READING
Students will read The Homecoming this week in class. The Homecoming is a short story from our Literacy Place Book. Using this story, the students will review story elements and identify types of figurative language used by the author. There will be a comprehension quiz over the story on Thursday.
WRITING
The students began a rough draft of an original Tall Tale before spring break. Students will continue the writing process of their Tall Tale this week in class. Each Tall Tale should include an example of at least four different types of figurative language. The final copy is due on Thursday.
GRAMMAR
The students will work on Daily Language activities each day in class.
SPELLING
There are no spelling assignments this week. We will spend time in class reviewing words that are commonly misspelled in the students' writing.
Friday, March 30, 2012
MATH- Week of April 2nd
WELCOME BACK FROM SPRING BREAK!
Tables and graphs as well as algebraic expressions will be the focus in math this week. Students will interpret and create tables/graphs in class on Monday and Tuesday. On Wednesday and Thursday the students will practice writing algebraic expressions for number scenarios.
HOMEWORK
Monday- Math Journal p.352
Tuesday- No assignment
Wednesday- Math Journal pages 343 & 344
Thursday- No Assignment
Friday- No School
Tables and graphs as well as algebraic expressions will be the focus in math this week. Students will interpret and create tables/graphs in class on Monday and Tuesday. On Wednesday and Thursday the students will practice writing algebraic expressions for number scenarios.
HOMEWORK
Monday- Math Journal p.352
Tuesday- No assignment
Wednesday- Math Journal pages 343 & 344
Thursday- No Assignment
Friday- No School
Tuesday, March 20, 2012
Firchau: Social Studies (Week of March 19)
This week we will learn about the important events and documents that led to America gaining its independence from England.
LEARNING TARGETS
Chronology
I can …
create time lines and identify possible relationships between events.
Settlement
I can …
... explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.
... explain why European countries explored and colonized North America.
... describe the lasting effects of Spanish, French and English colonization in North America including cultural patterns evident today such as language, food, traditions and architecture.
... explain how the United States became independent from Great Britain.
Growth
I can …
... explain the impact of settlement, industrialization and transportation on the expansion of the United States.
People in Societies
Cultures
I can …
... compare the cultural practices and products of diverse groups in North America including:
a. Artistic expressions;
b. Religion;
c. Language;
d. Food;
e. Clothing;
f. Shelter
I can …
create time lines and identify possible relationships between events.
Settlement
I can …
... explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.
... explain why European countries explored and colonized North America.
... describe the lasting effects of Spanish, French and English colonization in North America including cultural patterns evident today such as language, food, traditions and architecture.
... explain how the United States became independent from Great Britain.
Growth
I can …
... explain the impact of settlement, industrialization and transportation on the expansion of the United States.
People in Societies
Cultures
I can …
... compare the cultural practices and products of diverse groups in North America including:
a. Artistic expressions;
b. Religion;
c. Language;
d. Food;
e. Clothing;
f. Shelter
Interaction
I can ...
... Describe the experiences of African-Americans under the institution of slavery.
VOCABULARY/CONCEPTS
Declaration of Independence
Second Continental Congress
Common Sense
militia
treason
Second Continental Congress
Common Sense
militia
treason
MONDAY
• Discuss Patriot/Loyalist debate
• Reflection activity
• Read, discuss the Preamble to the Declaration of Independence
Assignment: Students are to rewrite the Preamble of the Declaration of Independence in their own words
• Read, discuss the Preamble to the Declaration of Independence
Assignment: Students are to rewrite the Preamble of the Declaration of Independence in their own words
TUESDAY
• View, discuss John Adams, "Independence
Assignment: take notes on vocabulary/concepts (see above)
Assignment: take notes on vocabulary/concepts (see above)
WEDNESDAY
• Review learning targets; ask "Why?"
• Review learning targets; ask "Why?"
• Share, discuss interpretations of the Preamble of the Declaration of Independence
THURSDAY
• Review
• Read, discuss, notate section 12.1, 12.2 in History Alive!
• Review
• Read, discuss, notate section 12.1, 12.2 in History Alive!
FRIDAY
• Read, discuss, notate section 12.3 in History Alive!
• View Thomas Jefferson re-enactment
• View Thomas Jefferson re-enactment
Monday, March 19, 2012
Mrs. Hoge's Science ~ Learn More about the Laws of Motion!
http://teachertech.rice.edu/Participants/louviere/Newton/index.html
The above website has some interesting facts and activities for students to explore, helping them to reinforce what they have learned in class. Have fun!
