side trip on Monday when we'll discuss Christopher Columbus.
It is very important that the students begin to make the review and study of their notes part of their daily rotine.
LEARNING TARGETS
This week's focus will be on location, places, and regions of North America
• I can use coordinates of latitude and longitude to determine the absolute location of points in North America.
• I can use maps to identify the location of:
- The three largest countries of North America;
- The 50 states of the United States;
- The Rocky and Appalachian mountain systems;
- The Mississippi, Rio Grande and St. Lawrence rivers;
- The Great Lakes.
Places & Regions
• I can describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America.
• I can explain how climate is influenced by:
- Earth-sun relationships;
- Landforms;
- Vegetation.
• I can explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define regions in North America.
• I can use distribution maps to describe the patterns of renewable, nonrenewable and flow resources in North America including:
- Forests;
- Fertile soil;
- Oil;
- Coal;
- Running water.
• I can analyze reasons for conflict and cooperation among regions of North America including:
- Trade;
- Environmental issues;
- Immigration.
MONDAY
• Christopher Columbus: Culture, power, and discovery.
TUESDAY
• Continue reading/notes on Places and Regions packet.
• Review. Climate: Latitude, landforms, bodies of water ... the essentials.
• Assignment: review and revise notes; study states
WEDNESDAY
• In-class climate assessment, discussion
• Assignment: review and revise notes; study states
THURSDAY
• Resources: renewable, nonrenewable, flow
• Assignment: review and revise notes; study states
FRIDAY
•STATES TEST: Locate and label (spelled correctly!) the states of the Midwest (test #2)Michigan, Ohio, Indiana, Illinois, Wisconsin. Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota
It is very important that the students begin to make the review and study of their notes part of their daily rotine.
LEARNING TARGETS
This week's focus will be on location, places, and regions of North America
• I can use coordinates of latitude and longitude to determine the absolute location of points in North America.
• I can use maps to identify the location of:
- The three largest countries of North America;
- The 50 states of the United States;
- The Rocky and Appalachian mountain systems;
- The Mississippi, Rio Grande and St. Lawrence rivers;
- The Great Lakes.
Places & Regions
• I can describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America.
• I can explain how climate is influenced by:
- Earth-sun relationships;
- Landforms;
- Vegetation.
• I can explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define regions in North America.
• I can use distribution maps to describe the patterns of renewable, nonrenewable and flow resources in North America including:
- Forests;
- Fertile soil;
- Oil;
- Coal;
- Running water.
• I can analyze reasons for conflict and cooperation among regions of North America including:
- Trade;
- Environmental issues;
- Immigration.
MONDAY
• Christopher Columbus: Culture, power, and discovery.
TUESDAY
• Continue reading/notes on Places and Regions packet.
• Review. Climate: Latitude, landforms, bodies of water ... the essentials.
• Assignment: review and revise notes; study states
WEDNESDAY
• In-class climate assessment, discussion
• Assignment: review and revise notes; study states
THURSDAY
• Resources: renewable, nonrenewable, flow
• Assignment: review and revise notes; study states
FRIDAY
•STATES TEST: Locate and label (spelled correctly!) the states of the Midwest (test #2)Michigan, Ohio, Indiana, Illinois, Wisconsin. Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota
Monday, October 10, 2011
Corven's Language Arts Class- Week of October 17th
READING / WRITING
Students will be introduced to the Harris Burdick Mysteries. These beautiful illustrations will be used to teach students how to make inferences based on what they see. Based on their inferences, the students will write a 5 sentence paragraph. Each paragraph will have a topic sentence, three supporting sentences and a concluding sentence. The students will publish their paragraphs next week in the computer lab.
SPELLING
There will not be a spelling test this week.
GRAMMAR
We continue our study of adjectives and adverbs this week.
HOMEWORK
There will not be any homework assignments this week in Language Arts.
Students will be introduced to the Harris Burdick Mysteries. These beautiful illustrations will be used to teach students how to make inferences based on what they see. Based on their inferences, the students will write a 5 sentence paragraph. Each paragraph will have a topic sentence, three supporting sentences and a concluding sentence. The students will publish their paragraphs next week in the computer lab.
