WELCOME!

Welcome to the Big Walnut Elementary 5th Grade website!All assignments are grouped by teacher and are organized in descending order.

Wednesday, September 28, 2011

IMPORTANT ANNOUNCEMENT!!!

If your child has permission to ride on the BWE float in the Homecoming Parade Friday night, please sign their agenda stating so.  Forms were sent home last week, however some students did not get them.  Two students from each class will be selected to ride on the float.  Any student not selected is welcome to walk with the float in the parade!!!!  Show your school pride and join us for the Parade!!!  Meet at the Sunbury United Methodist Church on E. Cherry St. at 5:15 in your best and brightest RED and GOLD and get ready to show your BWE SPIRIT!!!
Students walking in the Parade should be met at the high school afterwards by a parent or other responsible person.  BWE families are encouraged to walk in the Parade with our float entry!!!  And plan on attending the football game after.  It's going to be a GREAT night to show your school and community pride!!!
If you cannot be at the church at 5:15......feel free to join us along the Parade route at any time!

GO EAGLES!!!

Tuesday, September 27, 2011

Exploring the Columbus Zoo's "Suitcase for Survival"

Karley Schick holding an elephant ivory bracelet, Hannah Moroz with a pheasant feather purse, Tim Lotts with a python skin wallet, Justin Hess holding coral, and Dylan Lowe holding an African elephant tusk.


Kelsey Pennington holding a seal skin purse, Mikayla Colvin with a monitor lizard skin, Sierra Dixon with an alligator handbag, and Raegan Buzaki holding a boot made from a sea turtle.

Endangered Animal "Survival Suitcase" from the Columbus Zoo

Zach Herbert, Fred Dible and William Meyer holding a cheetah skin from the Columbus Zoo's Endangered animal Survival Suitcase.


Willow Janson, Daisy Rooney and MaryBeth Brown holding the list of endangered plants and animals from around the world.




Raegan Buzaki holding an elephant ivory bracelet  and Juliana Bickel holding a bone necklace from the Survival Suitcase.

Monday, September 26, 2011

Science ~ Week of September 26th

Vocabulary Words of the Week: biome, climate zone, adaptation, deciduous forest, tropical rainforest, temperate, tundra, taiga, grasslands, desert, moderate, dominant, permafrost.

Monday ~ Biomes activity in class.  Students will be comparing climate zones and biomes using maps of North America. Homework:  Finish maps started in class.  Be sure to label the biome for each area on each map.  Use the key on the Investigate log for this.  Due tomorrow.
Tuesday ~ Comparing biomes to climate zones.  Homework:  Fact/Opinion and Comparisons worksheet. Due Wednesday.
Wednesday ~ Tropical rain forest and Deciduous forest comparison.  Note taking on each followed by class discussion.
Thursday ~ Grasslands and Desert comparison.  Note taking on each followed by class discussion.
Friday ~ Tundra and Taiga comparison.  Note taking on each followed by class discussion.

Look for cool Science News over the weekend to share on Monday!

Please check your child's agenda each night for upcoming assignments.

Sunday, September 25, 2011

Mrs.Corven's Language Arts Class-Week of September 26th

READING
We finish the novel, Shiloh, in class this week. There will be a comprehension assessment over Shiloh on Thursday. In addition, the students will work with a partner to create a story element map of Shiloh. The students will share their maps next week.

SPELLING/VOCABULARY
The following 10 words are from chapters 13-15 of Shiloh. The students will be assessed on the spelling and the meaning of each word on Thursday. We will spend time in class discussing word meanings as we read them in context. The 10 words are: allergic, rehearse, quarrel, fierce, camouflage, jubilation, blackmail, bargain, spite, omission

GRAMMAR/WRITING
We will look for vivid adjectives and adverbs as we read Shiloh this week in class. The students will then use vivid adjectives and adverbs in their own writing pieces.

HOMEWORK
Monday- Vocabulary 4 Block Worksheet due Wednesday
Study spelling and vocabulary each evening for 10 minutes in preparation for the test on Thursday.

