Language Arts: Read Ch. 7 & 8, Gilgamesh
Due: Tomorrow, Wednesday, October 1
Science: STUDY!!! Test Tomorrow.
Math: Notebooks to be collected on Friday
Journal: If you didn't complete in class, please write your entry tonight.
Due: Tomorrow, Wednesday, October 1
O.T.O.: Memorize phrase 7 from the Mother Teresa hand-out
Due: Tomorrow, Wednesday, October 1
REMINDER:
If you haven't already, please bring your signed Vocabulary & Social Studies tests to school tomorrow. Non-returned tests result in a zero grade.
We are still collecting magazines - so bring 'em in!
Also...
We are in need of paper towels, so if you have an extra roll or two to spare, please bring it/them in. Thanks!
Tuesday, September 30, 2008
And the Story Continues...
Picking up where we left off yesterday, the students of Room 503 continued on the second and, then, the final "layer" of their Gilgamesh art activity.
After beginning the activity yesterday with a pencil drawing of one of the "main events" from chapters 1-4 of Gilgamesh, the students went over the drawing with either black pencil and/or black marker. The black pencils and markers were used to enhance, accentuate or highlight the first "layer" of the drawing.
Finally, the students used water color paints to add a third and final "layer" to their work - mood, tone, texture. The water colors were to be used to help the artist get across a greater feeling for what the event was being depicted.
The exercise was used to demonstrate the "layering" that occurs in all stories. When creating a story, one has a basic plot and/or outline. The plot is then filled with characters, locations and events. Then it is decorated with details and, of course, different tones and textures. It is told from a specific perspective, or from several, each adding a point of view that can be accepted or rejected by the reader.
When an actual event occurs, and someone who was present tells the story of the event to someone else, it is, of course told from the witness' point of view. It is colored by that person's memory and that person's style of storytelling. When the story is told again, by a secondary source, the story changes somewhat in the re-telling. That person's recollection and style come into play, and so on.
And so it is with a series of twelve tablets written in cuneiform long ago, unearthed by archaeologists, translated into many different languages, and then translated and re-translated again many times over. What does the reader of one translation receive? What does another? And how is it actually taken in and processed?
Our classroom gets a taste of this every day in the re-telling of each chapter. What do we remember? How do we remember it? What images stand out? What feelings are evoked?
Is your head swimming with "layers" of thoughts? Mine is!
Cheers,
Ms. Pitman
After beginning the activity yesterday with a pencil drawing of one of the "main events" from chapters 1-4 of Gilgamesh, the students went over the drawing with either black pencil and/or black marker. The black pencils and markers were used to enhance, accentuate or highlight the first "layer" of the drawing.
Finally, the students used water color paints to add a third and final "layer" to their work - mood, tone, texture. The water colors were to be used to help the artist get across a greater feeling for what the event was being depicted.
The exercise was used to demonstrate the "layering" that occurs in all stories. When creating a story, one has a basic plot and/or outline. The plot is then filled with characters, locations and events. Then it is decorated with details and, of course, different tones and textures. It is told from a specific perspective, or from several, each adding a point of view that can be accepted or rejected by the reader.
When an actual event occurs, and someone who was present tells the story of the event to someone else, it is, of course told from the witness' point of view. It is colored by that person's memory and that person's style of storytelling. When the story is told again, by a secondary source, the story changes somewhat in the re-telling. That person's recollection and style come into play, and so on.
And so it is with a series of twelve tablets written in cuneiform long ago, unearthed by archaeologists, translated into many different languages, and then translated and re-translated again many times over. What does the reader of one translation receive? What does another? And how is it actually taken in and processed?
Our classroom gets a taste of this every day in the re-telling of each chapter. What do we remember? How do we remember it? What images stand out? What feelings are evoked?
Is your head swimming with "layers" of thoughts? Mine is!
Cheers,
Ms. Pitman
Monday, September 29, 2008
Every Student Tells a Story
Last week we began reading Gilgamesh, one of the oldest pieces of literature in the world. Though we are reading the story as part of our Language Arts program it also, of course, ties in with our Social Studies unit on Mesopotamia.
The students had read up through Chapter Four this morning (there are a total of twelve chapters), and, per the usual, I asked them to tell me about the chapter, as they remembered/understood it.