The above website has some interesting facts and activities for students to explore, helping them to reinforce what they have learned in class. Have fun!
Firchau: Language Arts (Week of March 19)
READING / WRITING
Figurative Language (hyperboles, idioms, metaphors, similes, personification, and alliteration) will be the focus the next two weeks. The students will read "The Bunyans," a short story in Literacy Place. This story gives the students opportunities to identify specific types of figurative language in context. We will analyze the author's use of figurative language as we discuss the author's purpose and the mood the author sets. Finally, the students will apply their knowledge of figurative language by creating tanka.
Find out more about tanka, its form and history, by clicking here.
The students will also create quick, written responses to various in-class prompts.
Check your student's agenda for daily assignments.
SPELLING
No spelling this week.
Figurative Language (hyperboles, idioms, metaphors, similes, personification, and alliteration) will be the focus the next two weeks. The students will read "The Bunyans," a short story in Literacy Place. This story gives the students opportunities to identify specific types of figurative language in context. We will analyze the author's use of figurative language as we discuss the author's purpose and the mood the author sets. Finally, the students will apply their knowledge of figurative language by creating tanka.
Find out more about tanka, its form and history, by clicking here.
The students will also create quick, written responses to various in-class prompts.
Check your student's agenda for daily assignments.
SPELLING
No spelling this week.
Sunday, March 18, 2012
Congratulations to the BWE Science Day Team!!!
 |
| CONGRATULATIONS to BWE's young scientists Aaron Price, CJ Rockwell, Daisy Rooney, Faith Myers, Jack Belcher, and Matthew Pushkin for their participation in Central District Science Day held at Columbus State Community College, Saturday, March 17th! These outstanding students represented themselves, their families, and their school with tremendous class and pride while wowing the judges with their science fair projects! Aaron, Daisy and Matt each earned EXCELLENT scores for their projects. Faith, Jack, and CJ each earned SUPERIOR scores, which now qualifies them to present their projects along with other students in grades 5-12 from around the state who also earned superior scores. This event, State Science Day, will be held at The Ohio State University May 5th. We are very proud of our fifth graders! |
Monday, March 12, 2012
Firchau: Social Studies (Week of March 12)
This week we will continue exploring to the Colonial American issue of whether or not to declare independence from England.
LEARNING TARGETS
Chronology
I can …
create time lines and identify possible relationships between events.
Settlement
I can …
... explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.
... explain why European countries explored and colonized North America.
... describe the lasting effects of Spanish, French and English colonization in North America including cultural patterns evident today such as language, food, traditions and architecture.
... explain how the United States became independent from Great Britain.
Growth
I can …
... explain the impact of settlement, industrialization and transportation on the expansion of the United States.
People in Societies
Cultures
I can …
... compare the cultural practices and products of diverse groups in North America including:
a. Artistic expressions;
b. Religion;
c. Language;
d. Food;
e. Clothing;
f. Shelter
I can …
create time lines and identify possible relationships between events.
Settlement
I can …
... explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.
... explain why European countries explored and colonized North America.
... describe the lasting effects of Spanish, French and English colonization in North America including cultural patterns evident today such as language, food, traditions and architecture.
... explain how the United States became independent from Great Britain.
Growth
I can …
... explain the impact of settlement, industrialization and transportation on the expansion of the United States.
People in Societies
Cultures
I can …
... compare the cultural practices and products of diverse groups in North America including:
a. Artistic expressions;
b. Religion;
c. Language;
d. Food;
e. Clothing;
f. Shelter
Interaction
I can ...
... Describe the experiences of African-Americans under the institution of slavery.
VOCABULARY/CONCEPTS
independence
Loyalist
Patriot
Neutralist
traitors
MONDAY
• Discuss Loyalist motivations and arguments
• Complete ISN, pg. 44
TUESDAY
• Discuss learning targets; Ask, "Why?"
• Review ISN activity
• Read and discuss History Alive! sections 11.6 - 11.8, take notes,
• Study notes and the key terms/ideas of chapter.