MATH-Week of September 26th

Estimation and multiplication algorithms will be our primary focus in math this week as students complete estimation activities in class. On Thursday, the students will have the opportuntiy to practice multiplication facts in the computer lab. Please encourage your child to practice multiplication math facts at home. A great site to explore is multiplication.com

HOMEWORK
Monday- Math Journal p.42
Tuesday- Math Journal p.49
Wednesday- Math Journal p.52
Thursday-No assignment
Friday- No assignment

Firchau: Language Arts (Week of September 26)

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.  Various written responses to the novel will be written in the students' journals.

We will begin 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 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
We continue our list from chapters 6-11 ...

abruptly

nonchalantly

disdainful

incomprehensible

wary

glowered

disgruntled

dumfounded, <i>or</i> dumbfounded

finicky

contemptuous

The Log Cabins look TERRIFIC!!!

Thursday, September 22, 2011

Mrs. Hoge's 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 chapter 4 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.  Editing will be a topic of discussion.

Tuesday, September 20, 2011

Firchau: Social Studies (Week of September 19)

This week we will proceed down the path of discovery in our exploration of the problem-solving process.

The students have been given the challenge of using their powers of innovation to see how long they can keep paper aloft.

LEARNING TARGETS
I can use a problem-solving/decision-making process which includes:
• Identifying a problem;

• Gathering information;

• Listing and considering options;

• Considering advantages and disadvantages of options;

• Choosing and implementing a solution;

• Developing criteria for judging its effectiveness;

• Evaluating the effectiveness of the solution.


MONDAY
No school -- GOOD LUCK at THE FAIR!

TUESDAY
• Begin working with a partner to use the problem solving process
• Document the experience using "sketchbook"
• REMEMBER be aware and open ... innovate ... try the untried ... see something different!

WEDNESDAY
• Begin working with a partner to use the problem solving process
• Document the experience using "sketchbook"
• REMEMBER be aware and open ... innovate ... try the untried ... see something different!

THURSDAY
• Demonstrate solution

FRIDAY
• Reflect on the process
• Review the steps of the process (purpose)

Monday, September 19, 2011

Science ~ Week of September 19th

Vocabulary Words of the Week: producer, consumer, decomposer, food chain, herbivore, carnivore, omnivore, energy pyramid, food web, threatened, endangered, extinct.

This week we are reviewing concepts learned about ecosystems for a unit test on Thursday.

Monday ~ no School - Fair Day
Tuesday ~ Class discussion on ways organisms compete for food and other resources. Study Guide handed out for Ecosystems test on Thursday.  Homework:  Life Depends on the Sun worksheet.  Read the selection and write a brief paragraph about how you are part of the food chain in the illustration.
Wednesday ~ Class discussion/review on population decline/vanishing habitats. Design food webs using organisms from a grasslands ecosystem.  Continue review for test.
Thursday ~ Ecosystems Test.  Investigate and explore Suitcase for Survival.
Friday ~ Explore Suitcase for Survival.  Discuss endangered animals and how illegal hunting contributes to population decline.

Look for cool Science News over the weekend to share on Monday!

Please check your child's agenda each night for upcoming assignments.

Corven's Language Arts Class-Week of September 19th

READING
We continue our book study of Shiloh. The students will focus on chapters 11-14. The main character in the novel, Marty, is faced with many tough choices as his lies begin to unravel. The students will examine the predictions they made earlier in the story to what actually happens in the story.

SPELLING
This week the students will focus on commonly misspelled words found in their writing. The following 15 words will need to be practiced and studied for the spelling test on Friday. Because of the short week, the test will be on Friday rather than on Thursday. The students will focus on only the spelling of these words not the definitions.
does, wrong, alone, where, were, when, friend, believe, Mrs. Corven, through,
though, beside, again, our, because

WRITING
The students continue writing stories using the steps of the writing process.

GRAMMAR
We will review subject/predicate and nouns/verbs this week. There will be a quiz on Friday.
The students will also complete a Daily Language review in class.

HOMEWORK
Tuesday- Daily Language Monday & Tuesday
Wednesday & Thursday- Study spelling words and subject/predicate notes for Friday Quiz.