Following the chapter re-cap, each student was asked to go through the first four chapters and to write down what they thought the three main events were from each chapter thus far. Once they completed their lists, they worked in groups of four to narrow it down to the one main event that would truly capture the essence of each chapter.
Next, in their groups, each student had to choose one of the chapter "events," and write it out in a clear, complete sentence. Then they had to draw the event using only a pencil. Tomorrow they will complete the other two parts of that activity. I can't tell you what those are now - for the students aren't supposed to know what they are doing ahead of time - but it does have to do with "layering," and the idea that stories have many layers - i.e. in the story itself; in the re-telling of a story; because of language translations, etc.
This afternoon we had an all-class review for our Science test this coming Wednesday, done in a pseudo-Jeopardy-style format. And the students also were given in-class time to work on their Stone Age Board Game project which is due for presentation on Thursday.
Vocabulary and Social Studies tests were sent home today to be signed by parents and should be returned tomorrow. Tests are a terrific indicator for gaging where students are "at" in their understanding/retention of the information they are learning, but they are not the be-all/end-all.
As the end of the first quarter approaches, Mrs. Veenstra and I are in the midst of assessing what is working best for this group of students and what kind of changes we can begin to implement in the upcoming second quarter
And that, folks, is my story. And I'm sticking to it!
Cheers,
Ms. Pitman
The students had read up through Chapter Four this morning (there are a total of twelve chapters), and, per the usual, I asked them to tell me about the chapter, as they remembered/understood it.
Following the chapter re-cap, each student was asked to go through the first four chapters and to write down what they thought the three main events were from each chapter thus far. Once they completed their lists, they worked in groups of four to narrow it down to the one main event that would truly capture the essence of each chapter.
Next, in their groups, each student had to choose one of the chapter "events," and write it out in a clear, complete sentence. Then they had to draw the event using only a pencil. Tomorrow they will complete the other two parts of that activity. I can't tell you what those are now - for the students aren't supposed to know what they are doing ahead of time - but it does have to do with "layering," and the idea that stories have many layers - i.e. in the story itself; in the re-telling of a story; because of language translations, etc.
This afternoon we had an all-class review for our Science test this coming Wednesday, done in a pseudo-Jeopardy-style format. And the students also were given in-class time to work on their Stone Age Board Game project which is due for presentation on Thursday.
Vocabulary and Social Studies tests were sent home today to be signed by parents and should be returned tomorrow. Tests are a terrific indicator for gaging where students are "at" in their understanding/retention of the information they are learning, but they are not the be-all/end-all.
As the end of the first quarter approaches, Mrs. Veenstra and I are in the midst of assessing what is working best for this group of students and what kind of changes we can begin to implement in the upcoming second quarter
And that, folks, is my story. And I'm sticking to it!
Cheers,
Ms. Pitman
HOMEWORK, Monday, September 29, 2008
Language Arts: Read Ch.'s 5 & 6, Gilgamesh
Due: Tomorrow, Tuesday, September 30
Science: STUDY! *(Test on Wednesday)
Social Studies: Finish up work on Stone Age Game Boards
Due: Thursday, October 2
O.T.O.: Memorize 6th Phrase of Mother Teresa hand-out
Due: Tomorrow, Tuesday, September 30
Math: No Homework; Math Binders will be collected on Friday
Reminder: Fall Break begins this Saturday. School resumes, Monday, October 13.
Due: Tomorrow, Tuesday, September 30
Science: STUDY! *(Test on Wednesday)
Social Studies: Finish up work on Stone Age Game Boards
Due: Thursday, October 2
O.T.O.: Memorize 6th Phrase of Mother Teresa hand-out
Due: Tomorrow, Tuesday, September 30
Math: No Homework; Math Binders will be collected on Friday
Reminder: Fall Break begins this Saturday. School resumes, Monday, October 13.
Will Post Later
Please look for today's posting later this evening...
Homework posted in a few minutes.
Homework posted in a few minutes.
Friday, September 26, 2008
HOMEWORK, Friday, September 26, 2008
Language Arts: Read Ch. 4, Gilgamesh
Due: Monday, September 29
Math: p. 29 (1-7)
Due: Monday, September 29
Science: STUDY!
Test Tuesday, September 30
Stone Age Board Games: Bring in any material you need to work on your game on MONDAY, as you will be given class time to work with your groups.