WEDNESDAY
• Review ISN activities
• Review ISN activities
• Complete ISN activity,pg. 45
THURSDAY
• Introduce Patriot/Loyalist debate
• Introduce Patriot/Loyalist debate
• Teams created
• Work together in groups preparing for debate
FRIDAY
• Debate preparation
Firchau: Language Arts (Week of March 12)
WRITING
This week we will continue our exploration of poetry continuing with haiku and eventually enter the world of tanka.GRAMMAR/READING
Figurative Language (hyperboles, idioms, metaphors, similes, personification, and alliteration) will be the focus the next two weeks. The students will read "The Bunyans," a short story in Literacy Place. This story gives the students opportunities to identify specific types of figurative language in context. We will analyze the author's use of figurative language as we discuss the author's purpose and the mood the author sets. Finally, the students will write and illustrate figurative language flap books.
SPELLING
admirable
dependable
lovable
remarkable
unforgettable
affordable
enjoyable
movable
renewable
unspeakable
changeable
likable
readable
reusable
unthinkable
comfortable
livable
reasonable
understandable
washable
Assignment: Pg. 60, Part A & B (Due Thursday)
Assessment: Friday
SPELLING
admirable
dependable
lovable
remarkable
unforgettable
affordable
enjoyable
movable
renewable
unspeakable
changeable
likable
readable
reusable
unthinkable
comfortable
livable
reasonable
understandable
washable
Assignment: Pg. 60, Part A & B (Due Thursday)
Assessment: Friday
Science (Hoge) Weeks of March 12th and 19th
We're exploring the laws of motion the next two weeks as well as studying the orbits of planets and moons, to learn about the law of universal gravitation. Vocabulary to know: mass, speed, velocity, acceleration, momentum, inertia. We'll be conducting an in class investigation on how mass and velocity affect momentum, and learning about Iassac Newton's contributions to science and mathematics.
There will be a vocabulary quiz Tuesday, March 13th on speed, velocity, acceleration and momentum. Students reviewed these concepts in class today and also have a review sheet.
It is your child's responsibility to write updated assignments in his/her agenda each day during class. Please review your child's agenda each night.
There will be a vocabulary quiz Tuesday, March 13th on speed, velocity, acceleration and momentum. Students reviewed these concepts in class today and also have a review sheet.
It is your child's responsibility to write updated assignments in his/her agenda each day during class. Please review your child's agenda each night.
Mrs. Hoge ~ Language Arts ~ Weeks of March 12th and 19th
Reading
Number the Stars reading Projects are due Monday. Project presentations will take place Monday, and if needed, continued on Tuesday. Students should be sure to have their work turned in on time. We'll be exploring figurative language this week and next using the story The Bunyans from our Scholastic Literacy Place reading program as well as the picture book Pecos Bill by Steven Kellogg to demonstrate the concept. Vocabulary to know: hyperbole, personification, alliteration, idiom, metaphor, and simile. Students will be completing flip books in class that detail each type of figurative language learned providing the meaning and illustrating an example.
Writing and Grammar
We'll be writing examples of different examples of figurative language as well as continuing independent writing projects, incorporating vivid descriptions as we write. We're learning to identify the "big ideas" found in different reading selections to better enable us to write summaries. Identifying cause and effect will be a focus this week.
Spelling
Our list consists of the following homophones:
1. their
2. there
3. they're
4. heir
5. air
6. grate
7. great
8. aisle
9. isle
10. I'll
11. wave
12. waive
13. weak
14. week
15. it's
16. its
17. our
18. hour
19. seam
20. seem
BONUS: homophone
The spelling/vocabulary test will be Monday, March 19th.
Number the Stars reading Projects are due Monday. Project presentations will take place Monday, and if needed, continued on Tuesday. Students should be sure to have their work turned in on time. We'll be exploring figurative language this week and next using the story The Bunyans from our Scholastic Literacy Place reading program as well as the picture book Pecos Bill by Steven Kellogg to demonstrate the concept. Vocabulary to know: hyperbole, personification, alliteration, idiom, metaphor, and simile. Students will be completing flip books in class that detail each type of figurative language learned providing the meaning and illustrating an example.
Writing and Grammar
We'll be writing examples of different examples of figurative language as well as continuing independent writing projects, incorporating vivid descriptions as we write. We're learning to identify the "big ideas" found in different reading selections to better enable us to write summaries. Identifying cause and effect will be a focus this week.
