Oct-Nov+2010

=October--November 2010= Archives

Listing of Classwork

Week of November 15, 2010
Friday, 11/19/10 We started class by looking at two online thesaurus tools. Students circled 2-5 words in their fantasy scenes that are less interesting or specific. Students then moved to the computer lab to continue shaping and editing their fantasy scenes, and now using a thesaurus for improving diction (word choice). Students used the link called "WRITING TOOLS" on this wiki to access two wonderful thesauri.

We started class by visiting the PJA Scholastic Book Fair. After, we took time to look at our current event (feature story) homework, which is due today. We used highlighters to identify the topic sentences in our writing and we also identified any transitions we used to help our writing flow. For students who were missing transitions and topic sentences, they were asked to insert them on the spot. We reminded ourselves that topic sentences introduce the main idea or subject matter of a paragraph, and transitions help our writing flow, connecting ideas within a paragraph. Mrs. Blattner collected the current events work.
 * Thursday, 11/18/10**

Next, students broke up into their "sentence learning stations" from yesterday. Students completed the 2 remaining stations. At the end of class, we took time to reflect upon what we learned about our own writing from this experiences. So many students offered wonderful insights about their own work and how they can revise and edit in the future.

Students returned to the lab today to complete their Jewish book month, interactive notebook activity #2. All students should have posted their passage and commented on their own passage and their partner's passage by now.
 * Wednesday, 11/17/10**
 * Language Arts:**

We then reviewed some of our common writing errors from the sentence packets of homework from last week. We followed up this review with some "sentence station" work. Students moved in groups of four around the room, examining how to manipulate phrases and sentences to write long, flowing sentences without errors. Students used props, played a computer game, corrected the story of a "cursed mummy," and manipulated sentence puzzles. We will continue with this learning experience tomorrow.

Students continued to take notes for their culture research.
 * Social Studies:**

We started class by reviewing our graded global news current events. We took time to examine how to insert transitional words and phrases within our paragraphs. We reminded ourselves that transitional phrases help our writing to flow and introduce new ideas within a paragraph. Next, we identified the 5 Ws and the H in our feature news stories. We also used a graphic organizer to gather information and facts for our feature story write up.
 * Tuesday, 11/16/10**
 * Social Studies:**

We worked within our Jewish book month reading pairs today, posting additions to our summaries on the wiki, as well as participating in "passage journals." If you forgot your book today, you may need to post your passage on your discussion board from home. Students are now 2/3 through their Jewish books.
 * Language Arts:**

Students finished their quilt squares for the PJA Auction. Thanks so much to Mrs. Glass for helping us today!
 * Monday, 11/15/10**

Students also spent time in the lab today, gathering the remainder of required facts for their cultural research. Students will have one more period to take notes.

Week of November 8, 2010
No school for students--Professional Day for teachers
 * Friday, 11/12/10**

Today we dedicated our Humanities 6 time to creating beautiful quilt squares for the 6th grade PJA auction project. The students' creativity and art is stunning! Thanks so much to Molly's mom for planning, leading, and organizing this wonderful project. Special thanks to Hannah Glass's mom and Eleanor's mom for helping out today!
 * Thursday, 11/11/10**

We visited the library today to hear about featured books from PJA's upcoming Scholastic Book Fair and to check out books in general.
 * Wednesday, 11/10/10**
 * Language Arts:**

We returned to the lab today to continue with taking notes on our cultures. Each research team reported that they could complete their notes after 2 more periods of class time. Mrs. Blattner has now approved all sources for each research team. If you were absent today, please read your sources and take some notes at home! Students will print out their notes next week and receive feedback from Mrs. Blattner.
 * Social Studies:**

Students started class by turning in their semicolons/coordinate conjunctions activity sheets. Next, we broke up into groups of 4. Groups functioned as editing teams, examining their peers' fantasy scene writing. Students used a chart to focus on different areas of each piece of writing, including diction, paragraphing, and sentences. Each student had the opportunity to reflect on the strengths and weaknesses of their writing, after re-reading the original writing prompt. Finally, students dialogued with their peers, asking questions and clarifying the feedback they received. Mrs. Blattner will review each student's piece of writing and offer feedback as well.
 * Tuesday, 11/9/10**
 * Language Arts:**

