MATH: I reviewed fractions, decimals, and percentages using a game format. We did this the whole time, and it was fun! (Thanks to Mrs. Burraston who volunteered to run the show for 20 minutes before lunch.) No homework tonight. Tomorrow we'll go over the same material again and again until they get it. It's sinking in.
LANGUAGE ARTS: Students worked on their Autobiographies during Power Hour. I decided to stop their stories at High School graduation. We need to start spending time reviewing for end-of-year tests.
Spelling test tomorrow over week #35 words (National Parks). Remind kids to capitalize them.
SOCIAL STUDIES: Students were printing their 10 facts, cutting them out, and gluing them to construction paper matting for placement on their posters. PLEASE MAKE SURE YOUR 5TH GRADE STUDENT HAS A REGULAR POSTER (not the 3 sided science fair ones) BY MONDAY! Tomorrow I'll teach them how to use the grid drawing system to draw their hero pictures. ALL STUDENTS WERE ASKED TO HAVE A PICTURE OF THEIR HERO TODAY, BUT MANY DIDN'T DO THEIR HOMEWORK! Therefore, we couldn't start today. I'm showing the drawing technique tomorrow, ready or not. Please see the "Social Studies" link on the Student side of my website to know the deadlines.
GRAMMAR: Students completed and turned in a double-sided worksheet (#5 & #6). This taught differences between homonyms like pain/pane, doesn't/don't, hear/here, etc. I'll grade them tomorrow.
Thursday, April 28, 2011
4-27-11
MATH: Students made a booklet with hundreds charts converted to fractions and to decimals. It took the whole time to complete about 14 of them. We'll practice converting between them tomorrow. No homework tonight.
LANGUAGE ARTS: Half the students took some online tests to practice for the end-of-year testing. The other half worked on their Autobiographies, creating memories for future junior and senior high school years. Some students don't write a whole lot in class and will therefore need to write at home to not get behind.
Spelling Packets are due tomorrow.
TFK Packet is due tomorrow.
LANGUAGE ARTS: Half the students took some online tests to practice for the end-of-year testing. The other half worked on their Autobiographies, creating memories for future junior and senior high school years. Some students don't write a whole lot in class and will therefore need to write at home to not get behind.
Spelling Packets are due tomorrow.
TFK Packet is due tomorrow.
Tuesday, April 26, 2011
4-26-11
MATH: Check out the percentage/fraction/decimal table on p.670. I had students copy it into their Math Journals. (Of course there were a few who just didn't want to do that, so they won't be able to use it on test day. As your child to see his/her Math Journal to see if s/he copied it. No Math Journals are left at school, so they should have them.) We practiced finding percentages of numbers to get ready for today's homework assignment. It was a difficult lesson for many. We practiced the whole math time and I didn't give any time for working on the actual homework assignment. Therefore, I reduced the homework assignment: p.671 #1-5, 7-10. We'll see how many understood it and go from there.
LANGUAGE ARTS: Yesterday we created lists of memories: pre-school years (0-5 years old) and school years (Kindergarten - 5th grade). Today we used those lists to write several paragraphs of these memories. They must write a minimum of one paragraph each for those two time eras. Most students wrote several paragraphs for each time era. Each paragraph should highlight one memory.
Tomorrow we start creating futures! Students will look ahead through crystal balls and see what great things they will accomplish in junior and high schools. Will they excel in a sport? Will they be known for how friendly they are? Will they take classes that help them graduate early and hit college at 16? It's their stories They can create futures that will hopefully turn into reality.
GRAMMAR: I assigned a worksheet "Using the Right Word" pages 3 & 4. I went over all the words (except "aloud" and "allowed"). Most kids got done with 75% of the questions. It's due tomorrow.
SOCIAL STUDIES: PLEASE GET YOUR CHILD A POSTER BOARD FOR THE GREAT AMERICAN HERO PROJECT. (Just the normal size, NOT the three-sided science fair type.) Don't work on the posters at home - there's a special way to put pictures, facts, and captions on. We'll be doing this at school. (Gotta love that, right?)