MATH-Week of September 19th

We continue our study of unit 2 this week. Our focus will be on the partial sum and partial difference algorithms. These algorithms reinforce place value knowledge. In addition, the students will learn about variables and how they are used in number stories.

Homework
Tuesday- Math Journal p.36
Wednesday- Math Journal p.34
Thursday- No assignment
Friday- No assignment

Tuesday, September 13, 2011

Firchau Language Arts: Log Cabin


In chapter one of the novel, The Sign of the Beaver, Matt has given readers a vivid description of the construction and appearance of the log cabin he has built with his father. Using that description as inspiration and a guide, the students have been given the challenge of creating a model log cabin.

The cabin is to placed on a base (plot of land) NO LARGER than twelve inches by twelve inches square. The plot may be made of posterboard, cardboard, plywood, etc.... anything sturdy enough to support the cabin. The project is to be constructed completely of FOUND OBJECTS ... nothing needs to be purchased. Please, no Lincoln Logs, plastic toys/figurines. Credit will be given for creative effort!!!

In the interest of authenticity, I expressed my desire to have the studentss use as many found objects as possible to construct their cabin. Using twigs/sticks is preferable to dowels, or Lincoln Logs, or popsicle sticks because it challenges the students to be creative in the collection and construction of their cabin. Please, don't use army men, plastic horses, etc. In the past, students have expressed the enjoyment they've experienced in making add-ons out of wood, clay, etc. As the rubric states, these things are preferred and will be given higher marks than the plastic or manufactured alternative.

Please understand that I'm not looking for extravagance, but rather an authentic learning experience. The detail provided in chapter one of The Sign of the Beaver is extensive in its description of the crude, though effective shelter.

Here are some SUGGESTIONS for materials ...
PLOT
• painted clay
• plant-carrying flat

FOLIAGE
• fallen tree branches/twigs

CABIN
• twigs/branches/sticks

CHINKING
• clay
• mud
• flour and water paste

ROOF
• branches
• pine boughs
• straw

FURNITURE
• wood scraps

FIREPLACE
• stones/pebbles
• twigs/branches/sticks
• clay

WINDOWS
• oiled paper

Full points will be given for the care taken in following criteria ...
CONSTRUCTION - Materials
Appropriate materials were selected and creatively modified in ways to make them even better.

CONSTRUCTION - Effort
Great care taken in the construction process making the finished product neat, attractive, and according to instructions given.

CREATIVITY
Three extras (such as people, animals, furniture, tools) were added to make the cabin more realistic and eye-catching.

Monday, September 12, 2011

Firchau: Language Arts (Week of September 12)

WRITING
This week we will continue exploring, discussing, and applying the writing process. We will continue to look at the process steps in detail. We will also continue working with declarative (statements), imperative (commands), interrogative (questions), and exclamatory (emotional statements) sentences. Adjectives, adverbs, subjects, and predicates.

READING
We will continue reading the novel, The Sign of the Beaver. Discussions will include setting, character motivation,

SPELLING
This week's spelling/vocabulary comes from chapters 6-11 of The Sign of the Beaver. This list will be written in the students' agenda for reference. The vocabulary component of the list will challenge the students to list synonyms and antonyms for the words

abruptly

nonchalantly

disdainful

incomprehensible

wary

glowered

disgruntled

dumfounded

finicky

contemptuous

MONDAY:
WRITING

Review/practice sentence types
Discuss/practice subject and predicate
Discuss/practice adjective/adverb

READING
Read, discuss chapter 5 in The Sign of the Beaver. Complete chapter summary ... create a title name for each chapter, 2-3 bullet-pointed main ideas of the chapter, and draw an illustration of an essential part of the chapter.