Students worked in the lab today, gathering more notes on their culture research. All teams are making great progress in exploring the customs, beliefs, ways of life, religions, languages, and geography of their cultures.
 * Social Studies:**

We started class by updating our planners. Students then participated in a brainstorming session on "a paragraph is...." Students shared all their knowledge about what they consider a paragraph to be. We then looked at a sample of student writing. Students identified elements of the writing that made it a paragraph. Next, we discussed that this type of writing includes a topic sentence, transitions, supporting details, and a closing sentence. If we read a fiction story, the paragraphs follow different rules. Students broke up into groups, examining passages from //Harry Potter// and from //The Lion, the Witch, and the Wardrobe//. The passages do not show any paragraph breaks on the page. Students worked in groups to determine where they would insert paragraph breaks if they were the editor. Groups presented their ideas, and we also looked at the real paragraph breaks from the published works. Students identified rules for fiction paragraph breaks, including movement in a scene, description of something knew, dialogue, a character's internal thoughts, etc. We then went to the computer lab to apply our learning about paragraph breaks. Students were asked to review their fantasy scene writing with a critical eye for paragraphing.
 * Monday, 11/8/10**
 * Language Arts:**

Culture research teams continued with note taking today. Some groups still need to have their final source approved by Mrs. Blattner.
 * Social Studies:**

Week of November 1, 2010
Today we participated in an activity called "interactive notebooks" for our Jewish book independent reading. Each reading team had an opportunity to collaboratively compose a bare bones summary about the first third of their Jewish book selection. After, students composed their own thought provoking questions on their book's "discussion board." Students responded to each other's questions. Visit our Jewish Book Month homepage to see what the students are reading and thinking about!
 * Friday, 11/5/10**

With time remaining, students were invited to read quietly or work on editing their fantasy scene writing.

Students worked in the lab today, finalizing their 3 reliable online sources and beginning to take notes within the "notes view" of their Powerpoint slides template. Students received detailed feedback from Mrs. Blattner on each source in their research folder, as well as leads on other sources students may want to explore.
 * Thursday, 11/4/10**
 * Social Studies:**

Students received their book commercial rubrics and feedback today in class. Mrs. Blattner collected the materials after the students review, as parent conferences are just around the corner:) Mrs. Blattner also collected the sentences packet (homework).
 * Language Arts:**

Next, students worked on their fantasy scene writing (descriptive fiction writing) pieces. We used a writer's checklist to focus on editing our sentences. Students were challenged to add semicolons, deliberate fragments (only appropriate in poetry and fiction writing!), compound sentences, shorter sentences and longer sentences to round out the pacing and fluency of their piece. This was the students' opportunity to apply all the sentence composing skills that we have been working on this week!

We started class by sharing our current events (global news stories) with friends. Mrs. Blattner collected the article, write up, and current event guide. After, we returned to the lab to continue gathering online sources for our culture research. Students also reviewed the Powerpoint template on the network and started to compose research notes on the "notes" view of the slides. Mrs. Blattner collected research team folders at the end of class. Research teams will get feedback on their source selections.
 * Wednesday, 11/3/10**
 * Social Studies:**

We returned to our study of effective sentence composing. Students composed compound sentences with commas and coordinating conjunctions. We reminded ourselves that a coordinating conjunction can connect two complete sentences (independent clauses) with a comma. We examined a sample of fiction, the opening chapter of //The City of Ember//. We identified the author's use of semicolons and conjunctions. We learned that it's OK to start a sentence with a conjunction, like but, and, or so in fiction writing. When writing more formal essays, this convention is less acceptable. We identified how the author created a mood or atmosphere in the opening paragraph through careful word choice (diction). We also identified several fragments in the author's writing. We discovered that fiction authors use fragments deliberately in their writing for many reasons. First, people do not always speak in complete sentences, so fragments pop up often in dialogue. Fragments may also be used to quicken the pace, emphasize ideas or images, or increase suspense or tension in a story. Students were excited to find out that the rules of writing can be broken in the fiction format, as long as they are broken for effect (not just writing errors). At the end of class, students received their fantasy scene drafts back. Drafts were only marked for sentence errors, including run-ons, fragments, and comma splices. Students will take time to revise their sentences, lengthen others with semicolons and conjunctions, and even deliberately place some fragments. We will work on this in class tomorrow!
 * Language Arts:**