Students were assigned to find a picture of their Great American Hero and to print it. Please help them find one tonight if they didn't get one printed at school. They will be using a grid system to hand-draw their heroes. Hopefully we can start it on Thursday. Students have also been busy researching their heroes to find 10 interesting or unknown facts. They will be typing them up in about 24 point font size for the facts and the captions.
COMMUNITY CIRCLE: We took time to talk about bullying at Cedar Ridge (again). Most students said they had been bullied here at least once, and many said it happens regularly. We talked about what bullying is, what phrases could be interpreted as bullying, and why this isn't good. I also mentioned that joking around can be considered bullying when it hurts feelings. On the other hand, I told kids that sometimes they just need to stop being so sensitive (get a thicker skin) and not let others have so much control over their emotions.
We also talked about physical violence, even gently shoving. At the end we discussed strategies to use when being bullied: ignore, walk away, tell an adult, say something humorous i.e. Bully: "Your ugly!" Response: "Have you ever looked in a mirror?" or simply saying, "So what's your point?" It was a good discussion and I hope it helps with those who have been calling names, etc.
LANGUAGE ARTS: Yesterday we created lists of memories: pre-school years (0-5 years old) and school years (Kindergarten - 5th grade). Today we used those lists to write several paragraphs of these memories. They must write a minimum of one paragraph each for those two time eras. Most students wrote several paragraphs for each time era. Each paragraph should highlight one memory.
Tomorrow we start creating futures! Students will look ahead through crystal balls and see what great things they will accomplish in junior and high schools. Will they excel in a sport? Will they be known for how friendly they are? Will they take classes that help them graduate early and hit college at 16? It's their stories They can create futures that will hopefully turn into reality.
GRAMMAR: I assigned a worksheet "Using the Right Word" pages 3 & 4. I went over all the words (except "aloud" and "allowed"). Most kids got done with 75% of the questions. It's due tomorrow.
SOCIAL STUDIES: PLEASE GET YOUR CHILD A POSTER BOARD FOR THE GREAT AMERICAN HERO PROJECT. (Just the normal size, NOT the three-sided science fair type.) Don't work on the posters at home - there's a special way to put pictures, facts, and captions on. We'll be doing this at school. (Gotta love that, right?)
Students were assigned to find a picture of their Great American Hero and to print it. Please help them find one tonight if they didn't get one printed at school. They will be using a grid system to hand-draw their heroes. Hopefully we can start it on Thursday. Students have also been busy researching their heroes to find 10 interesting or unknown facts. They will be typing them up in about 24 point font size for the facts and the captions.
COMMUNITY CIRCLE: We took time to talk about bullying at Cedar Ridge (again). Most students said they had been bullied here at least once, and many said it happens regularly. We talked about what bullying is, what phrases could be interpreted as bullying, and why this isn't good. I also mentioned that joking around can be considered bullying when it hurts feelings. On the other hand, I told kids that sometimes they just need to stop being so sensitive (get a thicker skin) and not let others have so much control over their emotions.
We also talked about physical violence, even gently shoving. At the end we discussed strategies to use when being bullied: ignore, walk away, tell an adult, say something humorous i.e. Bully: "Your ugly!" Response: "Have you ever looked in a mirror?" or simply saying, "So what's your point?" It was a good discussion and I hope it helps with those who have been calling names, etc.
Monday, April 25, 2011
4-25-11
MATH: Taught percentage (ratio that is always a fraction of something over 100). We watercolored 100's squares with various percentages and changed them to fractions, reduced the fractions too. Assignment: Worksheet P11-2 / 11-8 (review of Ratios and practice for Percentages). That's it for Chp. 11. (Other stuff isn't required from State Core.) We'll review tomorrow and take the test on Wednesday. I really want to hit Chp. 12 before end-of-year tests. We've done great this year covering all the concepts.
LANGUAGE ARTS: Making a List: I had students get a paper and label the front "Pre-School Years" and the back had "School Years." They were assigned to "brain drain" any memories from birth to Kindergarten and make a list, and then brain drain on K-5th Grade on the back of the paper. We will be writing paragraphs tomorrow about pre-school and school years. After that we will start creating future memories by looking into the next 60 years. Students will tell about their great accomplishments in Jr. High, High School, College, marriage or staying single, what they do for jobs, how they contributed to society and American. The biography will end when they are about 75 or so. It's a fun (and hopefully positive) look ahead and goal setting experience.