SPELLING
There will not be a spelling test this week.
GRAMMAR
We continue our study of adjectives and adverbs this week.
HOMEWORK
There will not be any homework assignments this week in Language Arts.
MATH- Week of October 10th
The students will continue to explore geometry concepts this week as we progress through unit 3. Angles will be the focus this week. The students will identify angle measurements using a protractor, and create angles of specific measurements. The students will also identify the differences between adjacent and vertical angles.
HOMEWORK
Monday- Math Journal p. 74
Tuesday- Points, Lines, Angles vocabulary worksheet
Wednesday- Math Journal p.79
Thursday- Geometry Review Worksheet
HOMEWORK
Monday- Math Journal p. 74
Tuesday- Points, Lines, Angles vocabulary worksheet
Wednesday- Math Journal p.79
Thursday- Geometry Review Worksheet
Harvest Day Celebration!!!
BWE fifth grade students will be traveling to Recreation Unlimited, Wednesday, October 19th for a fun filled day of learning to celebrate our O-H-I-O heritage.
Permision slips have been sent home and all students need to return them, the $5 cost for your child, and the EMERGENCY MEDICAL RELEASE form as soon as possible. Students not turning in that form will not be permitted to attend the field trip.
Permision slips have been sent home and all students need to return them, the $5 cost for your child, and the EMERGENCY MEDICAL RELEASE form as soon as possible. Students not turning in that form will not be permitted to attend the field trip.
Science ~ Week of October 10th
Vocabulary Words of the Week: biome, climate zone, adaptation, deciduous forest, tropical rainforest, temperate, tundra, taiga, grasslands, desert, moderate, dominant, permafrost.
Monday ~ Students will be comparing the six land biomes we have been studying. We'll be looking at geographical locations, climate, and plants and animals that live their and their special adaptations. Quiz review.
Tuesday ~ open note and vocabulary quiz. Project rubric and checklist will be handed out.
Wednesday ~ Read and discuss the role people play in changing ecosystems.
Thursday ~ Read and discuss how people can use resources wisely.
Friday ~ Wrap up. Project presentation preparations for next week :Monday, Tuesday and Thursday.
Look for cool Science News over the weekend to share on Monday!
Please check your child's agenda each night for upcoming assignments.
Tuesday, October 4, 2011
Endangered Animal and Biomes Project ~ Due Monday, October 17th
Please follow these guidelines for completing your Endangered Animal and Biomes Project. Students will be given guidelines information in class, with a space provided for a parent signature. Please return that page tomorrow, 10/5. It will be checked and returned with your child so you have this information at home. This project is due Monday, October 17th. Project selections must be made by Friday, October 7th.
Students may select from these options:
ENDANGERED ANIMAL BIOME COLLAGE
Make a colorful collage of a specific endangered animal on a full sheet of poster board. Neatly cut out pictures from a magazine, download colorful pictures from the Internet, or draw your own pictures to show your animal in action in its natural habitat or environment. To do a collage, overlap each picture slightly, so none of the poster board shows. Include captions under the pictures describing the scene, or use adjectives to describe the traits of the animal. Your endangered animal’s name must stand out on this collage. Make sure your name and date are on the front of the collage. A map of the biome location and food web should be included on your collage. A written report of the endangered animal must be turned in with the collage. Details below.
BIOME TRAVEL POSTER
Create a colorful poster on a full sheet of poster board that highlights a specific land biome. Include on your poster a map of the geographical location (continent or continents), either hand drawn or copied, a description of the climate, and animals and plants found there. Add other important details about the biome that would encourage people to visit there. You may do illustrations yourself or use pictures from magazines or the Internet. All pictures should have a caption underneath describing that scene. Get creative with this! Your travel poster should have a catchy title with the name of the biome you’re advertising. Your name and date should be on the front of the poster as well. A written report will be turned in with your travel poster. Details below.