TUESDAY:
WRITING

Mini-lesson, "Putting muscles in your verbs"
Continue applying the writing process

READING
Read, discuss chapter 6 in The Sign of the Beaver. Complete chapter summary ... create a title name for each chapter, 2-3 bullet-pointed main ideas of the chapter, and draw an illustration of an essential part of the chapter.
Complete Chapter 1-6 comprehension questions

WEDNESDAY:
WRITING

Discuss/practice sentence types
Discuss/practice subject and predicate
Discuss/practice adjective/adverb

READING
Review comprehension questions
Introduce spelling/vocabulary for ch. 6-11
Read and discuss Sign of the Beaver chapter 7
Complete chapter summary (create a title name for each chapter, 2-3 bullet-pointed main ideas of the chapter, and illustration of an inspirational part of the chapter)

THURSDAY:
WRITING
Discuss/practice sentence types
Discuss/practice subject and predicate
Discuss/practice adjective/adverb
Continue applying the writing process

FRIDAY:
Read and discuss Sign of the Beaver chapter 8
Complete chapter summary

Firchau: Social Studies (Week of September 12)

This week we will begin a unit on the process of problem-solving

MONDAY:
Begin PROBLEM-SOLVING Unit
Discuss learning targets
• I can use a problem-solving/decision-making process which includes:
Identifying a problem;
Gathering information;
Listing and considering options;
Considering advantages and disadvantages of options;
Choosing and implementing a solution;
Developing criteria for judging its effectiveness;
Evaluating the effectiveness of the solution.


Discuss creativity and "Freedom from Fear!"

Discuss the "How-Tos" of Problem-solving

TUESDAY:
Review the creative approach to problem solving

Discuss the steps of the problem-solving process

Introduce problem-solving challenge (to be revealed)

WEDNESDAY:
Begin to view "Leonardo's Dream Machines"

• Relate the experiences of Leonardo, the engineers, and designers to the problem-solving process and take notes on observations

THURSDAY:
Finish "Leonardo's Dream Machines"

• Relate the experiences of Leonardo, the engineers, and designers to the problem-solving process take notes on observations.

• Discuss how the film relates to our challenge. What can be learned from the film?

FRIDAY:
Discuss the application of the steps of the problem-solving process.

Science ~ Week of September 12th

Vocabulary Words of the Week: producer, consumer, decomposer, food chain, herbivore, carnivore, omnivore, energy pyramid, food web threatened, endangered, extinct.

This week we are learning about food chains and will be designing food chains and food webs to gain a deeper understanding of this concept.

Monday - Class discussion based on text reading. Homework: food chains/energy pyramid worksheet.
Tuesday ~  Class discussion on ways organisms compete for food and other resources.  Homework:  Energy pyramid/food chains and webs worksheet
Wednesday - Reading in text and class discussion on population decline/vanishing habitats. Explore "suitcase for survival" in class. Homework:  Extinction causes worksheet
Thursday - Continue discussion on vanishing habitats.  land Lab visit.  Bring old shoes if possible.
Friday - Concept review.  Food chains/webs and vanishing habitats.

Look for cool Science News over the weekend to share on Monday!

Please check your child's agenda each night for upcoming assignments.

Sunday, September 11, 2011

Corven's Language Arts Class- Week of September 12th

Reading
Chapters 7-10 will be our focus in the novel, Shiloh. The main character of the story, Marty, is currently facing many frustrations as he struggles to keep Shiloh safe. This week the students will be identifying the problems found in the story so far, and predicting the solutions.


Spelling
The spelling/vocabulary words this week are found in chapters 5- 8 of Shiloh.
On Thursday, the students will be assessed over the spelling and the definition 
of the following 10 words: panting, gradually, commence, nonsense, suspicious, elect, blush, remedy, maze, ashamed


Writing
On Tuesday and Thursday, the students will continue working on original pieces of writing as they progress through the steps of the writing process.


Grammar
We continue identifying the simple and complex subjects and predicates of sentences.
In addition, the students will complete Daily Language activities in class this week.


Homework
Monday- Shiloh chapter 7 & 8 comprehension worksheet due Wednesday
              - Spelling definitions due Wednesday
Tuesday- Final copy of pet poem 
Wednesday- Study for spelling/vocabulary quiz
                    - Subject/Predicate Worksheet
Thursday & Friday- No assignments

MATH-Week of September 12th

We will finish unit 1 in math this week. On Monday and Tuesday, the students will spend time reviewing important vocabulary and math concepts learned in unit 1. On Wednesday, the students will complete a unit 1 assessment in class. Unit 2 will will be introduced on Thursday and Friday. 

