Hello! As you may already know, I returned from maternity leave last Wednesday, March 6th, and had the opportunity for a "transition day" with Mr. Buzard, who caught me up on the units and projects your children have worked on in my absence. Moving forward, we have started a nonfiction unit: so far, students have learned how to identify different nonfiction text structures. They have also become more aware of different text features and how those features help organize, emphasize, and enhance information. This week in writing, students presented "book talks" to the class, teaching their peers about a novel of their choice by providing a brief summary of the book and analyzing characters, conflicts, quotes, and themes. As always, if you have any questions, please let me know. Thank you for your kindness, patience, and ongoing support of student learning!
P.S. Baby Desmond turned four months old last Friday!
Writing: The school cancellations pushed back the start of our applied grammar activities, as we were focused on a strong start to The Miracle Worker in our two days of classes the last week of January. In November we applied the usage of active verbs and participles in describing “The Storm.” In December Where The Red Fern Grows was rich in description – adjectives, adverbs, and vivid verbs – and we slowed down our reading to appreciate how the author continually created “pictures” in our minds. Now we are examining how prepositions and prepositional phrases are used to create relationships in a sentence, describing but without incorporating verbs or subjects in their phrases. By reading and creating “prepositional poems” we will see the power of what Mrs. Buzard terms “the humble little fellows that help phrases within a sentence hook up properly without drawing much attention to their selves.” Each prepositional poem consists of a series of prepositional phrases, leading up to a single independent clause that completes the poem. At first, using photos for inspiration, students will compose their poems using a common starting point, and then eventually branch out creatively where their own imagination leads them. The second preposition activity will be a “bedroom description” piece of writing. Students will identify the “theme” for their bedroom and then create a “video view” of the room using prepositions to move the reader’s eye throughout the scene, maintaining the theme and depicting the physical relationship of the contents of the room.
From Mrs. Buzard: As students complete their Mythology Newspaper articles, I am saddened to think that our mythology unit has come to an end. Your children are just absolutely fabulous, and their enthusiasm and energy has made our mythology study full of entertainment and joy. As we do move on, however, I am equally excited about our next unit of study that will focus on nonfiction literature. We will read and analyze William Gibson’s play The Miracle Worker. In addition to reading the play, students will read two chapters from Helen and Teacher: The Story of Helen Keller and Anne Sullivan Macy by Joseph Lash. Both chapters give an intimate look into the lives of two such remarkable and lovable women whose lives become so entwined that Helen said upon Annie Sullivan’s death that half of her soul went with her. In the first reading students will learn about Annie’s early journey in and out of the Tewksbury almshouse which profoundly influenced her for the rest of her life. In addition to reading and analyzing, students will also be studying about sixty vocabulary words from the text that have been identified as words or derivatives of words that frequently appear on the SAT tests. It is a great delight getting to teach your children!
From Mr. Buzard: This past week we completed our study of the classic novel Where The Red Fern Grows with a final test featuring open ended questions whose answers demanded supports. We also spent a couple of days with the short story The Lady or the Tiger. As a writing activity, students were asked to provide their own ending to the question the author, Frank Stockton, left open when he wrote the story in 1882. “Which door did he open?” Students did a great job of continuing in the author’s voice and each brought the tale to a close in their own unique fashion. We shared the endings in a “pass and react” activity and each of our authors collected written comments from the entire class. Next week we plan to slide into a quick study of the application of prepositions. Students will be writing “preposition poems” and also complete an assignment describing their bedroom through the correct use of many prepositions. The continuing teamwork and effort by the students in class is a pleasure to observe every day.
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Students concluded their review of describing and measuring matter by completing the Rainbow Lab; a lab that reinforces students skills in measuring liquid volume with a graduated cylinder. Ask your child to describe the lab to you. Next week, students will start exploring atoms and elements.
You can stream it by following this link
or you can download the file and listen on any device!
|OMNI/JOURNEY SUPPLY LIST 2018-19|
|Box of Kleenex (120 PIECES)||3|
|Earbuds or headphones TO BE KEPT AT SCHOOL||2|
|Stylus for iPads TO BE KEPT AT SCHOOL||1|
|Pencil case (ANY TYPE) - with three grommets||2|
|Pack of EXPO dry erase markers (ANY COLOR) -||1|
|Set of 12 colored pencils (CRAYOLA brand)||1|
|Set of 8 Markers (CRAYOLA BRAND-thick)||1|
|Set of 12 crayons (ANY COLOR, CRAYOLA)||1|
|3x3 Post-its Individual pads (ANY COLOR)||5|
|Pack of Flags (ANY COLOR)||1|
|#2 Pencils with eraser (Ticonderoga)||60|
|Pair of scissors (STANDARD SIZE)||1|
|Glue stick (LARGE) - Elmers||3|
|Roll of tape (DISPENSERED ROLL)||6|
|3 x 5 notecards (LINED on one side/Blank on the other)||4|
|Case-it Large Capacity 3-Inch Zipper Binder||1|
|Pack of 12 blue or black pens||1|
|Pack of 12 assorted colored pens||1|
|Pack of 4 assorted color highlighters||1|
|Clorox Wipes (ANY SIZE)||1|
|100 ct. lined loose leaf paper-wide ruled||1|
|Two pocket folder (NO PRONGS) - plastic||1|
|White Pearl Eraser (Or Comparable)||1|
Blocks 1-4 will have the test on Tuesday, January 23
Block 5 will have the test on Wednesday, January 24