ENDANGERED ANIMAL BIOME DIORAMA
You will need a large shoebox to make a 3-D diorama for this project. Research an endangered animal and design a scene showing it in its natural environment. You can make your animal out of clay or use other materials. The more details, the better! The box must be completely covered on the outside so the entire diorama resembles the animal’s habitat. Include a map of the geographical locations (biomes) where this animal lives on the outside of the box. Your diorama should have a title clearly displayed on the front or top of the box, along with your name and the date. A written report must be turned in with your diorama. Details below.
LAND BIOMES BOOK
Create a book that describes each of the six land biomes we studied in class: tundra, taiga, deciduous forest, grasslands, desert, and tropical rain forest. Your book must have a title page, a Table of Contents page, and a “The End” page. Each content page must be numbered to match the Table of Contents and include a brief description of each biome: the geographic location of the biome (continent or continents) shown on a map, the climate (including the average temperature, amount of sunlight, and rainfall), the plants and animals found there and any adaptations they need for survival, and a “Did You Know?” interesting fact about each one (ex. Did You Know? The tundra is known as the frozen desert!) Colorful illustrations of each biome should be included on each page. Include a food web for one biome of your choice. No written report is needed with this project since the book IS the report!
WRITTEN REPORT GUIDELINES
Your report should be at least two pages if handwritten. Skip a space between lines, and DO NOT write in the margins of the paper. You may use pen, but no scribbling out. This should be your neatest work. If you type your report, it should be one page or longer, double-spaced, using a font no larger than 18. There must be a title page with the title of your project, your name and the date.
If you are writing about an endangered animal, your report must include a description of the animal, the biome in which it lives and the geographical location of the biome, the animal’s diet, the special adaptations it has to survive in its environment, and any natural predators it has. Also include why it is endangered and what is currently being done to protect it. A food web of this animal must be included with the report (unless you show it on the collage or diorama), showing how energy is transferred from one organism to another (make sure the sun is incorporated into your food web).
Biome reports must include information on the geographic location (continents), the climate, including the average temperature, the amount of rain, and how much sunlight is received, and the animals and plants found there along with their adaptations. A food web found in this biome must be included. Add other information you find interesting about these biomes.
In addition to a cover page, all reports should include a bibliography or resources page with at least two references. Students will receive a sample bibliography to see how to cite different sources. The Internet may be used as a source, but you must write the website, not just “Google.com”. Also, books, magazines, educational TV shows or videos may be used as sources, in addition to personal interviews with experts in the field.
Enjoy this GREAT learning adventure!
Students may select from these options:
ENDANGERED ANIMAL BIOME COLLAGE
Make a colorful collage of a specific endangered animal on a full sheet of poster board. Neatly cut out pictures from a magazine, download colorful pictures from the Internet, or draw your own pictures to show your animal in action in its natural habitat or environment. To do a collage, overlap each picture slightly, so none of the poster board shows. Include captions under the pictures describing the scene, or use adjectives to describe the traits of the animal. Your endangered animal’s name must stand out on this collage. Make sure your name and date are on the front of the collage. A map of the biome location and food web should be included on your collage. A written report of the endangered animal must be turned in with the collage. Details below.
BIOME TRAVEL POSTER
Create a colorful poster on a full sheet of poster board that highlights a specific land biome. Include on your poster a map of the geographical location (continent or continents), either hand drawn or copied, a description of the climate, and animals and plants found there. Add other important details about the biome that would encourage people to visit there. You may do illustrations yourself or use pictures from magazines or the Internet. All pictures should have a caption underneath describing that scene. Get creative with this! Your travel poster should have a catchy title with the name of the biome you’re advertising. Your name and date should be on the front of the poster as well. A written report will be turned in with your travel poster. Details below.
ENDANGERED ANIMAL BIOME DIORAMA
You will need a large shoebox to make a 3-D diorama for this project. Research an endangered animal and design a scene showing it in its natural environment. You can make your animal out of clay or use other materials. The more details, the better! The box must be completely covered on the outside so the entire diorama resembles the animal’s habitat. Include a map of the geographical locations (biomes) where this animal lives on the outside of the box. Your diorama should have a title clearly displayed on the front or top of the box, along with your name and the date. A written report must be turned in with your diorama. Details below.
