## Wednesday, January 30, 2013

### Wonderful Wednesday

This morning the students began their day in the media center.  When they returned to class, we reviewed Edmodo.  I pointed out the notification section, in the upper right corner, and explained that students need to check this area each time they log in.  Then I told the students that YOU, their parents, can get on our Edmodo page but creating an account using the class code listed right below the notification section.

After that, we continued reading Anna, Grandpa and the Big Storm, discussing changes in points of view and relationships.

Then the students received two hand-outs about character traits.  One defined and explained the concept of a character trait.  The other listed examples of positive character traits on one side, and negative on the other.  Both of these documents are to be stored in the reading section of their binder, to be referenced in the future.  Next, I modeled using the character trait list to choose three that describe Anna and identify examples from the story to support each one.

While I meet with small groups, the students will complete individual reading group assignments.  They will also begin preparing for the character analysis writing piece by identifying the main character in their reading group book, choosing three character traits to describe him/her and identifying an example, from the book, for each.

Sharks:  We met and reviewed the main character, the problem, and the changes in his point of view about being tall.  I explained to the group that they will begin a new book tomorrow but will be writing the character analysis using this book.  I hope it doesn't get too confusing!

In math we learned the difference between a fraction and a mixed number.  You can view the lesson here.  There is a worksheet for homework.  ALL students must identify the mixed number on the line provided for the answer.  Students have the option to challenge themselves by writing a fraction (equal to the mixed number) for each problem.

Following lunch and outdoor recess the students continued their independent work while I met with reading groups.

Cheetahs:  The students read chapter 3 and wrote about the title of that chapter in their RRJ.  In group we discussed the title and then decided which was worse; telling her mom she stole the pencil sharpener or facing Mrs. Jessop.

Yellow Jackets:  The students read chapters 4 & 5.  In their RRJ they identified which action in chapter 4 led to events in chapter 5.  In group we discussed how Stewart joining the swim team (ch.4) led to him walking home from practice when Prince needed help saving Rachel (ch.5).

Snakes:  The students reread pages 8-12 and wrote about the main character and the problem in their RRJ.  In group we reread pages 8-12and then finished reading the book.  After that we identified the beginning, middle and end of the story, focusing on the problem and solution.

We ended the day by comparing two maps of Maryland, one created in 1606 by John Smith and labeled Virginia, and one from present day.  We also identified major cities in the United States on a map of North America.