Homework
Monday- Math Journal p.24
Tuesday- Study math vocabulary from the math composition book for tomorrow's test
Wednesday- No assignment
Thursday- Math Journal p.28
Friday- No assignment

Wednesday, September 7, 2011

Mistakes.


Carol Dweck, a professor of psychology at Stanford University, has conducted groundbreaking research in this area. One of her experiments asked 400 5th graders in New York City schools to take an easy short test, on which almost all performed well. Half the children were praised for "being really smart." The other half was complimented "having worked really hard."

Then they were asked to take a second test and given the options of either choosing one that was pretty simple and they would do well on, or one that was more challenging, but they might make mistakes.

Of those students praised for effort, 90 percent chose the harder test. Of those praised for being smart, the majority chose the easy test. Dweck has conducted such experiments and studies in a variety of school districts -- low-income, high-income, homogenous and mixed- culture and races.

A cornerstone of Dweck's research is the concepts of fixed mindsets and growth mindsets. Those with fixed mindsets, as Professor Dweck says, believe people are good at something -- either good at math or music or baseball -- or they're not. For those with a fixed mindset, mistakes serve no purpose but to highlight failure.

Those with what Professor Dweck calls growth mindsets -- who believe that some people are better or worse in certain areas but we can all improve and develop our skills and abilities -- are much more likely to be able to accept mistakes because they know they're part of learning.

And studies in a secondary school have shown that when students are taught about growth mindsets and that the brain is malleable, their motivation to learn dramatically increases.


Read the rest at Edutopia.

Tuesday, September 6, 2011

Mrs. Hoge's Language Arts Class - Week of September 12, 2011

Reading  We have started the Newbery Award winning novel From the Mixed Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg this week. 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 Chapters Two and Three, pages 19-42. Please ask your child to tell you about what they have read. We'll start chapter 4 on Friday.

There will be a test on chapters 1-3 on Thursday 9/15.

Vocabulary words from these chapters include:
1. possessions
2. resisted
3. percolator
4. penetrated
5. stowaways
6. expenditures
7. extravagant
8. cheapskate
9. gorgeous
10. fatigue

Bonus word:  inconspicuous

Writing assignments 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.
Students are also working on independent writing activities, using the writing process.

Spelling   Look for a list to come home this week in your child's agenda.  Words will be taken from chapters 2 and 3 of our novel.

Each student has received a sheet titled "Get to 50". Students may chose a variety of assignments from the list that total 50 points. The assignments are due Thursday, 9/15.

The Spelling test will be Thursday, September 15th.

Science - Week of September 5th

Vocabulary words of the week:  producer, consumer, decomposer, food chain, herbivore, carnivore, omnivore, energy pyramid, food web.

This week we are learning about food chains and will be designing different food chains to gain a deeper understanding of this concept.

Tuesday - Class discussion based on text reading.  No homework.
Wednesday - Continue class discussion on food chains.  Categorize organisms into different groups of producers, consumer, and decomposers.  Homework tonight:  Food Chains worksheet, Activities 2-3 due tomorrow.
Thursday - Discuss energy pyramids and how energy is transferred from one organism to the next.  Continue constructing food chains to demonstrate energy transfer.
Friday -  Use food chains constructed throughout the week to design food webs.

Look for cool Science News over the weekend to share on Monday!

Please check your child's agenda each night for upcoming assignments.

Firchau: Social Studies (Week of September 5)

This week we will review the baseline assessment taken last Friday and begin the process of note-taking.

MONDAY:
No school - enjoy your Labor Day!

TUESDAY:
Review process and elements of good note-taking
Signal words in note-taking
Practice taking notes on a text passage

WEDNESDAY:
Continue practice taking notes on a text passage

THURSDAY:
Review essentials of note-taking

FRIDAY:
Note-taking assessment

Firchau: Language Arts (Week of September 5)

WRITING
This week we will continue exploring, discussing, and applying the writing process. We will continue to look at the process steps in detail. We will also continue working with declarative (statements), imperative (commands), interrogative (questions), and exclamatory (emotional statements) sentences.

READING
We will begin get read through chapter 5 of the novel, The Sign of the Beaver.