LAND BIOMES BOOK
Create a book that describes each of the six land biomes we studied in class: tundra, taiga, deciduous forest, grasslands, desert, and tropical rain forest. Your book must have a title page, a Table of Contents page, and a “The End” page. Each content page must be numbered to match the Table of Contents and include a brief description of each biome: the geographic location of the biome (continent or continents) shown on a map, the climate (including the average temperature, amount of sunlight, and rainfall), the plants and animals found there and any adaptations they need for survival, and a “Did You Know?” interesting fact about each one (ex. Did You Know? The tundra is known as the frozen desert!) Colorful illustrations of each biome should be included on each page. Include a food web for one biome of your choice. No written report is needed with this project since the book IS the report!
WRITTEN REPORT GUIDELINES
Your report should be at least two pages if handwritten. Skip a space between lines, and DO NOT write in the margins of the paper. You may use pen, but no scribbling out. This should be your neatest work. If you type your report, it should be one page or longer, double-spaced, using a font no larger than 18. There must be a title page with the title of your project, your name and the date.
If you are writing about an endangered animal, your report must include a description of the animal, the biome in which it lives and the geographical location of the biome, the animal’s diet, the special adaptations it has to survive in its environment, and any natural predators it has. Also include why it is endangered and what is currently being done to protect it. A food web of this animal must be included with the report (unless you show it on the collage or diorama), showing how energy is transferred from one organism to another (make sure the sun is incorporated into your food web).
Biome reports must include information on the geographic location (continents), the climate, including the average temperature, the amount of rain, and how much sunlight is received, and the animals and plants found there along with their adaptations. A food web found in this biome must be included. Add other information you find interesting about these biomes.
In addition to a cover page, all reports should include a bibliography or resources page with at least two references. Students will receive a sample bibliography to see how to cite different sources. The Internet may be used as a source, but you must write the website, not just “Google.com”. Also, books, magazines, educational TV shows or videos may be used as sources, in addition to personal interviews with experts in the field.
Enjoy this GREAT learning adventure!
Imagine ...
If you are a dreamer come in
If you are a dreamer a wisher a liar
A hoper a pray-er a magic-bean-buyer
If youre a pretender com sit by my fire
For we have some flax golden tales to spin
Come in!
Come in!
― Shel Silverstein
Monday, October 3, 2011
Firchau: Language Arts (Week of October 3)
READING
This week we will continue reading the novel, The Sign of the Beaver. We will focus on motivation and mood as topics of discussion. We will also use the text to point out the various parts of speech that we have been discussing.
We will continue daily rereads of what we cover in class within the novel text. Research has shown that this increases reader confidence, comprehension and fluency.
See your student's agenda for daily assignments.
WRITING
Subject, predicate, adjective, and adverb will be our continue to be the focus in grammar. We will also be working on techniques to make writing more vivid. The students will continue their writing pieces within the Writer's Workshop.
The students will also respond in their journals to various literary, artistic, and musical prompts in order to practice and apply their growing understanding of vivid language.
SPELLING/ VOCABULARY
From The Sign of the Beaver, chapters 12-15 ...
chagrined
flimsy
sinew
indignant
goaded
shrewdly
mocking
tribute
Assignment: Complete "4 Boxes" activity for all words (definition, sentence, synonym and antonym, and illustration). Due Wednesday 10.5.11
Assessment: Thursday, 10.6.11
This week we will continue reading the novel, The Sign of the Beaver. We will focus on motivation and mood as topics of discussion. We will also use the text to point out the various parts of speech that we have been discussing.
We will continue daily rereads of what we cover in class within the novel text. Research has shown that this increases reader confidence, comprehension and fluency.
See your student's agenda for daily assignments.
WRITING
Subject, predicate, adjective, and adverb will be our continue to be the focus in grammar. We will also be working on techniques to make writing more vivid. The students will continue their writing pieces within the Writer's Workshop.
The students will also respond in their journals to various literary, artistic, and musical prompts in order to practice and apply their growing understanding of vivid language.
SPELLING/ VOCABULARY
From The Sign of the Beaver, chapters 12-15 ...
chagrined
flimsy
sinew
indignant
goaded
shrewdly
mocking
tribute
Assignment: Complete "4 Boxes" activity for all words (definition, sentence, synonym and antonym, and illustration). Due Wednesday 10.5.11
Assessment: Thursday, 10.6.11
Firchau: Social Studies (Week of October 3)
This week the 5th grade will continue our unit on United States geography.