TFK ' "The Crisis in Japan" Packet handed out, worked on, and due this Thursday.
LIT LOG: I didn't get them copied yet for this week. Hot off the press for tomorrow!
LANGUAGE ARTS: Making a List: I had students get a paper and label the front "Pre-School Years" and the back had "School Years." They were assigned to "brain drain" any memories from birth to Kindergarten and make a list, and then brain drain on K-5th Grade on the back of the paper. We will be writing paragraphs tomorrow about pre-school and school years. After that we will start creating future memories by looking into the next 60 years. Students will tell about their great accomplishments in Jr. High, High School, College, marriage or staying single, what they do for jobs, how they contributed to society and American. The biography will end when they are about 75 or so. It's a fun (and hopefully positive) look ahead and goal setting experience.
TFK ' "The Crisis in Japan" Packet handed out, worked on, and due this Thursday.
LIT LOG: I didn't get them copied yet for this week. Hot off the press for tomorrow!
Friday, April 22, 2011
4-22-11
MATH: No math today. We worked on very secret Mother's Day projects that took all morning.
LANGUAGE ARTS: Students were assigned to write the second paragraph of their autobiography - all about the day they were born. It was fun getting on laptops and looking up the meanings of their names. A few names were "location names" and I went into GoogleEarth to show them where their ancestors might have come from. It was fun! Students should now have their Intro and Birth paragraphs written. If not, then they are behind. Next week we get into more life memories and specific details. Students who already have written an autobiography may use them as a reference, but not submit the same piece of writing. I told them that they are now 5th graders and should be able to elaborate more and make better sentences than they did in 3rd or 4th grade.
P.E.: Loooong P.E. today. They went with Mrs. Walker for an hour, then I taught them kickball strategies in the classroom afterward. We then practiced these kickball strategies for about 30 minutes. They really paid attention to what I had taught them and played so intelligently. They were also cheering each other on. It was especially cool to hear them cheering for kids who really need an emotional boost. Some kids who struggle in the classroom can really shine out on the field, and I'm sure a few kids went home today floating on cloud 9.
LANGUAGE ARTS: Students were assigned to write the second paragraph of their autobiography - all about the day they were born. It was fun getting on laptops and looking up the meanings of their names. A few names were "location names" and I went into GoogleEarth to show them where their ancestors might have come from. It was fun! Students should now have their Intro and Birth paragraphs written. If not, then they are behind. Next week we get into more life memories and specific details. Students who already have written an autobiography may use them as a reference, but not submit the same piece of writing. I told them that they are now 5th graders and should be able to elaborate more and make better sentences than they did in 3rd or 4th grade.
P.E.: Loooong P.E. today. They went with Mrs. Walker for an hour, then I taught them kickball strategies in the classroom afterward. We then practiced these kickball strategies for about 30 minutes. They really paid attention to what I had taught them and played so intelligently. They were also cheering each other on. It was especially cool to hear them cheering for kids who really need an emotional boost. Some kids who struggle in the classroom can really shine out on the field, and I'm sure a few kids went home today floating on cloud 9.
Thursday, April 21, 2011
4-21-11
NOTE: Tomorrow, students need to come dressed in clothes that can get dirty. We're working on a (secret) art project, and it will be messy.
COUGAR WALK: Registration has begun. Fill out the bright green registration sheet that was sent home yesterday and send a check for $5/child or $25/family to help our class win prizes. Also, help your child get sponsors for the walk-a-thon (aunts, uncles, grandparents, etc.). You can even sign up people from where parents work! Let's make this a BIG success!
MATH: Today's lesson was on proportions and equal ratios (1/2 is the same proportion and ratio as 2/4, which is the same as 3/6, etc.). I reviewed how to reduce fractions to lowest terms and how to create equal ratios by multiplying by the equivalent of 1 (for example multiplying a fraction by 2/2 or 3/3 or 256/256). The fractions are equal and in proportion.
Assignment: p.647 #1-9, 11-16 and p.649-650 #1-20.
