Mrs. Hoge ~ Language Arts ~ the LAST Week of School!

We have finished our novel, Sounder, by William Armstrong, and are watching the Disney movie based on the book to record similarities and differences between the two.

Students will also be writing letters to next year's fifth graders, giving them strategies for success!

It's been a wonderful learning experience with your children. We're looking forward to seeing them again next year at BWI!

Science.....the LAST week!

Students were enthralled by Mr. Tom Burns' astronomical presentation today!  They asked so many great questions and showed so much interest.  If you have an opportunity to visit Perkins Observatory this summer, I highly recommend it!  Click on the website below for information about their wonderful evening programs!

http://www.perkins-observatory.org/

This week we'll be presenting the Astronomy reports students completed in each of the science classes.

Each class will have a laminated and bound edition.  Stop in to see the work!

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.

Math-Week of May 14th and May 21st

Problem solving is our focus in math the next two weeks. The egg drop challenge is the first problem solving activity the students will complete. Students will work in teams to create a container which will protect a raw egg that will be dropped from the roof of the school building. (Don't worry.. no students will be on the roof of the school ) Ask your child to tell you all of the specifics about this fun problem solving activity. All problem solving activities will be completed in math class.
No homework assignments this week 

Firchau's Literature Group

In Literature Group we watched a documentary about the Yellow Fever epidemic that hit Philadelphia in 1793.  We deepened our knowledge of the disease, the city, and the people who helped those who contracted the disease.

Firchau's Literature Group

This week Mr. Firchau's Language Arts class will continue reading Laurie Halse Anderson's novel, Fever, 1793.  We will use the novel to explore comprehension strategies, story elements, create expressive and assessment written responses, and extend learning using technology.

From Amazon.com ... During the summer of 1793, Mattie Cook lives above the family coffee shop with her widowed mother and grandfather. Mattie spends her days avoiding chores and making plans to turn the family business into the finest Philadelphia has ever seen. But then the fever breaks out.

Disease sweeps the streets, destroying everything in its path and turning Mattie's world upside down. At her feverish mother's insistence, Mattie flees the city with her grandfather. But she soon discovers that the sickness is everywhere, and Mattie must learn quickly how to survive in a city turned frantic with disease.

Learning Targets

Reading Applications: Literary Text

I can ...

• Explain how a character’s thoughts, words and actions reveal his or

her motivations.

• Explain the influence of setting on the selection.

• Identify the main incidents of a plot sequence and explain how they

influence future action.

• Identify the speaker and explain how point of view affects the text.

• Summarize stated and implied themes.

• Interpret how an author’s choice of words appeals to the senses and

suggests mood.

• Identify and explain the use of figurative language in literary

works, including idioms, similes, hyperboles, metaphors and

personification.

READING

In the the second section (ch. 6-10) of the novel Fever 1793 we will focus on character development and motivation, and point-of-view.  The setting of the novel changes in this section so we will explore the ways that this change impacts the characters and the plot.

The students are to document their thoughts throughout their reading by writing in the Reading Response Journal that was distributed in class.  This should be done at the end of each chapter.

Please check your student's agenda for daily assignments.

INTERNET HUNT

In order to provide the students with an opportunity to practice technology-based research, they will complete an activity called The Internet Hunt. The Internet Hunt for the novel will provide the students with an opportunity to use technology to deeply explore the context of the story.  The students are required to use the links contained in the hunt to answer questions about clothing in the 18th century, yellow fever, and other cultural aspects.  The Internet Hunt is due on the date of the final assessment of the novel. 

WRITING

The students will be given various novel-related topics in which to respond to in class.  In addition to the writing prompts, each section of the novel will be assessed using a comprehension instrument which will contain standards-based extended-response, short answer, and multiple choice questions. 

SPELLING/VOCABULARY

Section 2 (ch. 6-10)

droll

bestir

conceded

implore

harrumphed

gumption

pestilence

vehemently

taut

cajoling

Spelling/vocabulary for Section 2 will be assessed Friday, May 11.

WORD STUDY

The students will be required to complete a word study for each of the words.  The word study includes the following:

• Correct spelling

• Part of speech (noun, verb, adjective, adverb, etc.)

• Synonym

• Create a meaningful analogy, association, or illustration (graphic description of mental picture) of the word's meaning.

Each word study application should be completed on loose-leaf paper within the format discussed in class.

Firchau: Social Studies (Week of May 7)

This week we will continue learning about the varied cultural groups of the west.