LEARNING TARGETS
This week's focus will be on location, places, and regions of North America
• I can use coordinates of latitude and longitude to determine the absolute location of points in North America.
• I can use maps to identify the location of:
- The three largest countries of North America;
- The 50 states of the United States;
- The Rocky and Appalachian mountain systems;
- The Mississippi, Rio Grande and St. Lawrence rivers;
- The Great Lakes.
Places & Regions
• I can describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America.
• I can explain how climate is influenced by:
- Earth-sun relationships;
- Landforms;
- Vegetation.
• I can explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define regions in North America.
• I can use distribution maps to describe the patterns of renewable, nonrenewable and flow resources in North America including:
- Forests;
- Fertile soil;
- Oil;
- Coal;
- Running water.
• I can analyze reasons for conflict and cooperation among regions of North America including:
- Trade;
- Environmental issues;
- Immigration.
MONDAY
• Discuss location, political/physical features of North America
TUESDAY
• North America map activity (physical features)
• Discuss location and climate, resources, and culture
WEDNESDAY
• Read and discuss how latitude, bodies of water, and landforms affect climate
THURSDAY
• Comprehension assessment
FRIDAY
•STATES TEST: Locate and label (spelled correctly!) the states of the Midwest (Michigan, Ohio, Indiana, Illinois, Wisconsin. Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota)
LEARNING TARGETS
This week's focus will be on location, places, and regions of North America
• I can use coordinates of latitude and longitude to determine the absolute location of points in North America.
• I can use maps to identify the location of:
- The three largest countries of North America;
- The 50 states of the United States;
- The Rocky and Appalachian mountain systems;
- The Mississippi, Rio Grande and St. Lawrence rivers;
- The Great Lakes.
Places & Regions
• I can describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America.
• I can explain how climate is influenced by:
- Earth-sun relationships;
- Landforms;
- Vegetation.
• I can explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define regions in North America.
• I can use distribution maps to describe the patterns of renewable, nonrenewable and flow resources in North America including:
- Forests;
- Fertile soil;
- Oil;
- Coal;
- Running water.
• I can analyze reasons for conflict and cooperation among regions of North America including:
- Trade;
- Environmental issues;
- Immigration.
MONDAY
• Discuss location, political/physical features of North America
TUESDAY
• North America map activity (physical features)
• Discuss location and climate, resources, and culture
WEDNESDAY
• Read and discuss how latitude, bodies of water, and landforms affect climate
THURSDAY
• Comprehension assessment
FRIDAY
•STATES TEST: Locate and label (spelled correctly!) the states of the Midwest (Michigan, Ohio, Indiana, Illinois, Wisconsin. Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota)
Mrs. Hoge Language Arts ~ Week of October 3rd
Reading: We are reading the Newbery Award winning novel From the Mixed Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg. The novel is about a young girl named Claudia who decides to run away from her home in Connecticut to the Metropolitan Museum of Art in New York City. But she needs someone to accompany her, so she convinces her younger brother Jamie to go with her. The adventure begins!
We will finish reading and discussing Chapter 5-6, pages 67-101. Please ask your child to tell you about what they have read.
Vocabulary/Spelling words from this chapter includes:
1. insisted
2. restaurant
3. persuade
4. available
5. authority
6. interrupted
7. accumulate
8. routine
9. evidence
10. conscience
11. furious
12. murmur
13.exhibit
14. stealthily
15. symbol
16. triumphant
17. publicity
18. impatient
19. ordinary
20. ancient
Bonus: Michelangelo
The Spelling test for chapters 5-6 will be Thursday, October 6th.
Writing/Grammar: Our focus will be on identifying subjects and predicates as we read through the novel. We will also be looking for different parts of speech, particularly nouns and verbs, to make the connection between subjects and predicates. Adjectives and adverbs will also be a focus.
Students are also working on independent writing activities, using the writing process. Peer editing will be a topic of discussion.