LANGUAGE ARTS: I read several examples of introductory paragraphs from famous people (Helen Keller, Martin Luther King, Jr., etc.) and talked about the strategies for writing introductory paragraphs. Introductions are not detailed, just general in nature. Students were given time to write the introductory paragraphs for their autobiographies. I'd say 90% of students were successful in writing one or more introductory paragraphs, They will eventually choose one. This is tonight's homework if your child didn't write an intro paragraph.
Spelling Packets were turned in and we played "Spelling Snake." They love this short spelling game!
SOCIAL STUDIES: What a fun day! Students were assigned to study a section of the U.S. History textbook and create a poster of 10 facts and a picture. Posters were taped all over the room and students did a "Silent Gallery Walk." This is where students take clipboards around and write down interesting facts about the topics they didn't study. Tomorrow we will talk about the different topics: Transcontinental Railroad, "Home on the Range," Homesteaders, and the Plains Wars.
COUGAR WALK: Registration has begun. Fill out the bright green registration sheet that was sent home yesterday and send a check for $5/child or $25/family to help our class win prizes. Also, help your child get sponsors for the walk-a-thon (aunts, uncles, grandparents, etc.). You can even sign up people from where parents work! Let's make this a BIG success!
MATH: Today's lesson was on proportions and equal ratios (1/2 is the same proportion and ratio as 2/4, which is the same as 3/6, etc.). I reviewed how to reduce fractions to lowest terms and how to create equal ratios by multiplying by the equivalent of 1 (for example multiplying a fraction by 2/2 or 3/3 or 256/256). The fractions are equal and in proportion.
Assignment: p.647 #1-9, 11-16 and p.649-650 #1-20.
LANGUAGE ARTS: I read several examples of introductory paragraphs from famous people (Helen Keller, Martin Luther King, Jr., etc.) and talked about the strategies for writing introductory paragraphs. Introductions are not detailed, just general in nature. Students were given time to write the introductory paragraphs for their autobiographies. I'd say 90% of students were successful in writing one or more introductory paragraphs, They will eventually choose one. This is tonight's homework if your child didn't write an intro paragraph.
Spelling Packets were turned in and we played "Spelling Snake." They love this short spelling game!
SOCIAL STUDIES: What a fun day! Students were assigned to study a section of the U.S. History textbook and create a poster of 10 facts and a picture. Posters were taped all over the room and students did a "Silent Gallery Walk." This is where students take clipboards around and write down interesting facts about the topics they didn't study. Tomorrow we will talk about the different topics: Transcontinental Railroad, "Home on the Range," Homesteaders, and the Plains Wars.
Wednesday, April 20, 2011
4-20-11
MATH: Students took the Chp. 10 Test today. It was a custom made test; the first five questions were on PERIMETER, questions 6-10 were on AREA, question 11 was SURFACE AREA, and question 12 was on VOLUME. I made the questions very simple and basic and I was surprised that any questions were missed. Most of the students got 100% or missed only one. There was a small handful who missed two or more. I sent home the bubble sheets today. Ask you student to see it, or you can check Skyward to get their Chp. 10 Test score.
We started Chp. 11 today. Student recorded what RATIO means in their Math Journals complete with examples of what "part to whole" ratios are, and what "part to part" ratios are. Tonight, ask you student if s/he can explain what a ratio is. (Example: there are 15 marbles in a bag; three are green, four are blue, and eight are black; the ratio of blue to total marbles is "four to 15" or "4:15" or "4/15." That's "part to whole" ratio. If you ask what the ratio is from black to green marbles, the answer is "8 to 3" or "8:3" or "8/3." That's "part to part" ratio.) We'll be getting into percentages and proportions later this week. Fun, fun, fun!
LANGUAGE ARTS: We are starting to write AUTOBIOGRAPHIES. Students were given interview questions to ask parents about their birth (date, time, place, specific and interesting details), how their name was chosen, etc. Next, they will come up with questions about their toddler years. Be prepared to be asked lots of questions about your 5th grader's childhood!
SOCIAL STUDIES: Students had one last chance to change the Great American Hero they chose yesterday. No more changes after today. We had an assembly today, so there Soc. Studies was very short.
