- Fieldtrip: Wells Fargo Bank-Wednesday, Oct. 21 at different times. Unfortunately, not all Core 3 families were able to sign up because many families also signed up their siblings to attend. In the future when space is limited, please be mindful that we'd really like to reserve many of those spaces for students in Core 3. I understand that it can be difficult to take one child on a fieldtrip and not the others, but also remember that there are close to 78 students in Core 3.
- Pizza Day Changed: Monday, Oct. 26 & Tuesday, Oct. 27 (Parents wanted to avoid the rush of parties closer to Halloween).
- Spirit Day: Thursday, Oct. 29 & Friday, Oct. 30-Creative Costume Day: You may wear your non-scary, non-violent Halloween Costume or create one. Please do not allow props to accompany the costumes, i.e. weapons or shields.
- Work Journal Feedback: You will receive work journal feedback sometime this weekend or next week. This is a "living document," so please take time to respond on the document, not in an email.
- Exhibition: SAVE THE DATE: Nov. 16 & Nov. 17 from 5-6:30 pm. Every family is required to attend for the duration of the event. Please mark your calendars now!
Writing: After many weeks of learning about the Founding Fathers and their contributions to creating our free nation, students began drafting their first letter to the Founding Fathers. Students will be writing a solid three paragraph letter using transition words and words from our word bank to enhance their writing. Students are writing what they are thankful for first. Then they will share a con from the Pros & Cons list created in class. Finally, they will share how the actions of the Founding Fathers has affected their lives and what wish they have for the future. Students will self-edit, peer edit, and teacher edit before producing a final draft.
In having conversations about how the Founding Fathers' actions affected their lives, we talked about how citizens in other countries do not have the same rights and freedoms that we have here in the United States, even today. That conversation included the story of Malala and her fight for her rights, and how some people are struggling to find adequate food, water, and shelter. One student also brought up the fighting in Syria. We didn't go into harsh details; however, you may want to talk with your child about their feelings of what they know is going on around the world and allow them to express their concerns or wonderings.
Students are beginning to see a pattern in how land and property was claimed by others, forcefully through wars. This topic can be so abstract that students won't have a clear understanding because it doesn't affect them personally. However for some students, this topic can bring about concerns, fears, and wonderings. As students continue to dig deeper into the history of how our nation was formed, students will begin to hear or read stories of cruelty, injustice, and hatred. When we discuss a topic that is sensitive, I will let you know. Students have already brought up their short understanding of Hitler, bombing of Japan and Pearl Harbor, Vietnam war, WWI, WWII, Civil War, slavery, Revolutionary War, and mistreatment of Native Americans.
Math: Students completed a post-assessment for place value and rounding skills. Please sign and return the United States Post-Assessment to Darlene, so that I can keep it for my records. Students began multiplication on ST Math.
Project: Students are finishing up the brochure about their group's assigned bill. Students are having hands-on practice using Word's brochure templates, adding pictures, using bullet points, and changing fonts. We will begin practicing keyboarding skills next week. We will take 10 minutes a day to work on keyboarding skills at http://www.funtotype.com I encourage each of you to add keyboarding skills into your home school learning. I know some of you have already begun and added it into your work journal! :-)
Reading: Students have been practicing how to take notes and paraphrase information read. This is a hard skill to learn. I'm teaching students how to write key words instead of sentences so that when they go back to paraphrase, they won't be tempted to plagiarize.
Next week, we will read about Women's Suffrage and create a list of women who they believe could be on the next $10 bill. We will begin watching Brainpop videos, read books about these women, and take notes so that teams could decide which woman they want to propose on their $10 bill. Students will work with new team members to design the new $10 bill.
ELA MAPS testing will be held next week. Once we have both scores, I'll print a copy for your records.