*Project Due: Thursday, October 2
Suggestion: Organize your notebooks.
Due: Monday, September 29
Math: p. 29 (1-7)
Due: Monday, September 29
Science: STUDY!
Test Tuesday, September 30
Stone Age Board Games: Bring in any material you need to work on your game on MONDAY, as you will be given class time to work with your groups.
*Project Due: Thursday, October 2
Suggestion: Organize your notebooks.
Trip Slips
I made a slip about out trip to the library today. Though I've had this trip planned for our class for quite some time, and because my plan was that we were going to walk there, I neglected to realize that we needed Field Trip Forms signed in order to go. What I learned is that whenever we set foot off TPA property, we need permission in the form of a signed document. I will be sending Field Trip Permission Slips home next week: Be on the look out!
Because we didn't get to take our trip, however, we did get to utilize our drama time and we were able to fit in some extra study time for our Social Studies test this afternoon.
Today was also Spirit Day, and culminated our final day of Spirit Week, prior to the Homecoming Game tonight. Room 503 got right into the spirit of things this week, with crazy shoes and socks, crazy hair, and TPA T-Shirts. I took some photos with a regular ol' disposable camera, so as soon as I develop the film, I'll post those pictures.
Wishing you all a wonderful weekend -
Cheers,
Ms. Pitman
Because we didn't get to take our trip, however, we did get to utilize our drama time and we were able to fit in some extra study time for our Social Studies test this afternoon.
Today was also Spirit Day, and culminated our final day of Spirit Week, prior to the Homecoming Game tonight. Room 503 got right into the spirit of things this week, with crazy shoes and socks, crazy hair, and TPA T-Shirts. I took some photos with a regular ol' disposable camera, so as soon as I develop the film, I'll post those pictures.
Wishing you all a wonderful weekend -
Cheers,
Ms. Pitman
Thursday, September 25, 2008
HOMEWORK, Thursday, September 25, 2008
Social Studies: STUDY!
O.T.O.: Memorize the 5th phrase of the Mother Teresa hand out
Math: 12-13; 1.3 A, B & C
Due: Tomorrow, Friday, September 26
O.T.O.: Memorize the 5th phrase of the Mother Teresa hand out
Math: 12-13; 1.3 A, B & C
Due: Tomorrow, Friday, September 26
Around the Box Thinking
This morning we had the good fortune to enjoy the company of Mrs. Kyle, Dane's mother, who graciously offered her time and experience to leading us in a Science lesson.
First, Mrs. Kyle got our juices going by asking us to list what we thought science is, what we think scientists do, and what kind of images we conjure up when we think of what scientists look like and what they look like when they are working (in case you didn't know, they wear black pants, drink black coffee and look like Reed's dad).
Following our discussion, Mrs. Kyle explained that she was going to set down a box on each desk cluster ( five clusters of four students), and that no one was to touch the box, nor look at the bottom of it.
Each box had a person's name on each side (including the top) and two numbers. One number was placed in the upper right hand corner of each side, while the second number was placed on the lower left hand corner of each side. The students' task was to figure out what was on the bottom side.
Using their observation, critical thinking and communication skills, each of the groups worked diligently to come up with an answer. All of the groups eventually found a pattern (or two or three) that they could follow to bring them closer to their conclusion.
One group discovered the answer, while most of the other groups probably would have gotten there had they had more time. Each group had a representative go up to the white board to explain how they got to where they had gotten to in their "experiment."
No one was wearing black pants, no one was drinking black coffee, and no one looked like Reed's dad (except Reed, perhaps a bit), yet we had a roomful of scientists performing an experiment.
We learned that science isn't a finite subject, and even though we came to some conclusions in the experiment we had just done, we still had questions.
This afternoon, we had our first big - well, our second big (Math, being our first) - test this year: Vocabulary. Tests will be graded this evening and sent home with grades for parent signatures over the weekend.
Tomorrow morning we will be visiting the Tempe Public Library. For those who have been, this will probably prove to be a different experience as we will be touring the Middle School area and learning about how to use the research catalog. If students have library books to return, they may certainly bring them. I am not sure if there will be time to check out books, but students are welcome to bring their library cards just in case.
In case you've forgotten, we have a big Social Studies test tomorrow afternoon. Happy studying!