We began searching for 3 reliable online sources for our culture research. We reviewed what students know about finding reliable sources. Students were asked to print out the home page of their online sources, minimum of 3, maximum of 4 sources. Students are allowed to use ONLY one encyclopedia resource. Students realized that finding authentic and reliable sites for research can be challenging.
 * Tuesday, 11/2/10**
 * Social Studies:**

Students continued with their unit on sentences, "You've Been Sentenced!" We reminded ourselves about the 4 types of sentences. We took time to discuss the appropriate use of the "exclamation point"--while we love drama in middle school, not every sentence should end with "!" We reviewed what we know about common sentence errors, including fragments, run-ons (or fused sentences), and comma splices. We took time to correct sample errors, using coordinating conjunctions (and, but, so, for, or yet, etc.) and semicolons. We discussed when it is appropriate to use semicolons and when it is not. We also discussed the importance of varying our punctuation tools, so that our writing is interesting. We will apply all this knowledge to our own fantasy scene writing tomorrow in class!
 * Language Arts:**

Students started class by taking time to update their planners for the week's assignments. Next, we spent time in the computer lab, beginning our research on "What is culture?" Students were paired into research teams. Each team selected a card with a name of a unique group of people. Student research teams will find out key information about their unique group's culture. Information will be composed in the "notes view" on PowerPoint slides and later enhanced with images, color, and animation. Students will use a class template for the purpose of gathering their notes and required information. We spent the entire time in the lab reviewing possible online resources to use for this project, including World Book, OSLIS, Google, and even Wikipedia. We discussed how to evaluate online sources, why Wikipedia may not always be the best source, and how to look for reliable information. Students called upon their knowledge from their computer exploratory class when thinking about evaluating online sources.
 * Monday, 11/1/10**
 * Social Studies:**

For the second half of humanities, we kicked off a mini unit on sentences. We started by looking at different types of sentences (declarative, imperative, interrogative, exclamatory) and their appropriate punctuation. We talked about what makes a good sentence and how we would define a sentence. Students used a picture presented in class to inspire sample sentences. Each student composed the 4 different kinds of sentences. Then, students met with a partner to identify the 4 types of sentences in their writing. Students used a note packet to keep track of all of today's information.
 * Language Arts:**

Week of October 25, 2010
Students continued with their fantasy book commercial presentations today.
 * Friday, 10/2810**

We then took time to plan our reading of our Jewish books. We divided the pages of our books into 3 sections with key due dates for reading the book in thirds. **//The deadlines are as follows://**

First third of the book is due 11/5 Second third of the book is due 11/12 Last third of the book is due 11/19

The last part of class was focused on a discussion about "what is culture?". Students shared their homework, explaining how they would describe the culture of their own families. Next, students examined "material artifacts" from Jewish culture. Students were asked to explain Jewish culture, based on the objects. Here is what they said:



Students continued with their fantasy book commercial presentations today. Tomorrow is the last day!
 * Thursday, 10/28/10**

Part of class was spent reviewing the requirements for our 1st formal current event assignment, which is due next Wednesday. Students are being challenged to find a WORLD NEWS story (outside the USA) for their current event. Students reviewed the requirements of a current event write up and they were given a graphic organizer to help them with their bare bones summary. These handouts are available on the homework page of this class!

Finally, we introduced the next mini-unit of study for Social Studies, an examination of the concept CULTURE. We did a "chalk talk" on the dry erase board, collecting students' ideas about "what is culture." We will continue with this exploration tomorrow.

Students continued with their fantasy book commercial presentations today. Students also received their scored Global Literacy unit tests back. Students are expected to share the test with their parents and return it signed by Friday. Mrs. Blattner explained the scores and discussed the last part of the test as the most difficult.
 * Wednesday, 10/27/10**

We spent the last part of class in the computer lab, focusing on MOOD in writing. We listened to some mood advice from the //Spilled Ink A Young Writer's Handbook//. We learned that the atmosphere in a story is created by the setting (time and place). We can create atmosphere by carefully describing the setting (diction!). As a class, we revised one student's opening sentence of their scene, gathering sound, texture, and physical descriptions. Students were then invited to revise their own opening lines of their scenes. Mrs. Blattner asked all students to print out their scenes and jot down on the top of their work the overall "mood or atmosphere" they are trying to create in their scenes. Mrs. Blattner will read over the scenes and give feedback to students for our next scheduled writing time. There is a great deal of enthusiasm around this creative fiction writing experience!