SPELLING
This week's vocabulary continues from chapters 1-5 of The Sign of the Beaver

rueful

surveyor

venturing

proprietor

solitary

vaguely

expedition

begrudgingly

mite

boggy

MONDAY:
No school - Enjoy your Labor Day!

TUESDAY:
Sentence types
Writing process.
Develop a process
Review vocabulary, procedures and assignment.

WEDNESDAY:
Sentence types
Review vocabulary procedures and assignment.
Read and discuss Sign of the Beaver
Complete chapter summary (create a title name for each chapter, 2-3 bullet-pointed main ideas of the chapter, and illustration of an inspirational part of the chapter)


THURSDAY:
Begin first writing piece
Mini-lesson, "Putting muscles in your verbs"

FRIDAY:
Read and discuss Sign of the Beaver
Complete chapter summary

Monday, September 5, 2011

Language Arts (Corven's Class) Week of September 5th

Reading
We continue our book study of Shiloh. Our focus will be chapters 5 & 6.

Spelling
Due to the short school week, there will not be a spelling/vocabulary test on Thursday.

Writing
We continue identifying and writing declarative, interrogative, imperative, and exclamatory sentences this week. In addition, the students will begin a writing rough draft on a topic of their choice and move through the steps of the writing process.

Grammar
Finding the subject and predicate of sentences will be the focus in grammar. The students will learn the difference between simple subjects/predicates and complete subjects/predicates.

HOMEWORK
Monday- No school
Tuesday- Shiloh Comprehension Worksheet over Chapters 3 & 4
Wednesday- Finish writing 4 types of sentences in Language Arts Composition Book (started in class)
Thursday- Sentence Worksheet and Study notes over 4 types of sentences for a quiz tomorrow

MATH -Week of September 5th

We continue unit 1 this week with a focus on square numbers and finding the landmarks (minimum, maximum, range, median, mode, and mean) of a number data set. The students will also continue exploring prime vs. composite numbers.

Homework
Monday- No School
Tuesday- Square Number Worksheet
Wednesday- Math Journal p.22
Thursday & Friday- No assignment

Friday, September 2, 2011

Curriculum information

It is an honor and a privilege to be able to guide your student through his or her final elementary school year.

Parental involvement is one of the strongest indicators of student achievement. It will be important for us to work together as the students prepare for middle school. We thank you in advance for the support and encouragement we know you will give your son or daughter this school year.

Communication is Key

• Online classroom
BWE homepage
BWE 5th Grade

• Eagle-I (mobile communication device)

• Red Communication Folder (classwork, assignments, communications)

Daily Schedule

9:10-9:50 Specials (Music, P.E., Art)
10:00-10:50 Block #1 (Math, Science, or Social Studies)
10:50-11:40 Block #2 (Math, Science, or Social Studies)
11:40-12:30 Block #3 (Math, Science, or Social Studies)
12:30-1:15 Lunch/Recess
1:15-3:00 Language Arts (Reading, Writing, Spelling, Grammar)
3:00-3:30 Study Hall

Agendas

All daily homework assignments are posted in the classroom. Your child will write daily homework assignments in his/her agenda each day. Once your child’s planner is complete for the day, we will sign it. Each night a parent or guardian should sign the planner to show that the assignments are complete. Students that finish assignments throughout the day, should still bring them home to show that they are complete.

Homework Policy

The purpose of homework is to reinforce what has been learned in the classroom. Homework helps to prepare students for assessments and teaches responsibility as well as positive study habits. Assignments will be collected in class on their due dates. When a student does not turn in an assignment, the assignment will be highlighted in his/her assignment book so that parents are aware of the late assignment. Late assignments will be accepted. However, for each day that an assignment is late, it will be dropped one letter grade. Thank you for helping your child make homework a priority!