Cheers,
Ms. Pitman
First, Mrs. Kyle got our juices going by asking us to list what we thought science is, what we think scientists do, and what kind of images we conjure up when we think of what scientists look like and what they look like when they are working (in case you didn't know, they wear black pants, drink black coffee and look like Reed's dad).
Following our discussion, Mrs. Kyle explained that she was going to set down a box on each desk cluster ( five clusters of four students), and that no one was to touch the box, nor look at the bottom of it.
Each box had a person's name on each side (including the top) and two numbers. One number was placed in the upper right hand corner of each side, while the second number was placed on the lower left hand corner of each side. The students' task was to figure out what was on the bottom side.
Using their observation, critical thinking and communication skills, each of the groups worked diligently to come up with an answer. All of the groups eventually found a pattern (or two or three) that they could follow to bring them closer to their conclusion.
One group discovered the answer, while most of the other groups probably would have gotten there had they had more time. Each group had a representative go up to the white board to explain how they got to where they had gotten to in their "experiment."
No one was wearing black pants, no one was drinking black coffee, and no one looked like Reed's dad (except Reed, perhaps a bit), yet we had a roomful of scientists performing an experiment.
We learned that science isn't a finite subject, and even though we came to some conclusions in the experiment we had just done, we still had questions.
This afternoon, we had our first big - well, our second big (Math, being our first) - test this year: Vocabulary. Tests will be graded this evening and sent home with grades for parent signatures over the weekend.
Tomorrow morning we will be visiting the Tempe Public Library. For those who have been, this will probably prove to be a different experience as we will be touring the Middle School area and learning about how to use the research catalog. If students have library books to return, they may certainly bring them. I am not sure if there will be time to check out books, but students are welcome to bring their library cards just in case.
In case you've forgotten, we have a big Social Studies test tomorrow afternoon. Happy studying!
Cheers,
Ms. Pitman
Wednesday, September 24, 2008
HOMEWORK, Wednesday, September 24, 2008
Language Arts: Study for Vocabulary test, TOMORROW
Math: ACE 1 (p. 21); 3-12, 26-28
Due: Tomorrow, Thursday, September 25
Social Studies: Study for Exam, FRIDAY, September 26
Reminders:
Please bring in any unwanted magazines now through the end of October for a project.
Please bring in a copy of your old water bill by Monday, September 29 for a Science project.
ANNOUNCEMENT:
If you'd like to attend the Earthly Joys and Sorrows Choir Concert,
there will be performances tonight and tomorrow night, September
24 & 25 at 7 PM, at the Zelman Center at TPA.
Math: ACE 1 (p. 21); 3-12, 26-28
Due: Tomorrow, Thursday, September 25
Social Studies: Study for Exam, FRIDAY, September 26
Reminders:
Please bring in any unwanted magazines now through the end of October for a project.
Please bring in a copy of your old water bill by Monday, September 29 for a Science project.
ANNOUNCEMENT:
If you'd like to attend the Earthly Joys and Sorrows Choir Concert,
there will be performances tonight and tomorrow night, September
24 & 25 at 7 PM, at the Zelman Center at TPA.
Broaden Your Vocabulary...
...Take a pre-oral test - with the rest of your class!
And so we did...twice! This morning we reviewed the eleven words that will appear on our Vocabulary test tomorrow. Students will be responsible for knowing how to spell each word correctly, defining the word and then writing a clear and complete sentence, using the word, to ensure that they fully grasp its meaning.
A practice test was sent home with each student to aid them in their studies this evening.
This afternoon, our focus turned to reviewing the information that students will need for their Social Studies exam this Friday. Students worked in groups of four, in front of the class, asking and answering questions and defining and explaining terms. They also worked quickly to research the information in their text book that they were unable to either remember or articulate out loud.
In between, we were fortunate enough to be able to attend the 10th-12th Grade Choir recital, Earthly Joys and Sorrows. The choirs sang songs ranging from a modern day poem set to a Gregorian Chant to an Old English Round and then to a Spiritual. The singing was beautiful and the accompaniment, lovely. I think the students really enjoyed the performance and displayed perfect audience etiquette.
I am sure that there will be twenty Sixth Grade brains scrambling around trying to cram as much information as possible into themselves in the next couple of nights. I am certain that if everyone takes a deep breath and paces themselves, all will be well when it comes to the actual tests.