ASSEMBLY: Cougar Walk - May 5th. Students should be bringing home information packets today. Look for the bright green sheets stapled to a large white envelope. Please help support this walk-a-thon by registering each CRE child ASAP ($5 per child, or $25 per family). The class with most registrants wins a party. The class with the most donated baked goods on May 5th get a party, too! Our class wants to win ALL the parties! The kids are REALLY excited! Thanks for you help in signing up sponsors on the white envelope.
We started Chp. 11 today. Student recorded what RATIO means in their Math Journals complete with examples of what "part to whole" ratios are, and what "part to part" ratios are. Tonight, ask you student if s/he can explain what a ratio is. (Example: there are 15 marbles in a bag; three are green, four are blue, and eight are black; the ratio of blue to total marbles is "four to 15" or "4:15" or "4/15." That's "part to whole" ratio. If you ask what the ratio is from black to green marbles, the answer is "8 to 3" or "8:3" or "8/3." That's "part to part" ratio.) We'll be getting into percentages and proportions later this week. Fun, fun, fun!
LANGUAGE ARTS: We are starting to write AUTOBIOGRAPHIES. Students were given interview questions to ask parents about their birth (date, time, place, specific and interesting details), how their name was chosen, etc. Next, they will come up with questions about their toddler years. Be prepared to be asked lots of questions about your 5th grader's childhood!
SOCIAL STUDIES: Students had one last chance to change the Great American Hero they chose yesterday. No more changes after today. We had an assembly today, so there Soc. Studies was very short.
ASSEMBLY: Cougar Walk - May 5th. Students should be bringing home information packets today. Look for the bright green sheets stapled to a large white envelope. Please help support this walk-a-thon by registering each CRE child ASAP ($5 per child, or $25 per family). The class with most registrants wins a party. The class with the most donated baked goods on May 5th get a party, too! Our class wants to win ALL the parties! The kids are REALLY excited! Thanks for you help in signing up sponsors on the white envelope.
Tuesday, April 19, 2011
4-19-11
MATH: Reviewed perimeter, area, surface area, and volume. Taught what a triangular prism looks like and how it relates to a rectangular prism (1/2 the volume). Final lesson today was on "Gallon Guy" - the common gallon, quart, pint, and cup measurements. Homework: Create a "Gallon Creature" that shows how the measurements relate to each other. (See "Gallon Guy" in your student's Math Journal.)
LANGUAGE ARTS: A Civil War re-enactor came and talked all about the Civil War.
SOCIAL STUDIES: We worked on the post-Civil War posters that were started yesterday. We'll finish them Wed. and Thu.
LANGUAGE ARTS: A Civil War re-enactor came and talked all about the Civil War.
SOCIAL STUDIES: We worked on the post-Civil War posters that were started yesterday. We'll finish them Wed. and Thu.
Monday, April 18, 2011
4-18-11
MATH: Reviewed surface area and volume. Handed out worksheet PS 10-3 / PS 10-5. The most difficult part is question #2 on the Volume side. I showed students how to change the side length from number of blocks (unit measurement) to centimeters (length measurement), but I still think there was confusion. I hope to test on perimeter, area, surface area, and volume on Wednesday.
LANGUAGE ARTS: We did a Reader's Theater today called "The Hidden One." Students practiced reading the play several times using voice inflections, speed, and loudness. They really enjoyed the morale of the story for this one.
SOCIAL STUDIES: Students were split into small groups to research post Civil War history. Each group will come up with 10 facts for their topic and put them on a 1/2 poster, along with a title and picture. We will then do a "Gallery Walk" where students walk around the room and take notes on what they read on other groups' posters. When done, we'll debrief to see what they learned in their own group and from other groups. This will take most of the week, and all the work will be done in class.
GREAT AMERICAN HERO: Students need to select three people as candidates for the Wax Museum that will take place on May 20th. They will only do ONE of them, but they may not get their 1st choice when I randomly select students to name their hero. Rules: Hero must NOT be alive today. Hero must have helped impact America toward freedom in one way or another. Hero may not be a sports or music figure, unless it can be proven that that person helped make America great. (exceptions: Jackie Robinson, baseball great, broke the white-only barrier for pro-baseball league. Shirley Temple was a child actress and later became a U.S. Ambassador. No to Michael Jordan or Michael Jackson, etc.) Kids wondered about LDS prophets, and the only two allowed will be Joseph Smith (founder of new religion) and Brigham Young (leader in westward expansion). A few students also asked about doing a report on their relatives. If the relatives can be found in a general American History textbook, then the answer is "yes." They are welcome to do a second report on a relative, but not for the Wax Museum.