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

VOCABULARY/CONCEPTS

Chapter 17

pioneers

Mormons

Forty-Niners (note capitalization!)

Chinese immigrants

Mexicanos

Nez Perce

ranchos

claims

transcontinental

missionaries

yokes

MONDAY 

• Review learning targets

• Review and discuss History Alive! sections 17.1 - 17.7

• Read and discuss History Alive! 17.6, 17.7, and 17.8

ASSIGNMENT: Complete ISN activity 17.6-17.8 and study for chapter 17 test (tomorrow)

TUESDAY

• Review

• Chapter 17 Unit Test

WEDNESDAY

• Introduce The Constitution
• Discuss concept map and learning targets
• Introduce and discuss vocabulary
• Read and discuss History Alive! sections 14.1, 14.2, and 14.3


Ch. 14: The Constitution
Articles of Confederation
Constitutional Convention
Constitution
branches
checks and balances
legislative branch
executive branch
judicial branch
cabinet
treaty
impeachment
veto
unconstitutional


THURSDAY
• Review learning targets 
• Read and discuss History Alive! 14.4, 14.5, and 14.6


FRIDAY
• Review learning targets 
• "The Three Branches of The Federal Government" activity


MONDAY (May 14)
• Review learning targets 
• Read and discuss History Alive! 14.7
• Review unit


TUESDAY
• Unit test over The Constitution
• Introduce The Bill of Rights

MATH-Week of May 7th

Multiplying and dividing fractions will be our focus in math this week. There will be a quiz over multiplying and dividing fractions on Friday.

HOMEWORK
Monday- Math Journal p. 253
Tuesday- Fraction Riddle Worksheet
Wednesday- Math Journal p. 276
Thursday- Study for quiz
Friday- No homework

Corven's Literature Group - Week of May 7th

READING / WRITING
Our reading focus will be chapters 10-14 of Island of the Blue Dolphins. The students will be spending time in the computer lab this week completing research on sea otters. Sea otters play an important role in Island of the Blue Dolphins. After students complete their research, they will create informational posters about sea otters in class. In addition, students will continue writing short summaries and chapter titles for each chapter read.


SPELLING/VOCABULARY
The following spelling/vocabulary words from Island of the Blue Dolphins will be assessed next Wednesday, May 16th.
  herbs, bellow, gash, swallow, stun, wound, stalk, yawn, bold, carcass, trail, gnaw, limp, mend, dawn


Homework
Monday- Comprehension Questions  **Study spelling/vocabulary for quiz on Wednesday
Tuesday- Study spelling/vocabulary
              

Mrs. Hoge ~ Science Weeks of April 30th and May 7th

We have spent much time reviewing material we have learned throughout the course of the year. Once OAAs are completed we'll begin our Astronomy unit, using the National Geographic book, 13 Planets by David A. Aguilar as a resource.  As we study tour solar system and beyond, each class will research and publish a book on an interesting facets of Astronomy.  

They will select from the following research topics: the planets, asteroids, meteors, and comets, galaxies, space shuttles, telescopes, the Sun, stars, black holes, supernovas, constellations, satellites, the Aurora Borealis, our Moon and its phases, eclipses, and NASA. Students may also choose another topic of interest not listed above.  They will prepare a written report with an illustration (rough drafts due Wednesday, May 16th) and present their research in an oral presentation during class time Wednesday, May 23rd.  Most work will be completed in class, however there may be some work that will need to be completed at home.

Stay tuned for more details!

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's Literature Group April 30th and May 7th

Reading

Our literature group is reading the Newbery medal award winning novel Sounder, by William H. Armstrong.  The story is about a boy and his family who live in the deep South.  They are sharecroppers for a wealthy farmer. To make ends meet, the father and son often hunt for raccoons and other animals whose pelts they can sell.  They have a wonderful coon dog named Sounder, who is an excellent hunter. A difficult decision is made by the boy's father one day when food gets scarce for his family during the winter.  This novel focuses on the family's hardships and life lessons.  Then, one day the boy meets someone who will change his life forever.

This week and next we're reading chapters two through four, using context clues to determine word meanings, paying particular attention to cause/effect relationships, and analyzing character traits.

There will be a test on chapters 2-3 on Thursday.

Writing/Grammar

We will be writing responses to literature in our journals with am emphasis on clarity and expression, and vivid language.

