Daniel Nesbitt shared his musical history and played a couple of songs for the students. Thank you Daniel for sharing one of your passions with us!
RADAR CHECK:
- No School/Homeschool: Mon, Sep. 5-Labor Day
- WATER BOTTLES: Please remind students to bring their water bottle to school everyday.
- Happily Family EdNextGen webinars available! Check out these great videos that give helpful tips for parenting and teaching. If you would like access to the many incredible videos at your fingertips, please contactDVIAoffice@davincischools.org for your temporary log in and password. (Password will change frequently for security purposes). Thank you to Jason and Cecilia for this awesome opportunity!
- FAN Opening Social and Film Festival!- Sat, Sept 10 from 12:00-3:00
- Volunteers Needed to help with the Film Festival: Go to the link below to signup: m.signupgenius.com/#!/showSignUp/10c0e4da8a723a75-volunteers
- Sep. 13: Scooter's Jungle- Starts @ 5pm...make sure to buy your tickets early!
PEC #1: It was wonderful to see so many of you at PEC 1! I hope you all gained different perspectives and strategies to help start your year off on the right track! If you weren't able to make it to PEC 1, be on the lookout for makeup meeting dates for next week. As a reminder, attending PEC counts as your mandatory meeting for work journal 1.
WHAT DID WE DO THIS WEEK?
MATH with MEGAN: Over the last few weeks, students have been working on an ‘All About Me Poster’, where they had to create math sentences that represent cool facts about themselves. Student’s posters were informal assessments as well as a great way for kiddos to get know each other. Third graders began lesson 12 in Engage NY, reviewed place value concepts with the help of a comical parody, and successfully logged back into ST Math. Fourth graders began lesson 1 and 2 of Engage NY, reviewed place value concepts with various minute to win it challenges, and also successfully logged into ST Math. Some students reported that they are experiencing problems at home with logging into ST Math, and I am trying to troubleshoot. I appreciate your patience, and will let families know as soon as the issue gets worked out.
Some of you have reached out to let me know you are receiving an error when your student attempts to login to ST Math at home. The tech team at MIND Institute suggested that this might be happening to those of you who are using IPads, and may need to reset your cache. To clean your cache:
1) Make sure the ST Math APP is closed
2) Open settings
3) Open ST Math settings
4) Reset Flash Cache
5) Close settings and reopen ST Math App
This should resolve the ‘server not found’ errors. If you are still experiencing issues, please reach out to me.
Megan Johnson| Core 3Teacher
DA VINCI Innovation academy
P: 310-725-5800 | http://mjohnsondavinci.weebly.com/
MATH with MEGAN: Over the last few weeks, students have been working on an ‘All About Me Poster’, where they had to create math sentences that represent cool facts about themselves. Student’s posters were informal assessments as well as a great way for kiddos to get know each other. Third graders began lesson 12 in Engage NY, reviewed place value concepts with the help of a comical parody, and successfully logged back into ST Math. Fourth graders began lesson 1 and 2 of Engage NY, reviewed place value concepts with various minute to win it challenges, and also successfully logged into ST Math. Some students reported that they are experiencing problems at home with logging into ST Math, and I am trying to troubleshoot. I appreciate your patience, and will let families know as soon as the issue gets worked out.
Some of you have reached out to let me know you are receiving an error when your student attempts to login to ST Math at home. The tech team at MIND Institute suggested that this might be happening to those of you who are using IPads, and may need to reset your cache. To clean your cache:
1) Make sure the ST Math APP is closed
2) Open settings
3) Open ST Math settings
4) Reset Flash Cache
5) Close settings and reopen ST Math App
This should resolve the ‘server not found’ errors. If you are still experiencing issues, please reach out to me.
Megan Johnson| Core 3Teacher
DA VINCI Innovation academy
P: 310-725-5800 | http://mjohnsondavinci.weebly.com/
WRITING: Using a mentor text, The Most Magnificent Thing by Ashley Spires, helped students identify how the author created mood (how the reader feels) and label the changing moods throughout the story. Using the same text, students identified the tone (the author's attitude toward the character or situation) and discussed how the tone of the words can be different than the illustrations. We discussed how this story showed perseverance and perspective. Using the strategy, Think-Pair-Share, students thought about a time when they felt challenged, their rubber band was about to break or it did break, and talked about what they did to get themselves back on track to finish the challenge. After students shared in small groups, they began writing a "small moment" narrative in their journals. I reminded students to Show, don't TELL what happened. Meaning, don't come right out and tell what the character is feeling, but add details that show how the character feels.
Visit our "Writerly Life" blog located in the Resources section under Writing. Here, I will share strategies of what students did in class so that you can use these strategies at home. Here is the link: dviacore3.weebly.com/the-writerly-life
Visit our "Writerly Life" blog located in the Resources section under Writing. Here, I will share strategies of what students did in class so that you can use these strategies at home. Here is the link: dviacore3.weebly.com/the-writerly-life
READING: We watched a Powtoon video: www.youtube.com/watch?v=C3TZGZn5VwA about mood and tone. There are other videos to help further explain mood and tone. We practiced identifying the mood and tone in text. Using a mentor text, The Girl Who Never Makes Mistakes by Gary Rubenstein and Mark Pett, helped students identify the mood and tone of the story. In this story, some strong feelings of jealousy, arrogance, and perfectionist came to light. Afterwards, students paired up and began reading 3 short scenarios in which they had to circle the context clues that helped them identify the mood and tone of the passage. Pairs will finish this practice next week.
Using a mentor text and modeling throughout the text helps students identify the skill of focus. Consider finding books or passages in which you can use for your mini lesson.
Using a mentor text and modeling throughout the text helps students identify the skill of focus. Consider finding books or passages in which you can use for your mini lesson.
Art with Mr. Mason: Students worked with paint to create a landscape scene while mixing colors for shading and adding white pastel color marks when the paint dried.
Art with Cordula: Students finished their portrait of Aesop and final touches with watercolor for their sun and moon design. Cordula read the next fable, The Crow and the Pitcher. This is a great book that shows wit and perseverance. Moral: "Necessity is the mother of invention" or "In a pinch a good use of our wits may help us out."
This book lends itself to have some fun science experiments in trying to make water rise to the top of a pitcher or thin neck container by adding different items, like the crow added pebbles. You could also work on estimating how many pebbles it would take to make the water rise high enough for the crow to drink the water and figure out what other materials could be added to water.
Art with Cordula: Students finished their portrait of Aesop and final touches with watercolor for their sun and moon design. Cordula read the next fable, The Crow and the Pitcher. This is a great book that shows wit and perseverance. Moral: "Necessity is the mother of invention" or "In a pinch a good use of our wits may help us out."
This book lends itself to have some fun science experiments in trying to make water rise to the top of a pitcher or thin neck container by adding different items, like the crow added pebbles. You could also work on estimating how many pebbles it would take to make the water rise high enough for the crow to drink the water and figure out what other materials could be added to water.
Project: Students worked diligently to finish their music survey and music collage. Students revised and improved their collages after looking at four musical collages and making inferences about the interests of the designers. Students were also encouraged to hide their names in the design...good luck in finding out which collage your student created! This was a fun way to get to know each other in class. Next week, students will share their collages with the class.
Have a fun week of learning!
Have a fun week of learning!