Spelling
Our list consists of the following homophones:
1. their
2. there
3. they're
4. heir
5. air
6. grate
7. great
8. aisle
9. isle
10. I'll
11. wave
12. waive
13. weak
14. week
15. it's
16. its
17. our
18. hour
19. seam
20. seem
BONUS: homophone
The spelling/vocabulary test will be Monday, March 19th.
Sunday, March 11, 2012
Language Arts (Corven's Class) Weeks of March 12th and March 19th
READING / WRITING
Figurative Language (hyperboles, idioms, metaphors, similes, personification, and alliteration) will be the focus the next two weeks. The students will read The Bunyans, a short story in Literacy Place. This story gives the students opportunities to identify specific types of figurative language in context. We will analyze the author's use of figurative language as we discuss the author's purpose and the mood the author sets. Finally, the students will write and illustrate figurative language flap books.
SPELLING
The words this week all have the suffix -able. The following words will be tested on Tuesday, March 20th.
admirable, affordable, changeable, comfortable, dependable, enjoyable, likable, livable, unspeakable, unthinkable, lovable, movable, readable, reasonable, remarkable, renewable, reusable, understandable, unforgettable, washable
**Please see last week's post for the words that will be tested on Tuesday, March 13th.
GRAMMAR
The students will complete Daily Language activities in class each day.
HOMEWORK
Study spelling words for the test on Tuesday, March 13th and the test next Tuesday, March 20th.
Figurative Language (hyperboles, idioms, metaphors, similes, personification, and alliteration) will be the focus the next two weeks. The students will read The Bunyans, a short story in Literacy Place. This story gives the students opportunities to identify specific types of figurative language in context. We will analyze the author's use of figurative language as we discuss the author's purpose and the mood the author sets. Finally, the students will write and illustrate figurative language flap books.
SPELLING
The words this week all have the suffix -able. The following words will be tested on Tuesday, March 20th.
admirable, affordable, changeable, comfortable, dependable, enjoyable, likable, livable, unspeakable, unthinkable, lovable, movable, readable, reasonable, remarkable, renewable, reusable, understandable, unforgettable, washable
**Please see last week's post for the words that will be tested on Tuesday, March 13th.
GRAMMAR
The students will complete Daily Language activities in class each day.
HOMEWORK
Study spelling words for the test on Tuesday, March 13th and the test next Tuesday, March 20th.
MATH-Week of March 12th and March 19th
We finish unit 9 this week. The unit 9 test will be given on Friday, March 16th. All of our unit 9 goals will be reviewed throughout the week in preparation for the test. On Wednesday, March 14th, the students will celebrate PI (3.14) Day!! The day will be spent exploring the concept of PI and how it relates to what we know about circles. In addition, we get to eat some pie! We appreciate any pie donations for pie day. Simply send it in with your child. Thank you in advance for your help!
Length and capacity conversions will be the focus in math during the week of March 19th. Ask your child to illustrate the Gallon Chart and explain how it works. There will be a short quiz over the Gallon chart and capacity conversions on Wednesday, March 21st.
HOMEWORK (Week of March 12th)
Monday- Math Journal p.331
Tuesday- Measurement Worksheet
Wednesday- No assignment
Thursday- Unit 9 Review Sheet
Friday- No assignment
HOMEWORK (Week of March 19th)
Monday- Math Journal p. 335 **Study Gallon Chart
Tuesday- Math Journal p. 371 **Study Gallon Chart
Wednesday- Friday- No assignment
Length and capacity conversions will be the focus in math during the week of March 19th. Ask your child to illustrate the Gallon Chart and explain how it works. There will be a short quiz over the Gallon chart and capacity conversions on Wednesday, March 21st.
HOMEWORK (Week of March 12th)
Monday- Math Journal p.331
Tuesday- Measurement Worksheet
Wednesday- No assignment
Thursday- Unit 9 Review Sheet
Friday- No assignment
HOMEWORK (Week of March 19th)
Monday- Math Journal p. 335 **Study Gallon Chart
Tuesday- Math Journal p. 371 **Study Gallon Chart
Wednesday- Friday- No assignment
Tuesday, March 6, 2012
Firchau: Language Arts (Week of March 5)
READING
This week we will finish creating the imaginary kingdom projects. The students will do this in class. The are to be finished by Friday (Pajama Day) at the end of the day. Check your student's agenda for daily assignments.