Science ~ Week of October 3rd
Vocabulary Words of the Week: biome, climate zone, adaptation, deciduous forest, tropical rainforest, temperate, tundra, taiga, grasslands, desert, moderate, dominant, permafrost.
Monday ~ Students will be comparing grasslands biomes to desert biomes. We'll be looking at geographical locations, climate, and plants and animals that live their and their special adaptations.
Tuesday ~ Sharing data on grasslands and deserts in class. We'll begin learning about the taiga and tundra, and collecting data on those two distinct biomes.
Endangered animal/biomes project guidelines go home. Guidelines sheet needs to be signed by a parent and returned Friday. The bulk of this project will be done at home, however some class time will be devoted to gathering data. We'll begin gathering information on specific animals and biomes in the computer lab during science class time.
Wednesday ~ Sharing data on tundra and taiga biomes in class.
Thursday ~ Computer lab for gathering information for projects.
Friday ~ Biomes vocabulary and open note quiz.
Look for cool Science News over the weekend to share on Monday!
Please check your child's agenda each night for upcoming assignments.
Monday ~ Students will be comparing grasslands biomes to desert biomes. We'll be looking at geographical locations, climate, and plants and animals that live their and their special adaptations.
Tuesday ~ Sharing data on grasslands and deserts in class. We'll begin learning about the taiga and tundra, and collecting data on those two distinct biomes.
Endangered animal/biomes project guidelines go home. Guidelines sheet needs to be signed by a parent and returned Friday. The bulk of this project will be done at home, however some class time will be devoted to gathering data. We'll begin gathering information on specific animals and biomes in the computer lab during science class time.
Wednesday ~ Sharing data on tundra and taiga biomes in class.
Thursday ~ Computer lab for gathering information for projects.
Friday ~ Biomes vocabulary and open note quiz.
Look for cool Science News over the weekend to share on Monday!
Please check your child's agenda each night for upcoming assignments.
Sunday, October 2, 2011
MRS. CORVEN'S LANGUAGE ARTS CLASS- Week of October 3rd
READING
The students will complete Shiloh story element maps this week in class and present them on Thursday. We will also read magazine and newspaper articles to find adjectives and adverbs, along with the words they modify.
SPELLING
There will not be a spelling test this week. The students will receive a list of 20 words on Thursday based on the Sherlock Holmes mystery, The Redheaded League (which we will read in class next week.) There will be a spelling test over those 20 words on Thursday, October 13th.
GRAMMAR
The students will focus on identifying adjectives and adverbs in short passages as well as using them in writing. In addition, the students will complete Daily Language activities each day in class.
HOMEWORK
Thursday- Adjective Worksheet **Begin studying spelling words for test next Thursday
The students will complete Shiloh story element maps this week in class and present them on Thursday. We will also read magazine and newspaper articles to find adjectives and adverbs, along with the words they modify.
SPELLING
There will not be a spelling test this week. The students will receive a list of 20 words on Thursday based on the Sherlock Holmes mystery, The Redheaded League (which we will read in class next week.) There will be a spelling test over those 20 words on Thursday, October 13th.
GRAMMAR
The students will focus on identifying adjectives and adverbs in short passages as well as using them in writing. In addition, the students will complete Daily Language activities each day in class.
HOMEWORK
Thursday- Adjective Worksheet **Begin studying spelling words for test next Thursday
MATH- Week of October 3rd
We finish unit 2 this week in math. We will spend Monday and Tuesday reviewing unit 2 concepts in class. There will be a unit 2 assessment on Wednesday. On Thursday and Friday the students will be introduced to unit 3 as they explore the 5 types of angles, and practice measuring angles with a protractor.
HOMEWORK
Monday- 10 multiplication review problems
Tuesday- Unit 2 Review Worksheet **Study notes from the composition book
Wednesday- Unit 2 Assessment, No assignment
Thursday- Math Journal p.65
Friday- No assignment
HOMEWORK
Monday- 10 multiplication review problems
Tuesday- Unit 2 Review Worksheet **Study notes from the composition book
Wednesday- Unit 2 Assessment, No assignment
Thursday- Math Journal p.65
Friday- No assignment
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