Thursday, April 20, 2017

Thrilling Thursday

This morning the students worked on solving our weekly puzzles and their WTW definitions and sentences.  Then, after the announcements, we watched 2 videos about an exciting activity we will participate in during recess today.

Over Spring Break, many students and parents from our community, including one of our own classmates, began organizing a project for MCPS's contest celebrating diversity.  During their recess, our students will created one of the letters from the word "united" (the letter N), which will be photographed and imported into a dance video, celebrating the united diversity we share here at Wims.

After learning about and discussing this project, and our part, the student completed the posters they began in social studies yesterday, depicting the purpose of government.  Then the children shared their posters with the class.

Next, we switched for math, and practiced the dance we will perform in the video during recess, instead of a Go Noodle dance.  Then we completed a warm up involving money and reviewed last night's homework.  After that, we began our rotations.

During the small group instruction we used models to compare decimals up to the hundredths.  During math with a partner, the students engaged in math discourse as they continued to work on the decimal task cards they began yesterday.  Finally, during the technology portion, the students watched a Learn Zillion lesson about comparing decimals and took notes in their math journal.  Those who finished early used an additional web site to compare decimals to the hundredths.

For HOMEWORK the students need to complete the back side of the worksheet we began in small group.

After math, the students enjoyed lunch and outdoor recess.  During recess they participated in the united diversity video project and I was told they did very well!

When we returned to class we began our literacy block.

After reviewing the elements/characteristics of prose, we identified and discussed the elements and characteristics of poetry.  While I met with guided reading groups, the students worked on the following tasks.

First, they read the poem, on page 11, of their guided reading book and, using sticky notes and a chart in GC - Reading, identified 5 elements of poetry.  After that, they completed both planning organizers for their odes.  Next, they practiced identifying elements of prose, poetry, and plays, using 2 links in GC - Reading.  If they had additional time, they read quietly or worked on their WTW assignments.

Pink/Blue:  First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib.  Next we read the poem on page 11 and discussed the elements of poetry they identified.  For HOMEWORK the students need to reread the poem out loud to a family member.

Orange:  First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib.  Next we read the poem on page 11 and discussed the elements of poetry they identified.  For HOMEWORK the students need to reread the poem and write a new stanza using the letters in the word garbage.

Green:  First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib.  Next we read the poem on page 11 and discussed the elements of poetry they identified.  For HOMEWORK the students need to reread the poem and make an inference based using details from the text.

After reading, we began our writing block.  First, we picked new writing partners for the fourth quarter.  Then students shared their topics and organizers with their new partners.  After that, we shared ideas as a class.  We will begin drafting our odes tomorrow.

HOMEWORK is posted on GC-Holman's Homework, as usual.