## Monday, May 15, 2017

### Marvelous Monday

This morning, the children worked on a language review activity.  After going over the correct answers, we moved on to social studies.

During social studies, the students had one last day to work on the 3 branches of the Maryland state government activity.  Those who finished early, worked on their WTW practice activities.

Next we switched for math and took a Go Noodle brain break.  Then we completed an error analysis warm up, involving factors, and watched a quick video introducing different types of lines.  Then we began our rotations.

During the small group lesson we defined, identified, and named lines, line segments, parallel lines, and perpendicular lines.  During math with a partner, the students played Multiplication War.  Finally, during the technology rotation, the students watched two Learn zillion lesson about points and lines.

The students were given a worksheet to be completed for HOMEWORK.

After math, the students enjoyed lunch and outdoor recess.

When they returned to class, we began our literacy block.  First, we reviewed similes and metaphors.  Then, the students worked in small groups to identify one from the novel, Shiloh, and interpret it.  After that, the groups shared with the class and we discussed their simile or metaphor.

Next, I introduced a chart of 6 choices for culminating activities for Shiloh.  I explained each and gave some very brief, oral descriptions.

Then, while I met with small groups, the children identified and explained 4 similes or metaphors from Shiloh, on a chart in Google Classroom.  After that, they chose 2 culminating activities, from the chart, and began working on them.

Blue/Pink:  We reviewed the various ways to find the meaning of unknown words in text.  Then we read and discussed pages 2-4 in their Safari magazine and looked at how an author can embed a definition into the text.  For HOMEWORK the children need to read pages 4 and 5, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.

Orange:   We reviewed the various ways to find the meaning of unknown words in text.  Then we read and discussed pages 2-3 in their Safari magazine and looked at how we can use dictionary.com to find the correct meaning of an unknown word in text.  For HOMEWORK the children need to read pages 4-7, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.

Green:  We reviewed the various ways to find the meaning of unknown words in text.  Then the students read pages 2-4, identified an unknown word, and used a resource to determine the meaning as used in text.  Finally, they shared the word, resource, and meaning with the group.  For HOMEWORK the children need to read pages 5-7, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.

After reading, we turned our attention to our Genius Hour Project.  First, we reviewed the steps we've taken thus far.  Then, the children had a chance to complete their KWH charts and meet with partners to share what they know, what they want to learn, and how they plan to do so.

HOMEWORK is posted on Google Classroom - Holman's Homework.