Cheers,
Ms. Pitman
And so we did...twice! This morning we reviewed the eleven words that will appear on our Vocabulary test tomorrow. Students will be responsible for knowing how to spell each word correctly, defining the word and then writing a clear and complete sentence, using the word, to ensure that they fully grasp its meaning.
A practice test was sent home with each student to aid them in their studies this evening.
This afternoon, our focus turned to reviewing the information that students will need for their Social Studies exam this Friday. Students worked in groups of four, in front of the class, asking and answering questions and defining and explaining terms. They also worked quickly to research the information in their text book that they were unable to either remember or articulate out loud.
In between, we were fortunate enough to be able to attend the 10th-12th Grade Choir recital, Earthly Joys and Sorrows. The choirs sang songs ranging from a modern day poem set to a Gregorian Chant to an Old English Round and then to a Spiritual. The singing was beautiful and the accompaniment, lovely. I think the students really enjoyed the performance and displayed perfect audience etiquette.
I am sure that there will be twenty Sixth Grade brains scrambling around trying to cram as much information as possible into themselves in the next couple of nights. I am certain that if everyone takes a deep breath and paces themselves, all will be well when it comes to the actual tests.
Cheers,
Ms. Pitman
Tuesday, September 23, 2008
Testing...One, Two, Three...
The students in Room 503 have a lot going on in the next week as our first quarter is coming to a close: A Vocabulary test this Thursday, followed by a Social Studies exam on Friday. Then, next Tuesday, students will take their Science test.
Each subject area has been, and will be, given ample review time in class. Because we continue to practice cumulative "quizzes" during our Finally it's Friday groups, students should be fairly up to speed in each of the aforementioned subjects.
The Vocabulary test will be a straight definition test, and students will be requested to use each word in a sentence to demonstrate clear knowledge of each word's meaning.
The Social Studies and Science exams will consist of multiple choice, true and false questions and fill-in-the-blanks.
Today, each student filled out a self-evaluation form, allowing them to assess their work thus far. This is a helpful tool as it allows Mrs. Veenstra and I to check in and see if the students and ourselves are on the "same page" with one another.
Next week, progress reports will be written and sent out over fall break.
Me thinks there will be a whole lotta studying in the coming days!
Cheers,
Ms. Pitman
Each subject area has been, and will be, given ample review time in class. Because we continue to practice cumulative "quizzes" during our Finally it's Friday groups, students should be fairly up to speed in each of the aforementioned subjects.
The Vocabulary test will be a straight definition test, and students will be requested to use each word in a sentence to demonstrate clear knowledge of each word's meaning.
The Social Studies and Science exams will consist of multiple choice, true and false questions and fill-in-the-blanks.
Today, each student filled out a self-evaluation form, allowing them to assess their work thus far. This is a helpful tool as it allows Mrs. Veenstra and I to check in and see if the students and ourselves are on the "same page" with one another.
Next week, progress reports will be written and sent out over fall break.
Me thinks there will be a whole lotta studying in the coming days!
Cheers,
Ms. Pitman
HOMEWORK, Tuesday, September 23, 2008
Language Arts: Read Ch. 3, Gilgamesh
Due: Tomorrow, Wednesday, September 24
Study Vocabulary, Test on Thursday
Math: 1.2 A & B, p. 11
Vocabulary: Mode, Range, Median
Due: Tomorrow, Wednesday, September 24
Social Studies: Study for Test on Friday
O.T.O.: Memorize 4th Phrase from Mother Teresa hand-out
SUGGESTED: Organize both Math and General Notebooks.
Due: Tomorrow, Wednesday, September 24
Study Vocabulary, Test on Thursday
Math: 1.2 A & B, p. 11
Vocabulary: Mode, Range, Median
Due: Tomorrow, Wednesday, September 24
Social Studies: Study for Test on Friday
O.T.O.: Memorize 4th Phrase from Mother Teresa hand-out
SUGGESTED: Organize both Math and General Notebooks.
Gone Fishing...
Not really. But I do have to take my dog to the vet. I will post today's blog entry later tonight. But homework will be posted in just a moment.
Stay tuned and thanks for understanding.