Students started to present their fantasy book commercials today. The classroom community offered written feedback on each presentation. We look forward to hearing about all the fantasy books throughout the week. Don't forget your props and your book!
 * Tuesday, 10/26/10**

We also spent part of our time in the computer lab today, continuing to shape and sculpt our fantasy scenes through descriptive writing. We started by hearing from some published authors, as Mrs. Blattner read aloud advice from //Spilled Ink a Young Writer's Handbook.// We tried our hand at composing description in groups of 3s, just like the handbook suggests. Here is an example: The tree had craggy branches, knobby bulges like eyes, and exposed roots extending on the forest floor. We discussed that for some reason, the number three works well in description and in fiction in general. Mrs. Blattner then modeled how to compose a simile, focusing on a comparison that is unlike the subject of the comparison (Example: The sun is like a bowl of chili.) Students took time to add similes to their own fantasy scenes. We also tried to "shape-shift" objects, creatures, or characters in our scenes by adding a metaphor. Mrs. Blattner read aloud an example of a man being compared to a bear. The man had paws, a growl, and walked "bearishly." We will continue to flesh out our descriptive scenes. Stay tuned!


 * Monday, 10/25/10**

In General... Today students started class by updating their planners. Mrs. Blattner checked that all students are writing in their planners and keeping track of deadlines for assignments. We also reviewed expectations for the book commercial presentations for this week. After, we did a full-fledged binder clean out, filing all our old Language Arts and Social Studies papers in the classroom. We will continue to encourage students to keep their papers in their binders and file work in the classroom at the end of each major unit. Students will not receive their Global Literacy unit test back until all students have taken it. (We had one absence on Friday.)

** Language Arts: ** Students worked in the computer lab today. We returned to our focus on sensory descriptive writing. We asked students to select their best descriptive line from their chocolate description (last week's activity). We created a collective "found poem" of the best descriptive lines from each students' chocolate writing. We discussed what is so good about the kind of writing in our "found poem." Students identified that we used all of our senses and that the reader can experience through words the chocolate. We also pointed out the similes and metaphors make the writing very rich and interesting. We will try to remember these descriptive writing approaches as we compose our own fantasy scenes.

Next, students were talked through the 5 senses in order to compose their writing scenes. Mrs. Blattner read aloud ideas to think about and gave students time to compose for each sense. If you are absent today, Mrs. Blattner can give you a copy of the "visualization" to help you catch up with the class.

Week of October 18, 2010
Students had a test today on Global Literacy.
 * Friday, 10/22/10**
 * Social Studies:**

Mrs. Blattner collected friendly letter writing folders, which are due today!
 * Language Arts:**

After our test, students were given time to meet with their Jewish book month reading partner to consider a book selection. Students also had time to get started on their reading.

We started class with some map skills review for tomorrow's unit test. Students were asked to use a world map to find latitude and longitude coordinates (absolute locations). Next, we challenged ourselves by trying to draw the world map free hand without looking at a sample map. Students then labeled the 7 continents and 4 major oceans. After, students received a set of flashcards printed out from our Quizlet page. Students cut the cards into strips for study at home. Each student went home with a set in a zip-lock bag for study on their own. We concluded our review session by taking a spelling pretest to see which continents and oceans we do not know how to spell. Study for your test:)
 * Thursday, 10/21/10**
 * Social Studies:**

We worked in the lab today on descriptive writing, warming up our writing brains for the fantasy scenes that we are starting to compose. We started by eating a piece of chocolate and writing about the experience with sensory description. Next, we were guided through a memorable food experience, where students were asked to use sensory description to write about the smells, sights, tastes, and feelings associated with a memorable food. We talked about this kind of writing as a great "warm up" for the task at-hand, writing descriptive fantasy scenes. We will continue with our descriptive writing next week!
 * Language Arts:**

We continued our discussion about the upcoming Book Commercial presentations. Students received their planning sheets back with teacher feedback and an assigned date for presenting. Students took time to ask any additional questions they have.
 * Wednesday, 10/20/10**
 * Language Arts:**

We then started to talk about our next independent reading assignment, a Jewish book selection. Students were assigned partners, as pairs will be reading the same book of their choosing. After, we moved to the library to hear book talks from Mrs. Slater. She showed us some very interesting Jewish books, ranging from fiction to nonfiction. Mrs. Blattner passed out a list of suggested titles to help students in their selection process. Mrs. Slater helped the students mark which books from the list are located in our school library. Students had time to browse, meet with their partners, and then go online to OSLIS, our online card catalogue system.