Social Studies

Curriculum:
History Alive!
Nystrom Atlas of Our Country’s History
Cross-curricular coordination with Language Arts
 
Ohio Academic Content Standards-based approach to teaching
Highly interactive activity-based approach to learning
Hands-on activities, interactive group projects
Online support (History Alive!)
Applied knowledge
 
5th grade curriculum, fall to spring
Social Studies Skills & Methods
United States Geography
U.S. History (pre-colonial exploration, 1492 – Westward Expansion, 1820)
People in Societies (cultures)
Economics
Federal Government, Declaration of Independence, The Constitution, and The Bill of Rights
Citizenship
 
Assignments, activities and assessments
Daily readings and assignments
Daily individual and group participation
Daily formative assessments
Weekly/bi-weekly summative assessments

Science and Health

The science program is a fast-paced, exciting, and hands-on exploration into
many disciplines and interest areas. We will be focusing on learning and using
science process skills to help us gather, organize, analyze, and present our scientific knowledge. Tracking energy transfer will be a common theme in all our units of study.

Health education is integrated into the science curriculum and includes body systems, the study of disease, nutrition, safety, and drug awareness. Members of the Delaware County Sheriff's Department conduct sessions on safety and drug awareness with all Big Walnut 5th graders.

Major units of science study include:
• Life Sciences (ecosystems, biomes, ecology)
• Physical Sciences (energy, light, sound, laws of motion)
• Scientific Inquiry (scientific method, science fair)
• Earth and Space (solar system, Earth’s resources)

Math

The Everyday Mathematics curriculum is a comprehensive math program that aligns with Ohio’s academic content standards. The students will build and extend their knowledge of six mathematical content strands through a variety of learning activities. Please refer to your child’s Student Reference Book for a listing of the six content strands.

• Student Reference Book (SRB)- The student textbook is a great resource for
both students and parents. Students should bring this book home to help with
all homework assignments.

• Student Math Journal- This workbook contains both class work and
homework assignments.

• Family Letter- At the beginning of each unit, we will send home a letter that
summarizes the math concepts the students will be learning in that particular
unit.

This program can be extra challenging for those students still struggling with multiplication facts. If your child struggles with math facts, please help him or her to practice at home. We will spend very little time in class reviewing basic math facts.

Language Arts

Reading: Students will improve their reading skills and strategies through reading a variety of texts for deeper understanding, including diverse novels and our textbook, Literacy Place.

The reading component of the curriculum is ...
• Aligned with Ohio Academic Content Standards, focusing on acquisition of vocabulary, reading process (concepts of print, comprehension strategies, and strategies for self-monitoring comprehension), and reading applications (varied texts including informational, persuasive, technical, and literary)
• Individual reading levels are are assessed several times per year with the Scholastic Reding Inventory (SRI). This determines a lexile level (5th grade target is 565 to 910) and matches books to the student's reading level. (More a lexile.com)
• AIMS Web on-going progress-monitoring and assessment of student reading fluency and comprehension.

In order to facilitate a healthy and productive reading culture, all students are requires to have a silent reading book with them in class everyday. Students are expected to read each evening for at least 20 minutes.

Writing
Students will develop many varied pieces of writing within the Writer's Workshop format. They will understand and apply the writing process (prewriting, rough draft, first revision, second revision, teacher conference, and publishing) and will be instructed on the details of their writing within in-class mini-lessons.

The writing component of the curriculum is ...
• Aligned with the Ohio Academic Content Standards (process, application, conventions, research, and communication)
• Focused on writing process where students will continuously edit and improve their writing piece over time with guided teacher and peer support (see process above)
• Writing pieces will be varied and dynamic ... narratives, reports, letters, poetry, persuasive, and informal.
• Daily Language Review (DLR) will be employed to keep students' proofreading and grammar skills sharp.

Spelling
Students will progress through the 5th grade content areas with grade-level appropriate words.

The spelling component of the curriculum is ...
• Aligned with the Ohio Academic Content Standards (Writing Conventions)
• Regularly assessed
• Weekly assignments
• Words based on areas of study
• Please help your child study and apply their new vocabulary.





Thursday, September 1, 2011

Curriculum Night is TONIGHT!

Just a reminder that the BWE Curriculum Night will TONIGHT, Thursday, September 1, 2011. For your convenience there will be two identical sessions, one from 5-5:45 and another from 6-6:45. We will discuus curriculum, academic and social expectations, and asnswer any questions that you may have concerning the 5th grade year!