Cheers,
Ms. Pitman
Stay tuned and thanks for understanding.
Cheers,
Ms. Pitman
Monday, September 22, 2008
HOMEWORK, Monday, September 22, 2008
Language Arts: Read Ch. 2, Gilgamesh
Due: Tomorrow, Tuesday, September 23
Study for Vocabulary Test, Thursday
Math: ACE 1, p. 21; (1, 22-25)
Due: Tomorrow, Tuesday, September 23
Social Studies: If you haven't done so already, complete
Independent Work Packet
Due: Tomorrow, Tuesday, September 23
O.T.O.: Memorize 3rd Phrase of Mother Teresa hand-out
Due: Tomorrow, Tuesday, September 23
Stone Age Board Games: Continue to work; Due Thursday, Oct. 2
PLEASE BRING IN:
By Monday, September 29: A copy of your water bill (for Science project)
Through the end of October: Magazines of any kind (for a special project)
Due: Tomorrow, Tuesday, September 23
Study for Vocabulary Test, Thursday
Math: ACE 1, p. 21; (1, 22-25)
Due: Tomorrow, Tuesday, September 23
Social Studies: If you haven't done so already, complete
Independent Work Packet
Due: Tomorrow, Tuesday, September 23
O.T.O.: Memorize 3rd Phrase of Mother Teresa hand-out
Due: Tomorrow, Tuesday, September 23
Stone Age Board Games: Continue to work; Due Thursday, Oct. 2
PLEASE BRING IN:
By Monday, September 29: A copy of your water bill (for Science project)
Through the end of October: Magazines of any kind (for a special project)
Independence Day
Not your typical Fourth of July celebration...But a good deal got read, there was much to write, and nobody blew (off) doing their work. So went our first Independent Work Day in Social Studies...
In the past six weeks, our class has mostly worked in partners, small groups or as an entire class. Today, the students in Room 503 worked completely independent of one another.
At the beginning of our Social Studies period, everyone was given a packet. The packet contained directions and material about what to read and write, short quizzes and thought-provoking questions on the later Mesopotamian period, including geography, information about specific empires and their achievements, the Code of Hammurabi and the Hanging Gardens of Babylon.
Students were encouraged to work at their own pace and could work in any order they liked (so long as they read their Text Book assignment first). Those who did not finish in class have the opportunity to complete the packet this evening.
Here are two differing views of our Independent Work Day (as taken from journals):
Having an Independent Work Day was not fun...I didn't like it because I like sharing ideas with people and other people giving ideas to me...I didn't really use my time well. Before I knew it, it was break...I learned that I need to work on my timing skills...
It was fun to have a chance to work by myself...I had time to think by myself and to choose my answers myself. I also liked it because everyone was quiet and I work well when there isn't much noise...I learned that I like to be organized, even though my bedroom isn't so organized. I like to use my time wisely and I go back and reread stuff a lot of times.
The students of Room 503 definitely require all different types of learning methods and environments. We will keep experimenting to find the best balance for all.
Cheers,
Ms. Pitman
In the past six weeks, our class has mostly worked in partners, small groups or as an entire class. Today, the students in Room 503 worked completely independent of one another.
At the beginning of our Social Studies period, everyone was given a packet. The packet contained directions and material about what to read and write, short quizzes and thought-provoking questions on the later Mesopotamian period, including geography, information about specific empires and their achievements, the Code of Hammurabi and the Hanging Gardens of Babylon.
Students were encouraged to work at their own pace and could work in any order they liked (so long as they read their Text Book assignment first). Those who did not finish in class have the opportunity to complete the packet this evening.
Here are two differing views of our Independent Work Day (as taken from journals):
Having an Independent Work Day was not fun...I didn't like it because I like sharing ideas with people and other people giving ideas to me...I didn't really use my time well. Before I knew it, it was break...I learned that I need to work on my timing skills...
It was fun to have a chance to work by myself...I had time to think by myself and to choose my answers myself. I also liked it because everyone was quiet and I work well when there isn't much noise...I learned that I like to be organized, even though my bedroom isn't so organized. I like to use my time wisely and I go back and reread stuff a lot of times.
The students of Room 503 definitely require all different types of learning methods and environments. We will keep experimenting to find the best balance for all.