LANGUAGE ARTS: We did a Reader's Theater today called "The Hidden One." Students practiced reading the play several times using voice inflections, speed, and loudness. They really enjoyed the morale of the story for this one.
SOCIAL STUDIES: Students were split into small groups to research post Civil War history. Each group will come up with 10 facts for their topic and put them on a 1/2 poster, along with a title and picture. We will then do a "Gallery Walk" where students walk around the room and take notes on what they read on other groups' posters. When done, we'll debrief to see what they learned in their own group and from other groups. This will take most of the week, and all the work will be done in class.
GREAT AMERICAN HERO: Students need to select three people as candidates for the Wax Museum that will take place on May 20th. They will only do ONE of them, but they may not get their 1st choice when I randomly select students to name their hero. Rules: Hero must NOT be alive today. Hero must have helped impact America toward freedom in one way or another. Hero may not be a sports or music figure, unless it can be proven that that person helped make America great. (exceptions: Jackie Robinson, baseball great, broke the white-only barrier for pro-baseball league. Shirley Temple was a child actress and later became a U.S. Ambassador. No to Michael Jordan or Michael Jackson, etc.) Kids wondered about LDS prophets, and the only two allowed will be Joseph Smith (founder of new religion) and Brigham Young (leader in westward expansion). A few students also asked about doing a report on their relatives. If the relatives can be found in a general American History textbook, then the answer is "yes." They are welcome to do a second report on a relative, but not for the Wax Museum.
Thursday, April 7, 2011
4-6-11
MATH: I gave students more time to complete their polyhedron sculptures and calculate the surface areas. No homework tonight (except bring an empty box if one hadn't been brought in the last two days).
LANGUAGE ARTS: Students were given time to get on Skyward and check for any missing assignments. I spent time handing out lost papers, etc. and giving time to get caught up. Those who were all caught up wrote more in their Book Jacket stories. TFK is due tomorrow.
TALENT SHOW ASSEMBLY: This lasted about an hour and was really fun to watch! After the assembly I talked about how important it is to not make fun of participants (some were laughing at a few who sang), but to congratulate those who participated. It's takes to get up in front of 1,000 students and perform, and hurting others' feelings isn't appropriate. I overheard several students say, "Nice job!" in the halls later that day to some who had been in the assembly. I also told my class that their talents are just as good and important as those who made it into the assembly. Just because they weren't picked doesn't mean they weren't as good - maybe they were better. But they should NEVER give up on their talents and keep the drive going to do what you enjoy, and give it your all!
P,E.: This specialty started today and will go for about a month.
SOCIAL STUDIES: We watched the last bit of "Gettysburg." Afterwards I read the Gettysburg Address that had been given by Abraham Lincoln. I then put it into 5th grade language so they could really understand what had been said and how it impacts us today.
LANGUAGE ARTS: Students were given time to get on Skyward and check for any missing assignments. I spent time handing out lost papers, etc. and giving time to get caught up. Those who were all caught up wrote more in their Book Jacket stories. TFK is due tomorrow.
TALENT SHOW ASSEMBLY: This lasted about an hour and was really fun to watch! After the assembly I talked about how important it is to not make fun of participants (some were laughing at a few who sang), but to congratulate those who participated. It's takes to get up in front of 1,000 students and perform, and hurting others' feelings isn't appropriate. I overheard several students say, "Nice job!" in the halls later that day to some who had been in the assembly. I also told my class that their talents are just as good and important as those who made it into the assembly. Just because they weren't picked doesn't mean they weren't as good - maybe they were better. But they should NEVER give up on their talents and keep the drive going to do what you enjoy, and give it your all!
P,E.: This specialty started today and will go for about a month.