MONDAY: Bridge to Terabithia Unit Test
TUESDAY: Bridge to Terabithia movie-to-text comparison
WEDNESDAY: Introduction to haiku. HAIKU HIKE in the Land Lab (bring boots and proper clothing!)
THURSDAY: Work on haiku
FRIDAY: PAJAMA DAY!
WRITING
This week will explore the poetic form of haiku. The students will listen to, read, and create haiku.
We will continue with learning parts of speech, focusing on pronouns.
This week's mini-lessons will focus on analyzing character traits and feelings.
SPELLING
haiku
syllable
stanza
kigo
wabi
Students will continue working on their in-class creation of an imaginary realm. They are excitedly working on these ... ask your student about them!
HOMEWORK
See your student's agenda for daily assignments. They will be posted here as they occur.
Don't forget ...
Read 20 minutes (or more!) each day
Firchau: Social Studies (Week of March 5)
This week we will continue exploring to the causes of the American Revolution, the colonists' growing desire for independence from Britain, and the tensions that resulted.
LEARNING TARGETS
Chronology
I can …
create time lines and identify possible relationships between events.
Settlement
I can …
... explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.
... explain why European countries explored and colonized North America.
... describe the lasting effects of Spanish, French and English colonization in North America including cultural patterns evident today such as language, food, traditions and architecture.
... explain how the United States became independent from Great Britain.
Growth
I can …
... explain the impact of settlement, industrialization and transportation on the expansion of the United States.
People in Societies
Cultures
I can …
... compare the cultural practices and products of diverse groups in North America including:
a. Artistic expressions;
b. Religion;
c. Language;
d. Food;
e. Clothing;
f. Shelter
I can …
create time lines and identify possible relationships between events.
Settlement
I can …
... explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.
... explain why European countries explored and colonized North America.
... describe the lasting effects of Spanish, French and English colonization in North America including cultural patterns evident today such as language, food, traditions and architecture.
... explain how the United States became independent from Great Britain.
Growth
I can …
... explain the impact of settlement, industrialization and transportation on the expansion of the United States.
People in Societies
Cultures
I can …
... compare the cultural practices and products of diverse groups in North America including:
a. Artistic expressions;
b. Religion;
c. Language;
d. Food;
e. Clothing;
f. Shelter
Interaction
I can ...
... Describe the experiences of African-Americans under the institution of slavery.
VOCABULARY
debts
acts
taxation without representationprotest
metaphor
The Proclamation of 1763
Parliament
The Quartering Act
The Stamp Act
The Stamp Act Congress
repeal
The Boston Massacre
The Boston Tea Party
The Intolerable Acts (intolerable)
First Continental Congress
acts
taxation without representationprotest
metaphor
The Proclamation of 1763
Parliament
The Quartering Act
The Stamp Act
The Stamp Act Congress
repeal
The Boston Massacre
The Boston Tea Party
The Intolerable Acts (intolerable)
First Continental Congress
Students should use the vocabulary to guide their understanding of the key concepts of this unit.
MONDAY
• Discuss motivations and cause and effect relationships of early colonial protests
• Listen to first-hand accounts of The Boston Massacre
• Read and discuss History Alive! sections 10.6, "The Boston Massacre," and 10.7 "The Boston Tea Party." Complete ISN activities for these sections.
• Study the key terms and ideas of these sections.
TUESDAY
• Discuss learning targets; Ask, "Why?"
• Read and discuss History Alive! sections 10.8, "The Intolerable Acts," and the chapter in section 10.9. Complete ISN activities for section 10.8.
• Review
• Study the key terms and ideas of chapter.
WEDNESDAY
• Review
• Review
• Unit test Ch. 10
• Complete Preview activity, ISN pg. 43
THURSDAY
• Introduce, "To Declare Independence or Not"
• Introduce, "To Declare Independence or Not"
• Contrasting Patriots/Loyalists/Neutralists
• Discuss, take notes on vocabulary
• Read, discuss History Alive!, section 11.1 and 11.2
• Read, discuss History Alive!, section 11.1 and 11.2
FRIDAY
• Read, discuss sections 11.3-11.5, complete ISN activities for each
Monday, March 5, 2012
Pajama Day!
Sunday, March 4, 2012
Language Arts (Corven's Class) Week of March 5th
READING
The students will read an informational short story about two baseball giants entitled, The Griffeys. We will focus on the author's purpose and the author's use of cause and effect in the story. Later in the week, the students will practice fluency with a partner as they read, Who's on First. We will celebrate reading and writing on Friday afternoon with a pajama day. Students can wear pajamas to school on Friday!
