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Week of November 28-December 2, 2022
*Chess does not meet this week
*Be sure to see the classroom pictures in the Gallery Tab to the left! 
*I've reminded the kids to take their time on AR tests to be sure to earn all the points they can; plus, please don't sign bookmarks unless you're sure the book has been completely read.
*Winter concert coming up this Friday, Dec. 2--be sure to remind your kids to check their black pants and white shirts; they've grown since the last concert and they may need to go shopping!

*"December" monthly newsletter with general info is available through a link on the left side of my webpage at

Scott BR Book reading:  Students finished up a novel on their own to read and needed to have a signed bookmark and quilt block of info done by Monday, Nov. 28. The next book will be what I call a "rotation novel." Your child will be reading one of the following: The Cay, War Horse, Night of the Twisters, or Thomas Edison (a biography). With each book comes a slideshow, each slide with a recommended goal due date. One slide requires choosing an adjective to describe a main character, defining that adjective, finding 2 pieces of evidence from the text to cite, and elaborations connecting that adjective to the evidence. All other slides contain two pre-chosen vocabulary words. Work for each word includes stating the meaning, citing evidence or context clues, and then elaborating HOW the evidence helped lead to the definition. We've practiced this in class a bit; students need to be reminded to fully explain their thinking--the definition, evidence, and elaboration must connect to one another. Short, incomplete descriptions and quotes will not be enough. This slideshow and signed bookmark will be due Monday, Dec. 19. This Friday will be an in-class work day. Please help me encourage daily reading and work--it's about the only homework they have--so if they're telling you they don't have homework...that's not entirely true...    :)
"In-Class"  Reading: We'll continue filling-in the same short slideshow from last week that includes the following:115/116-How does the dance help people cope?; 142-146-strong words from the text that represent the awfulness of the dust, turning them into a small poem of our own; 162-167-Historical Fiction vs. Newspaper account; 212-214-How does the story shift?; 222-Significance of the poem and line "I am because of the dust."; 226-two vocabs (to go along with the practice kids are doing with their new rotation novels). Ultimately, this slideshow will be copied and pasted onto the original one we worked-on for Out of the Dust; an extensive ToSEEC essay will be completed together, pulling all the sources we've used together with cited evidence and elaboration. Friday will be a novel work day.

Scott Math: Monday: PEMDAS practice returns. After a quick review of the steps, we'll together complete problems (that progressively become more difficult) from a Jamboard.
HW: Wkbk page 134, #5-9 (since we didn't get to it last week). Tuesday: We'll head to the workbook for notes and practice in Lesson 3-3, numeric expressions. One skill we'll try is placing parentheses and brackets to make an expression equal a target number. HW: i23-1 in Savvas (PEMDAS problems--which can be tricky due to fractions and decimals). Wednesday: First, kids will practice with problems 13-18 on page 135 of their workbook; then, we'll return to the Jamboard for notes, basically practicing creating numeric expressions to represent word problems. HW: Additional Practice WS, choice of odds or evens. Thursday: Taking a break from Lesson 3-3, quick review problems will be completed together; the answers will slide off the screen to self-check (decimals, fractions, etc.). HW: Fluency Practice, page 171 in wkbk B-M across only. Friday: Math XL for Lesson 3-3 (10 problems). No HW.

Language:  A week ago Friday, students were given a paper on which to write interview responses from 4 family members that tells their favorite Christmas song and why they like it. There's also an online version in Language Classroom. This was due Monday, Nov. 28 after Thanksgiving--it will be used for grammar, quotation, speech word, and paraphrasing practice in a center this week working with me. Another center this week is writing Haikus about various Christmas-related topics (cookies, stars, etc.). The class will use some of reading time on Monday to practice this skill before kids try their on their own in the center (Haikus follow a 5-7-5 syllables format). A third center involves creating adjective words that are drawn like the image they represent (like "sparkly" and the letters are made to look "sparkly"). In class this week: Pattern 9, parallel subjects (basically, three nouns that perform the verb) work will continue. Student groups have cut apart many nouns/subjects, will put them together by what they DO, and create sentences for each (and they can't use "all" or "are"!). A slideshow will be completed on which they'll type their best examples and then practice with some other prompts. Pattern 10 arrives next--one subject completing three or more actions in a row. After short rounds of reverse charades, a slideshow with picture prompts will be completed individually. All of these patterns, plus a couple more we'll learn, will be put to the test with our first essay about Thanksgiving, with each sentence changing form so there's a variety of types. 

Social Studies: This week in centers, students will: 1) complete a Who? What? When? Where? Why? and How? and summary about a King or Queen from Medieval Times that they chose last week (like King Richard III, or Henry VIII).  2) read about King John, who had a connection to the Magna Carta, and prove his terrible ability as a king. Our ultimate goal throughout the year is realize HOW we ended up living in northwest Illinois--and this practice with the Kings of the past and Feudalism demonstrate WHY colonists eventually left that part of Europe. Weekly Reflection will be on Friday.

Science: For fun, a picture was drawn last week based on oral-only directions and funny quotes are being typed as though those objects could think. Students need to finish those by Wednesday so classmates can eventually vote on which quote they find more funny for each object. For a center, they'll watch three "How It's Made" videos (Christmas lights, candy canes, and Legos), completing a small task for each on a slideshow. Friday's Ted-Ed video will be watched and an acrostic made--Why Plague Doctors Wore Beaked Masks.

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