SOCIAL STUDIES: We watched the last bit of "Gettysburg." Afterwards I read the Gettysburg Address that had been given by Abraham Lincoln. I then put it into 5th grade language so they could really understand what had been said and how it impacts us today.
Monday, April 4, 2011
4-5-11
I'm writing this Mon. night, as I'll have a sub tomorrow. I'll be at my monthly district "Teaching American History" training at the district all day Tuesday. Following is what I put in the sub plans:
MATH: Students who didn't bring a box today need to bring one tomorrow. We made polyhedron sculptures today using cubes, rectangular prisms, and triangular prisms. Each polyhedron was to have the total surface area measured and recorded. The total surface area of the sculpture was the objective for today. No homework tonight.
LANGUAGE ARTS: Gave students 15 minutes to work on TFK packets. Students started (or continued) their Book Jacket stories and wrote for 30 minutes.
Spelling: Gave about 30 minutes to complete their packets today.
DANCE: Students went to Mrs. Pugmire for dance instruction.
SOCIAL STUDIES: Students were assigned to read pgs. 494-498 and 500-501 in the U.S. textbook and fill out a worksheet: "Matching Words and Their Meanings" / "Thinking About Reconstruction" - all related to the Civil War. This is NOT homework. We'll work some more on it tomorrow.
SCIENCE: Students worked with partners to practice the "Earth Changes" UCUTIPS Test. (This one is different than the Vocab. matching test they were supposed to do last night.)
MATH: Students who didn't bring a box today need to bring one tomorrow. We made polyhedron sculptures today using cubes, rectangular prisms, and triangular prisms. Each polyhedron was to have the total surface area measured and recorded. The total surface area of the sculpture was the objective for today. No homework tonight.
LANGUAGE ARTS: Gave students 15 minutes to work on TFK packets. Students started (or continued) their Book Jacket stories and wrote for 30 minutes.
Spelling: Gave about 30 minutes to complete their packets today.
DANCE: Students went to Mrs. Pugmire for dance instruction.
SOCIAL STUDIES: Students were assigned to read pgs. 494-498 and 500-501 in the U.S. textbook and fill out a worksheet: "Matching Words and Their Meanings" / "Thinking About Reconstruction" - all related to the Civil War. This is NOT homework. We'll work some more on it tomorrow.
SCIENCE: Students worked with partners to practice the "Earth Changes" UCUTIPS Test. (This one is different than the Vocab. matching test they were supposed to do last night.)
4-4-11
M ATH: We stared Chp. 10 today, solid geometry (cubes, rectangular and triangular prisms, cylinders, cones). I had students take graph paper and create "nets" to make cubes and rectangular prisms today. Some students were able to get to pyramids and cylinders today. The prime lesson was on finding the "surface area" of cubes and rectangular prisms (add the different areas of all the sides, top, and bottom). Homework assignment: Bring an empty box to school tomorrow. We'll spend some time finding the surface areas of each others' boxes.
LANGUAGE ARTS: New TFK - "A Nation at War." Packet due Thursday. Gave kids about 30 minutes to get it started. (A few got done today.) Told students to get new Lit Log for this week and to hand in the ones from last week. (Do you just LOVE not having to sign the Lit Logs any more?)
Spelling: Gave a pretest for Week #32. This week is all about "ph" and "gh" words.
SCIENCE: Homework Assignment: Students are to go to UCUTIPS - TESTS on my website and take the Vocabulary - Earth Changes test tonight. They may use their Science Journals for help. I think I haven't taught "deposition," though. I'll cover that tomorrow and not count it on their UCUTIPS Test grade. I also suggested that students practice taking the Science - Changing Earth Test online, too. Right now all the answers show up if they choose wrong. On Friday, when we take the test for REAL, this feature will NOT be available. We're working toward finishing this unit by Friday, before Spring Break.
SOCIAL STUDIES: We watched more of the "Gettysburg" DVD. It's rated PG, and there were a few "D***" and "H***" words in there as the soldiers talked. Students were allowed to read in the hall if they didn't want to watch the DVD. I emphasized that swearing is something I don't do, and that we SHOULDN'T swear.