We look forward to seeing you!

More!


“To lose our culture is to lose our memory.”

More Leonardo da Vincis, more Martha Grahams, more Ludwig Van Beethovens, more Luciano Pavarottis, more Marlon Brandos, more Antoni Gaudis, more Coco Chanels, more Bob Dylans, more Zhang Xiaogangs, more William Shakespeares, more Julia Margaret Camerons, more Gustav Vigelands, more Andrew Lloyd Webbers, more Francis Ford Coppolas, more Meryl Streeps, more Alice In Wonderlands, more Anna Pavlovas, more Michael Jacksons, more Vincent van Goghs, more Harry Potters, more Phil Knights, more Rabindranath Tagores, more Pablo Picassos, more John Steinbecks… Please Sir – can we have some more?

Sir Ken Robinson, PhD, is one of the internationally recognized leaders in the development of education creativity and innovation. He has received numerous honorary degrees from universities, and many awards from cultural organizations and governments, all over the world. He was knighted in 2003 by Queen Elizabeth II for services to the Arts. He has advised governments in Europe, Asia and North America on the Arts. In 2005 he was named one of Time/Fortune/CNN’s Principal Voices. His book, The Element: How Finding Your Passion Changes Everything, is a New York Times best seller and has been translated into 21 languages. His latest book is the 10th anniversary edition of his classic work on creativity and innovation, Out of Our Minds: Learning to be Creative.

Sir Ken, what do you believe an arts curriculum should look like in primary and secondary school education?

I believe that the arts should be on an equal footing in schools with the sciences, humanities, languages and physical education. In most school systems there is a hierarchy. Arts programs are being cut ruthlessly since “No Child Left Behind” came out ten years ago. In the UK, they still talk about core foundation subjects, i.e. English, Math, and Science. In most countries the arts are a second tier activity. My first point is that the arts must be given equal footing. That’s what we argued in The Arts in Schools, the book I published in 1982.

There’s a need for a balance in arts education in several respects. One of them is that a proper arts curriculum would provide for music, dance, visual arts, literature and drama. When we did The Arts in Schools project, I made a point of not trying to define the arts in any form. The reason for this was that the arts are a vibrant set of disciplines, and when you go into different cultures they don’t think of there being 4 or 5 different art forms. For example, for an audience watching a dance performance, that is a visual art form; if you look at musical theater, that is a combination of different disciplines: acting, dancing, music. So even defining 5 or 6 different art forms can become problematic.

Secondly, I think there should be a balance within the teaching of the arts. I ran a large project in the UK in the 80’s called the “The Arts 5-16” in which we offered a clear framework for arts education. There should be a balance between actually doing the arts and secondly, engaging students in understanding other people’s work. In other words, making and appraising. In some schools you will find that there is a greater emphasis on the latter, i.e. appraising. Students read books or listen to music, but they’re not encouraged to create it themselves. In other schools, you will find the opposite, i.e. students doing their own work and never looking at anybody else’s. A balanced arts education has to include both.

Under each of these areas of creating and appraising, we have to teach that creating arts is a discipline based process. It is not just free form. You must learn the skills and techniques of any area but they have to be taught in a way that enables you to think differently and imaginatively. There are forms of teaching that are highly uncreative and where the emphasis on discipline can kill the passion to make art. So there has to be a direct relationship between learning the skills involved and having the freedom to use them and to think creatively through them. The balance is about technical and creative development.

In terms of appraising other people’s work, arts education should include a balance between contextual knowledge and critical judgment. A full appreciation of a work includes understanding something of the history and context in which it was produced. For example, some people look at modern art and think it’s nonsense and that’s often because they don’t understand the context in which it was produced or what the artists’ intentions were. It’s like looking at a page of Romanian if you don’t speak it. So an important part of arts education is helping people understand context, background, and cultural references. The second process is developing skills of critical judgment. In the end you can understand a piece of art in the context and the background to it and still not like it. Enabling students to formulate, express and defend their own aesthetic and critical judgment of the arts is an essential element of a properly balanced arts education in any discipline.


Read them rest

Read the rest
here.