After our library visit, we returned to the classroom. Mrs. Blattner gave a short book talk on titles in the classroom that were not available in the school library. Students had an opportunity to browse those titles as well.


 * Jewish Books-- Suggested Titles:**

Students started class by completing at least 4 of the 5 "5 themes of geography" learning stations. Next, we distributed a study guide for the Global Literacy unit test. We practiced filling in a blank map, identifying everything we know about the map. Students will be asked to do a similar task on the test. As a challenge, students may choose to draw their own global map. Stuents received an extra map for practice at home. After, we used a tool called Quizlet to create a class set of flashcards. We entered all the terminology from our study guide and modeled how to use the learn, test, and game features of Quizlet. The link to the Quizlet flashcards can be found in the homework section of this wiki. Did you know you can print the flashcards too? Finally, we concluded our review by gathering all relevant papers in our binders, making sure we can access them easily at home.
 * Tuesday, 10/19/10**
 * Social Studies:**

Mrs. Blattner collected the Book Commerical planning sheets. She will give feedback to students and assign a presentation date. We also returned to our fantasy scene writing today, in preparation for tomorrow's National Day on Writing celebration. Students were asked to compose all their initial thoughts on their writing topics. We created a document on the network called "Fantasy Practice" and saved it in our Humanities folders. We reviewed the end-goal of the fantasy writing experience, which is to create a fantasy scene with a distinct atmosphere, using descriptive and careful diction. We will engage in a variety of writing experiences tomorrow in honor of the National Day on Writing. Stay tuned in!
 * Language Arts:**

Today we started class with a review of the 5 Themes of Geography. As a warm-up activity, students created a 2-column chart on their notebook paper, one column for the 5 themes and one column for an example of the theme in Portland, OR. This activity enriched students' understanding of how the 5 themes of geography help us study a map and a people. Next, students returned to last week's "5 Themes of Geography Through Newspapers" activity by visiting 5 different learning stations throughout the classroom. Students worked in small groups to discuss the questions and find examples of each theme of geography in a newspaper and in an atlas. We will begin our test review tomorrow.
 * Monday, 10/18/10 **
 * Social Studies:**

We received writing folders today for tracking our writing progress. Each student received formal feedback on their friendly letter writing piece, a marked rubric, a content and mechanics score, and a "writing progress" chart to track areas focus areas and frequent errors. Students took time to review their scores and we discussed what the scores mean. Students wrote a brief reflection on their writing, thinking about their feedback and their own feelings about the friendly letter piece. Students will be taking home these folders to share with parents, obtaining a signature, and then returning the folders by Friday. Each student will have an opportunity to have a writing conference with Mrs. Blattner where they can ask questions about their feedback and writing and help set their own personal writing goals.
 * Language Arts:**

Week of October 11, 2010
Mrs. Blattner modeled a book commercial presentation for our fantasy book projects. She showed students how to use a passage from the text, use meaningful props (visual aides), and how to introduce and talk about the book in a meaningful way. (If you were absent, you missed a fun presentation on the book //The Golden Compass//.) Students then received a book commercial rubric and planning sheet for the project. Students were given time to think about their book commercials and fill in their planning sheets. Planning sheets are due next Tuesday.
 * Friday, 10/15/10**
 * Language Arts:**

Book Commercial Rubric & Planning Sheet:

We turned in our "bare bones" summaries on a feature news story, including the article and the graphic organizer. Next, we reviewed the 5 themes of geography by talking about how each theme applies to Portland, OR. We also invited student volunteers to draw symbols/pictures on the board, representing each theme. Here is what we discussed:
 * Social Studies:**


 * Location:** Portland has an "absolute" location, which is the latitude and longitude coordinates. The "relative" location is how to describe where Portland is located but what is near the city, like Seattle to the north, Eugene to the south, the Pacific Ocean to the West, Canada to the north, etc.