Cheers,
Ms. Pitman
Saturday, September 20, 2008
Thursday, September 18, 2008
HOMEWORK, Friday, September 19, 2008
NO HOMEWORK: R & R Weekend.
Enjoy!
BIG THANKS...
To all the parents and students who provided yummy goodies for today's Tea. We all enjoyed and appreciated the treats.
Enjoy!
BIG THANKS...
To all the parents and students who provided yummy goodies for today's Tea. We all enjoyed and appreciated the treats.
Tea for Two + 19 More
For the past two days the students of Room 503 have been working on their first big Math test. It has been a big one, so it's not surprising that many were not able to complete the entire test in two class periods. Mrs. Veenstra is happy to accomodate those students who still need more time, however it is important that those students approach her by Monday to set up where and when they will complete their work.
Today marked the culmination of our exploration of the book A Wrinkle in Time. As we did with Old Yeller, we ended with a Tea and discussion. Today's Tea was a huge success and went much more smoothly than our last one - no doubt because this time around, we have some great discussion experience behind us and the students came prepared with very thoughtful discussion questions. Here are a few examples:
How do you think the story would change if Mr. Murray was IT in human form?
If Mr. Murray had tried to take Charles Wallace with him when he tessered, what would have happened?
Compare and contrast how IT controlled the people of Camazotz to people in the Earth's history who have practiced control (i.e. slavery).
How would you react if you were Meg and you saw your father imprisoned in a column?
How did IT first come to be?
If Meg hadn't freed Charles Wallace from IT, would Mrs. Which have tessered Meg away before it was too late for her?
What parts of the story would have been left out, and what would be added, if the story focused on Charles Wallace?
Between thoughtful questions, excellent participation and fabulous treats - today's discussion could not have gone better. Kudos to all!
Enjoy a wonderful and restful weekend.
Cheers,
Ms. Pitman
Today marked the culmination of our exploration of the book A Wrinkle in Time. As we did with Old Yeller, we ended with a Tea and discussion. Today's Tea was a huge success and went much more smoothly than our last one - no doubt because this time around, we have some great discussion experience behind us and the students came prepared with very thoughtful discussion questions. Here are a few examples:
How do you think the story would change if Mr. Murray was IT in human form?
If Mr. Murray had tried to take Charles Wallace with him when he tessered, what would have happened?
Compare and contrast how IT controlled the people of Camazotz to people in the Earth's history who have practiced control (i.e. slavery).
How would you react if you were Meg and you saw your father imprisoned in a column?
How did IT first come to be?
If Meg hadn't freed Charles Wallace from IT, would Mrs. Which have tessered Meg away before it was too late for her?
What parts of the story would have been left out, and what would be added, if the story focused on Charles Wallace?
Between thoughtful questions, excellent participation and fabulous treats - today's discussion could not have gone better. Kudos to all!
Enjoy a wonderful and restful weekend.
Cheers,
Ms. Pitman
HOMEWORK, Thursday, September 18, 2008
Language Arts: Write down a good discussion question for our
Wrinkle in Time Tea
Due: Tomorrow, Friday, September 19
Math: Organize Notebook
O.T.O.: Memorize second phrase of Mother Teresa hand out
Due: Tomorrow
Interdisciplinary Work: Edit and type up Legend Story.
*If you have no printer, email to Ms. Pitman
so she can print it for you.
Due: Tomorrow, Friday, September 19
REMINDERS:
*FRIDAY, SEPTEMBER 19*
TEA TIME! For A Wrinkle in Time
Volunteers to bring Tea Treats:
Sterling
Ryan
Kyle
Reed
Dane
EARLY DISMISSAL: Friday, September 19, 12:25 PM
Wrinkle in Time Tea
Due: Tomorrow, Friday, September 19
Math: Organize Notebook
O.T.O.: Memorize second phrase of Mother Teresa hand out
Due: Tomorrow
Interdisciplinary Work: Edit and type up Legend Story.
*If you have no printer, email to Ms. Pitman
so she can print it for you.
Due: Tomorrow, Friday, September 19
REMINDERS:
*FRIDAY, SEPTEMBER 19*
TEA TIME! For A Wrinkle in Time
Volunteers to bring Tea Treats:
Sterling
Ryan
Kyle
Reed
Dane
EARLY DISMISSAL: Friday, September 19, 12:25 PM
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