WRITING
Writing summaries will again be the focus this week. Students will write a summary of The Griffeys in class and will also respond in writing to comprehension questions based on the story.
SPELLING
On Tuesday, March 6th, the students will be tested over /ar/ words. Please see last week's blog post for a complete list of those words. The following spelling words will be given to students on Tuesday and will be tested on next Tuesday, March 13th.
clue, value, tutor, fruit, ruin, fuel, continue, student, juice, fluid,
rude, accuse, studio, bruise, tuition, argue, refuse, suit, nuisance, lieutenant
HOMEWORK
Monday- Study spelling words for test on Tuesday
Tuesday- Spelling worksheet due on Thursday
Wednesday- Cause/Effect practice worksheet
Thursday & Friday- Study spelling words for spelling test next Tuesday (3/13)
The students will read an informational short story about two baseball giants entitled, The Griffeys. We will focus on the author's purpose and the author's use of cause and effect in the story. Later in the week, the students will practice fluency with a partner as they read, Who's on First. We will celebrate reading and writing on Friday afternoon with a pajama day. Students can wear pajamas to school on Friday!
WRITING
Writing summaries will again be the focus this week. Students will write a summary of The Griffeys in class and will also respond in writing to comprehension questions based on the story.
SPELLING
On Tuesday, March 6th, the students will be tested over /ar/ words. Please see last week's blog post for a complete list of those words. The following spelling words will be given to students on Tuesday and will be tested on next Tuesday, March 13th.
clue, value, tutor, fruit, ruin, fuel, continue, student, juice, fluid,
rude, accuse, studio, bruise, tuition, argue, refuse, suit, nuisance, lieutenant
HOMEWORK
Monday- Study spelling words for test on Tuesday
Tuesday- Spelling worksheet due on Thursday
Wednesday- Cause/Effect practice worksheet
Thursday & Friday- Study spelling words for spelling test next Tuesday (3/13)
MATH- Week of March 5th
We continue our study of unit 9 this week. The students will learn two different methods of finding the area of a triangle. Later in the week, we will explore the concepts of surface area, volume, and capacity. We will wrap up our study of unit 9 early next week. The unit 9 test will be next Friday, March 16th.
HOMEWORK
Monday- Math Journal p.315
Tuesday- Math Journal p.323
Wednesday- No assignment
Thursday- Study Link Worksheet
Friday- No assignment
HOMEWORK
Monday- Math Journal p.315
Tuesday- Math Journal p.323
Wednesday- No assignment
Thursday- Study Link Worksheet
Friday- No assignment
Saturday, March 3, 2012
Mrs. Hoge ~ Language Arts ~ Week of March 5th
Reading
We have finished reading Number the Stars and are ready to begin our projects. Reading projects, which are due Monday, March 12th, were discussed in class Friday. The options are as follows:
1. Write the next chapter in Number the Stars. The chapter should include several of the main characters as well as make reference to some important events in the story. This should be 3-4 pages in length, hand written, skipping lines. Paper will be provided.
2. Hand draw a map of Denmark, identifying Copenhagen and Gilleleje on the map and write a paragraph describing Denmark. Include the population of the country, the size (in square miles) of the country, the climate, any manufacturing or industry that takes place there, interesting places to visit, and other facts you would like to include.
3. Write a letter to Annemarie from Ellen. Include details such as her escape to Sweden on Uncle Henrik's boat, where she is currently living, what she has been doing, and how her family is. Be creative with this!
4. Illustrate a major problem and solution from this novel. There were plenty! Choose one to illustrate and then describe the problem and solution. Remember to answer who, what, when, where, and why in your description. Paper will be provided.
5. Design a 3 dimensional diorama of an important event from the novel. Include a lot of details and a description of the scene you design. Your diorama should be colorful and be covered inside and out.
6. Write character descriptions of several of the main characters. Use lots of detail in describing them in your description. Paper will be provided.
7. Design a puppet of one of the characters. Use lots of color and detail. Write a short dialogue for the puppet to speak to our class. Choose a scene from the story to write about.
8. Design Uncle Henrik's fishing boat. Include the details from the story that tell how the Jews were hidden to escape to Sweden. The boat must be sturdy enough to stand.