 * Place:** Every place has specific human and physical characteristics. Some human characteristics in Portland include our pretty convention center and the many bridges. Some of the physical characteristics include the 2 rivers, the hills, the coast to our west.


 * Human/Environment Interactions:** We discussed that humans impact a place and the environment also impacts us. For instance, if it rains or snows, we might change the clothing we wear to deal with the weather. As humans, we impact the environment by adding pollution to our waterways and sometimes litter on the streets (unfortunately!)


 * Movement:** We are living in a global world! We can move around the world easily, sharing ideas and traveling to far away places much easier than ever before. We can skype someone in Israel or get on a plane and be there in less than a day. This makes it much easier to share ideas, goods, and services. (Think airplanes, cell phones, the internet, etc.)


 * Region:** Every region of the world has unique characteristics. For instance, Portland's region is the Pacific Northwest. We are a very green part of the country with lush vegetation. We are known for being environmentally aware and for our logging industry, to name a few characteristics.

Students continued their exploration of the wiki interface. Today we used a discussion board to give our peers feedback on our writing.
 * Thursday, 10/14/10**
 * Language Arts:**

Students started a "5 Themes of Geography" activity. Students began by taking notes from their Social Studies text books. Each student was asked to put the terms in their own words and create a symbol or picture that represents each theme of geography. Next, students worked at their own pace, visiting various learning stations around the classroom. Students may work with a partner to apply their understanding of the themes of geography to newspaper and atlas activities. We will continue with this learning tomorrow.
 * Social Studies:**

Students continued their work on the class wikispace. We learned how to send each other email messages and how to post a message to the discussion board. Tomorrow we will be ready to post messages on the discussion boards for friendly letters!
 * Wednesday, 10/13/10**
 * Language Arts:**

Students worked through a graphic organizer for the feature article "Music Helped Me Survive." Students identified the 5 Ws (who, what, when, where, why) and the H (how). In addition, students identified 3-5 interesting facts from the article. As a class, we composed a topic sentence for a "bare bones" summary. We reminded each other that a topic sentence is the first sentence of a paragraph that states the main topic or subject matter of the paragraph. We then challenged ourselves to write a brief, compact bare bones summary (paragraph) of the article, including the key facts from our graphic organizers. (We reminded each other that a graphic organizer is a visual organization chart for keeping information. They come in many forms, like webs, columns, venn diagrams, etc.) Finally, students were challenged to add ONE transitional word to their bare bones summary. We use transitions (in addition, also, in sum, therefore, first, then, next, after, etc.) to help our writing flow and introduce new key points or show location. Mrs. Blattner checked each student's paragraph for content, topic sentences, and a transitional word. With the remainder of the time, students started their own feature article selection, identifying the key facts on a graphic organizer and started a bare bones summary. This work is due on Friday.
 * Social Studies:**

Students started class by sharing their online activities, as we are embarking upon an online writing space with our use of this class wiki. Then, we returned to the computer lab to continue setting up our homepages and friendly letter pages on the wikispace. All students are now members of the class wiki, all students are linked to the "Student Gallery" page, and all students have posted their friendly letters. We are now ready to use the discussion boards to give each other real feedback on our writing!
 * Tuesday, 10/12/10**
 * Language Arts:**

Students heard the remaining 3 river presentations. Students were active listeners, marking the location of the world's longest rivers on their continent maps and noting the latitude and longitude coordinates. Tomorrow we will return to our feature story study of current events.
 * Social Studies:**


 * Monday, 10/11/10**
 * Social Studies & Language Arts:**

We started class today by taking a digital tour of our class wikispace (web site) WritePostRead. Students saw how easy it is to post text, add to discussion boards, and upload images. We discussed at length the purpose for this online space. We will use the wiki for sharing writing, giving each other feedback, and for learning and collaborating. We discussed at length the importance of protecting our digital footprints (online identities). We will NEVER post our last names on the site and NEVER post a single photo where we appear by ourselves in the picture. Students created a notecard with their user name and password, so that if we forget the information, Mrs. B has a record of things in the classroom. All students successfully joined wikispaces and create their own page on the space. Tomorrow, we will link up our pages to the "Student Gallery" and begin to post our own text:) A few students need to learn how to check their email accounts, as they could not confirm their wikispaces account because of this.

