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Week of Dec. 6-10, 2021
10 school days before break! (not that the kids are counting..)
*Please ask your child about the note they brought home the day before Thanksgiving--it's about donating "snack gifts" in place of Secret Santa gifts. Hopefully, they handed parents that information.
*Be sure to check-out the photo gallery on my webpage.
Sometimes, topics carry-over from the previous week if we didn't finish them--many things we do are "ongoing" or "works in progress".

*December monthly newsletter-use link on left side of my webpage on
Scott reading: Students have once again chose their own novel to read for the current project (last of this quarter)--if the book has more than 200 pages, I told them they could split the book in half and do the first half with this project and the second half in January with the next project--as long as they knew that the AR points wouldn't go on until quarter three. This current project consists of a slideshow of three separate ToSEEC paragraphs: describe a main character, describe how the setting (time and place) affect the story, and decide a theme for the novel. All three paragraphs follow the same format (described on one of the slides); state the topic sentence, provide two quoted proofs and elaborations to support that topic, and a conclusion. This novel will be due Wednesday, Dec. 15, with separate due dates for a couple of the slides before then.

"In-Class" Reading: This week we continue working with The Dust Bowl. Using a few articles and the book Out of the Dust, we've been discussing resilience and how law changes can benefit people going through difficult times. Quoted evidence from all sources will continue to be documented on the slideshow, eventually combining those supports to complete a long ToSEEC essay. Our main focus will be the novel Out of the Dust: the main character and her family must go through such devastating situations; the book is written in "poem" form and contains many references to actual sad times from the Dust Bowl/Depression time period. This will eventually lead to other times of disasters and how law changes can help people in tough situations--basically, society needs to learn from the bad times and not repeat them but learn from them. Some of the disasters we'll read about include the Titanic, the Eastland, and the Sultana (all boats) and also events like the Cherry Mine Disaster and the Triangle Shirtwaist Factory Fire from about a century ago. All these require resilience and compassion, too. 

Scott Math:  Monday-During class, students will start taking notes in their workbooks as I write on a Jamboard for lesson 3-7.There will be a sub for a little bit of math as I attend a meeting. HW:  Section 3-6 of page 170 for review. Tuesday-We'll finish those notes on lesson 3-7 (simplifying expression) before students start an XL online. HW: Finish the XL for 3-7. Wednesday-To prepare the for Topic 3 test, we'll complete Form A of the test together, and then that can be used as a study guide for the actual test. HW: None (so students can focus on their novels and center work). Thursday-Test on Form B for Topic 3.  HW: None. Friday: on big paper with markers, students will work with a partner to complete a math crossword that is on page 171 in their workbooks--it involves all the operations with decimal numbers for fluency practice.

Language:   Again this week for language, science, and social studies this week, I've created 10 more centers and a schedule that students will follow. For language, one center continues the Haiku writing about 8 different specific Christmas-related topics (cookies, candy canes, etc.). They worked on these in last week's centers but most have more to do. Another center: writing the sentence versions of why people they asked liked their favorite Christmas songs. We complete forms on a slideshow last week, and now they'll hand-write them for grammar (capitals, quotations) on paper ornaments to color. Another center involves creating a Merry Christmas and My Wish For You cards for staff (each person will make two). Students will also continue  filling-in a rough draft of their first 5-paragraph essay about their Thanksgiving break. Patterns will be used and focus will be on no redundancy and not using no-no words.
Social Studies The centers for social studies include: an art project (shhhh); Theme: Understanding using a video with Rita Pierson (taking notes) and a story called "Snow Day" (finding proof of that theme); Smithsonian Tween Tribune-reading three articles and taking the accompanying quizzes online (the website has a variety of articles, so I've chosen ones about junk food, why barns are red, and the first Thanksgiving feast.
Science: ISS model building will finish. For centers: Brain parts notes; brain drawing and clay model; concussion poster analysis. Ted-Ed video this week: The Neuroscience of Imagination.

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