LANGUAGE ARTS: New TFK - "A Nation at War." Packet due Thursday. Gave kids about 30 minutes to get it started. (A few got done today.) Told students to get new Lit Log for this week and to hand in the ones from last week. (Do you just LOVE not having to sign the Lit Logs any more?)
Spelling: Gave a pretest for Week #32. This week is all about "ph" and "gh" words.
SCIENCE: Homework Assignment: Students are to go to UCUTIPS - TESTS on my website and take the Vocabulary - Earth Changes test tonight. They may use their Science Journals for help. I think I haven't taught "deposition," though. I'll cover that tomorrow and not count it on their UCUTIPS Test grade. I also suggested that students practice taking the Science - Changing Earth Test online, too. Right now all the answers show up if they choose wrong. On Friday, when we take the test for REAL, this feature will NOT be available. We're working toward finishing this unit by Friday, before Spring Break.
SOCIAL STUDIES: We watched more of the "Gettysburg" DVD. It's rated PG, and there were a few "D***" and "H***" words in there as the soldiers talked. Students were allowed to read in the hall if they didn't want to watch the DVD. I emphasized that swearing is something I don't do, and that we SHOULDN'T swear.
Friday, April 1, 2011
4-1-11
APRIL FOOL'S DAY! I started the day with track on doing SSD (Silent Sustained Drawing) instead of SSR (Silent Sustained Reading). If they talked, they were "punished" by having to read. It was fun, and the kids made some pretty great pictures.
After the morning recess, kids were brought back to the classrooms. All 5th grade teachers rotated to another class and informed students that they were their new teachers for the rest of the year. We then administered a math test with questions like, "Twenty boys went swimming. If they each ate three apples, how long were they gone?" and "Teachers bought treats for all of the children. How many treats do they need to buy for two days?" and "Jordan lifted 30 pounds, and then dropped 50. He forgot today was Tuesday, so how many did he lift Thursday?" Most kids figured out it was April Fool's Day and played along.
If you want to play a fun April Fool's Day trick on your kids, tell them that a new type of octopus has been discovered. Then send them to this website: http://zapatopi.net/treeoctopus/
MATH: It was hard getting a REAL test going after the fun we had this morning. I created my own Chp. 9 test, and most students did very well. We'll start Chp. 10 concepts next week and hopefully test on concepts learned next Friday before we have Spring Break.
LANGUAGE ARTS: Just took the Spelling Week #31 Test online.
COMPUTERS: Last day with Mrs. Naugle for the year. (I'm so thankful to have my own lab of computers in my classroom to continue computer skills most every day.)
SOCIAL STUDIES: We have been studying the Civil War, and I showed "Gettysburg" today (rated PG). There were a few "damn" swear words said by the soldiers, and I allowed students to read in the hall if they felt offended. On the whole, I felt that this DVD gave a good portrayal of this pivotal battle.
After the morning recess, kids were brought back to the classrooms. All 5th grade teachers rotated to another class and informed students that they were their new teachers for the rest of the year. We then administered a math test with questions like, "Twenty boys went swimming. If they each ate three apples, how long were they gone?" and "Teachers bought treats for all of the children. How many treats do they need to buy for two days?" and "Jordan lifted 30 pounds, and then dropped 50. He forgot today was Tuesday, so how many did he lift Thursday?" Most kids figured out it was April Fool's Day and played along.
If you want to play a fun April Fool's Day trick on your kids, tell them that a new type of octopus has been discovered. Then send them to this website: http://zapatopi.net/treeoctopus/
MATH: It was hard getting a REAL test going after the fun we had this morning. I created my own Chp. 9 test, and most students did very well. We'll start Chp. 10 concepts next week and hopefully test on concepts learned next Friday before we have Spring Break.
LANGUAGE ARTS: Just took the Spelling Week #31 Test online.
COMPUTERS: Last day with Mrs. Naugle for the year. (I'm so thankful to have my own lab of computers in my classroom to continue computer skills most every day.)
SOCIAL STUDIES: We have been studying the Civil War, and I showed "Gettysburg" today (rated PG). There were a few "damn" swear words said by the soldiers, and I allowed students to read in the hall if they felt offended. On the whole, I felt that this DVD gave a good portrayal of this pivotal battle.
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