We then returned to class and read aloud a sample feature article called "Music Helped Me Survive." To help students access the article and get interested in the subject matter, we listened to a song by Jennifer Nettles (country singer) and Bon Jovi (rock singer). Jennifer Nettles is featured in the article, discussing how music impacts her life. We will use this article to model how to create a "bare bones" summary. We identified the 5 Ws and the H (who, what, when, where, why, and how) in the article by underlining.

Week of October 4, 2010
Today we focused on our Global Literacy unit and newspaper unit (current events). We will return to our fantasy writing next week!
 * Thursday, 10/7/10**
 * Language Arts:**

Students started class by composing their own current event feature story headline, based on the article they brought to class. Then, we read the LEADS or opening paragraphs of our feature stories in order to determine how the feature story format differs from the hard news story format (inverted pyramid). We concluded that the feature story does not follow the inverted pyramid format. Students used a graphic organizer to identify the 5 Ws and the H (who, what, when, where, how, and why) of their chosen story. Mrs. Blattner collected the work. We will use the same article and graphic organizer next week to compose "bare bones" summaries.
 * Social Studies:**

After current events work, students presented their World's Longest Rivers knowledge, based on research in the computer lab. Each student identified the continent, latitude and longitude coordinates, and some facts about their assigned river. Classmates followed along by marking the rivers on their continent maps packet. Thank goodness we now know that the Amazon is not in Europe! Whew!

We started class by sharing our fantasy/character journals and sketches. Mrs. B collected this assignment.
 * Wednesday, 10/6/10**
 * Language Arts:**

We then analyzed samples of two passages of literature (//Harry Potter// and //Chronicles of Narnia//), looking for descriptive words (adjectives). Students worked in groups to examine how the descriptive words create atmosphere and a total impact on the scene. We will try to emulate these two model passages in our own creative fantasy scenes.

(See Mrs. Blattner for the passage activity sheet.)

After, students identified their fantasy scene idea from yesterday's brainstorming activity. We then took time to brainstorm descriptions using our 5 senses, one sense on each post-it note that was distributed in class.

We will begin our actual writing the next time we are in the computer lab.

We did not get to our River Presentations today--it has been postponed until tomorrow. At that time, we will also use our feature news stories in class (current events). Be ready!
 * Social Studies:**

Students collectively brainstormed ideas for a fantasy scene. We also practiced using good diction by revising some sample sentences. Students received the writing prompt for the fantasy scene (descriptive writing). We took time to identify the FATP (form, audience, topic, and purpose). We will continue brainstorming our writing ideas tomorrow!
 * Tuesday, 10/5/10**
 * Language Arts:**

Students completed their research on their assigned rivers today. We will present our learning to our classmates tomorrow. We also continued with our note taking process on key Global Literacy map terms (packet should be in your binder). We completed "part 2" of this note taking packet.
 * Social Studies:**

Students started by revising two sentences, focusing on the concept diction (word choice). We demonstrated that careful word choice or diction can paint pictures (images) in our minds when we read. We then read a passage from the novel //The Hobbit//, listening for sensory desription (all 5 senses). We shared what pictures we saw in our minds from listening to the passage. Next, we set up a brainstorming activity with 3 columns, which we will use to help us generate ideas for fantasy settings. Our next piece of writing will be a descriptive setting (creative writing). We will focus on diction, paragraphing, and correcting run-ons and fragments. Mrs. Blattner returned fantasy journals and reviewed the requirements for the next journal (character), which is due on Wednesday.
 * Monday, 10/4/10**
 * Language Arts:**

Students started this portion of class by reviewing sample current event feature stories from the Sunday Oregonian newspaper. Students should now have a clear understanding of the kind of current event they should bring into class on Wednesday. Mrs. Blattner returned the bare bones summaries from last week's "hard news" current event. We then went to the computer lab to focus on learning about our assigned rivers from last week. Students used links from the Geography section of this wiki to explore the world's rivers. We will have more time to work on this in class tomorrow.
 * Social Studies:**