Spelling/Vocabulary

Chapter 2-3 Vocabulary/ Spelling Words:

1. separate    

2. distinct  

3. directions  

4.  curiosity

5. evidence

6. deputies

7. handcuffs

8. suddenly

9. voice

10. sheriff

11. mongrel

12. entangled

13. confusion

14. lunge

15. constrained

16. loneliness

17. whimper

18. inward

19. murmur

20. disappeared

Bonus: plaintive

Assignments:  

Monday 5/7 - Students will write words in their agendas, noting the parts of speech.

Tuesday -  5/8  Word boxes (to become familiar with word meanings) completed in class.

Wednesday 5/9 - Students will start writing words in sentences in the context of the story. Finish for homework, due Thursday.

Thursday 5/10 -  Create a word search with a key using all words from list.  Paper provided.  Finish for homework, due Friday.

Friday 5/11 -    Study, study, study.....Practice, practice practice!!!

Monday 5/14 - TEST!!!

It is your child's responsibility to keep track of assignments in his or her agenda every day.  Please monitor this at home and initial each day to help your child stay organized.

     

Corven's Literature Group - Week of April 30th

READING
We continue our study of Island of the Blue Dolphins. Chapters 6-9 will be our reading focus this week. The students will be meeting in small groups to discuss and write about situations that cause great sadness. This emotion is an important theme of the story.

WRITING
The students will respond in writing to journal prompts and comprehension questions this week in class.

SPELLING/VOCABULARY
The students will have a spelling/vocabulary quiz on Wednesday over the words from last week. Please see your child's agenda or last week's blog for the word list. The spelling and definition of the following words will be assessed next Wednesday, May 9th.
          anchored, beckon, gorge, abalone, nettles, mesa, retreat, vow, league, forbade

Firchau: Language Arts (Week of April 30)

This week Mr. Firchau's Language Arts class will continue reading Laurie Halse Anderson's novel, Fever, 1793.  We will use the novel to explore comprehension strategies, story elements, create expressive and assessment written responses, and extend learning using technology.

From Amazon.com ... During the summer of 1793, Mattie Cook lives above the family coffee shop with her widowed mother and grandfather. Mattie spends her days avoiding chores and making plans to turn the family business into the finest Philadelphia has ever seen. But then the fever breaks out.

Disease sweeps the streets, destroying everything in its path and turning Mattie's world upside down. At her feverish mother's insistence, Mattie flees the city with her grandfather. But she soon discovers that the sickness is everywhere, and Mattie must learn quickly how to survive in a city turned frantic with disease.

Learning Targets

Reading Applications: Literary Text

I can ...

• Explain how a character’s thoughts, words and actions reveal his or

her motivations.

• Explain the influence of setting on the selection.

• Identify the main incidents of a plot sequence and explain how they

influence future action.

• Identify the speaker and explain how point of view affects the text.

• Summarize stated and implied themes.

• Interpret how an author’s choice of words appeals to the senses and

suggests mood.

• Identify and explain the use of figurative language in literary

works, including idioms, similes, hyperboles, metaphors and

personification.

READING

The first section (ch. 1-5) of the novel Fever 1793 will focus on setting, character development and motivation, and point-of-view.

The students are to document their thoughts throughout their reading by writing in the Reading Response Journal that was distributed in class.  This should be done at the end of each chapter.

INTERNET HUNT

In order to provide the students with an opportunity to practice technology-based research, they will complete an activity called The Internet Hunt. The Internet Hunt for the novel will provide the students with an opportunity to use technology to deeply explore the context of the story.  The students are required to use the links contained in the hunt to answer questions about clothing in the 18th century, yellow fever, and other cultural aspects.  The Internet Hunt is due on the date of the final assessment of the novel. 

WRITING

The students will be given various novel-related topics in which to respond to in class.  In addition to the writing prompts, each section of the novel will be assessed using a comprehension instrument which will contain standards-based extended-response, short answer, and multiple choice questions. 

SPELLING/VOCABULARY

Section 1 (ch. 1-5)

abhor

victuals

forge

instill

miasma

bilious

loitering

impudence

demure

Section 2 (ch. 6-10)

droll

bestir

conceded

implore

harrumphed

gumption

pestilence

vehemently

taut

cajoling

Spelling/vocabulary for Section 2 will be assessed Tuesday, May 8.

WORD STUDY

The students will be required to complete a word study for each of the words.  The word study includes the following:

• Correct spelling

• Part of speech (noun, verb, adjective, adverb, etc.)

• Synonym

• Create a meaningful analogy, association, or illustration (graphic description of mental picture) of the word's meaning.

Each word study application should be completed on loose-leaf paper within the format discussed in class.