9. Be a news anchor and announce breaking news about the Jews escape to Sweden! Videotape yourself or do a live performance to the class. This should be about 5 minutes in length and explain how the Danish Resistance Fighters helped them escape the Nazis. Use details from the story in your news announcement.
10. Research the Danish Resistance. Find out about who they were and how they were able to carry out their plans. How many people did they help? Include information about the occupation of Denmark by Hitler's army. Use at least two sources of information. You may either hand write your paper skipping lines or type your work. Three pages required if hand written. Turn in your rough draft with your finished copy.
Spelling
Students chose the words for their final spelling and vocabulary test from our novel. The words are:
1. unwavering 2. decency
3. engagement 4. handkerchief
5. execute 6. military
7. existence 8. cautiously
9. scientist 10. chatterbox
11. explosion 12. approach
13. concealed 14. orchestrated
15. rejoicing 16. surrender
17. detection 18. peasant
19. compassion 20. lighthearted
BONUS: prejudice
Assignments will be done in class. Spelling test will be Friday, March 9th.
Writing
Students are excited this week to write their own stories, incorporating descriptive language into their work!
PAJAMA DAY IS COMING!!!! Fifth grade will enjoy PAJAMA DAY Friday, March 9th in all fifth grade classes. Students may wear their pajamas to school, bring lots of books to read or journals in which to write (or BOTH!!!) This will take place in the afternoon during Language Arts time.
We have finished reading Number the Stars and are ready to begin our projects. Reading projects, which are due Monday, March 12th, were discussed in class Friday. The options are as follows:
1. Write the next chapter in Number the Stars. The chapter should include several of the main characters as well as make reference to some important events in the story. This should be 3-4 pages in length, hand written, skipping lines. Paper will be provided.
2. Hand draw a map of Denmark, identifying Copenhagen and Gilleleje on the map and write a paragraph describing Denmark. Include the population of the country, the size (in square miles) of the country, the climate, any manufacturing or industry that takes place there, interesting places to visit, and other facts you would like to include.
3. Write a letter to Annemarie from Ellen. Include details such as her escape to Sweden on Uncle Henrik's boat, where she is currently living, what she has been doing, and how her family is. Be creative with this!
4. Illustrate a major problem and solution from this novel. There were plenty! Choose one to illustrate and then describe the problem and solution. Remember to answer who, what, when, where, and why in your description. Paper will be provided.
5. Design a 3 dimensional diorama of an important event from the novel. Include a lot of details and a description of the scene you design. Your diorama should be colorful and be covered inside and out.
6. Write character descriptions of several of the main characters. Use lots of detail in describing them in your description. Paper will be provided.
7. Design a puppet of one of the characters. Use lots of color and detail. Write a short dialogue for the puppet to speak to our class. Choose a scene from the story to write about.
8. Design Uncle Henrik's fishing boat. Include the details from the story that tell how the Jews were hidden to escape to Sweden. The boat must be sturdy enough to stand.
9. Be a news anchor and announce breaking news about the Jews escape to Sweden! Videotape yourself or do a live performance to the class. This should be about 5 minutes in length and explain how the Danish Resistance Fighters helped them escape the Nazis. Use details from the story in your news announcement.
10. Research the Danish Resistance. Find out about who they were and how they were able to carry out their plans. How many people did they help? Include information about the occupation of Denmark by Hitler's army. Use at least two sources of information. You may either hand write your paper skipping lines or type your work. Three pages required if hand written. Turn in your rough draft with your finished copy.
Spelling
Students chose the words for their final spelling and vocabulary test from our novel. The words are:
1. unwavering 2. decency
3. engagement 4. handkerchief
5. execute 6. military
7. existence 8. cautiously
9. scientist 10. chatterbox
11. explosion 12. approach
13. concealed 14. orchestrated
15. rejoicing 16. surrender
17. detection 18. peasant
19. compassion 20. lighthearted
BONUS: prejudice
Assignments will be done in class. Spelling test will be Friday, March 9th.
Writing
Students are excited this week to write their own stories, incorporating descriptive language into their work!
PAJAMA DAY IS COMING!!!! Fifth grade will enjoy PAJAMA DAY Friday, March 9th in all fifth grade classes. Students may wear their pajamas to school, bring lots of books to read or journals in which to write (or BOTH!!!) This will take place in the afternoon during Language Arts time.
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