Thursday, February 7, 2013


This morning the children began their day in art.

When they returned to class we examined a sentence from Lily and Miss Liberty to see how vocabulary used by the author can support the setting.  Then we rewrote the sentence as if it were happening during modern day.  For example, the sentence, "Wagons and carriages passed up and down the cobblestone street," might be written, "Cars and trucks passed up and down the paved street."  Next, we read chapter 4 of Lily and Miss Liberty.

After that we revisited the PowerPoint about comparative and superlative adjectives and adverbs.

While I met with small groups, the students finished their character analysis, revised it to include comparative and superlative adjectives and adverbs and then began publishing their piece.  After that, they were to complete the comprehension worksheet for chapter 3 of Lily and Miss Liberty, which was assigned yesterday.  Then they were to complete all unfinished work before working on their self-guided research of the Statue of Liberty.

I met with a small group of students to review the expectations for the third paragraph of the character analysis paper.

In math we used last night's homework to launch today's lesson.  The lesson can be viewed here,  After the lesson the students went back to their seats to create a number line, showing two wholes, and labeling thirds and then sixths.  Finally, they were supposed to list equivalent fractions that were identified on the number line. 

FOR HOMEWORK:  Students must re watch today's lesson and complete their number line showing thirds, sixths and the equivalent fractions.

Following lunch and outdoor recess the students continued working independently, while Mrs. Benson and I helped individual students with their character analysis and reading comprehension sheets.

We ended the day by reading about the origins of the Aztec civilization.  During this lesson, we discussed that we had read in 3 out of our 3 resources that war was an important part of the Aztec culture.  I took this opportunity to point this out to he students and explain that when we read the same piece of information in many sources it becomes more reliable than when we only read it in one source.  If the fact had only been mentioned in one of the 3 sources, that doesn't mean it isn't true but it might make a good r4eader wonder why it was left out of the other sources.

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