December+2010+Archives

Week of December 13, 2010
toc Today we spent part of our humanities period reading and marking our realistic fiction books for "characterization." After, students were given time to "bond" over some word games. We played boggle, scrabble, you've been sentenced, balderdash, and visual eyes. We have some competitive word sharks in the class! Whew!
 * Friday, 12/17/10**

By the way, we returned our East Africa map quizzes today and announced the current Geography Mavens. We have two mavens, tied with 39 bonus points: Hannah G and Eleanor S. Congratulations! Who will be our next Geography Mavens the next time around? Will the ladies hold their reign or will new mavens be discovered! Stay tuned!
 * Geography Mavens!**

Students started class by reviewing their East African maps for today's quiz. Students then selected to use some word banks for the quiz or none at all. Students took the quiz and turned in their maps and words banks. Students are challenging themselves to earn "Geography Bonus Points" for learning beyond required map items. We will keep a tally of geography bonus points until the end of the year. Who will be our Geography King or Queen?
 * Thursday, 12/16/10**
 * Social Studies:**

Students were introduced to the concept "characterization." We talked about how people in real life get reputations. Students mentioned that people get reputations by how they act, what they say, how they dress, what others say and think of them, and who they associate with. We discussed that authors create characters in the same way. Authors value the judgment of readers and our ability to draw conclusions. Characters are more true to life if the author SHOWS us how a character behaves and what they say, rather than telling us what kind of person the character is. As readers, we make our own judgments and interpretations of characters, deciding for ourselves what kind of person is on the page. Next, we created bookmarks with the title "Character Study." Students created their own symbol for each way that we get to know a character in a book (actions, what they say, what others say, what they think, what others think, their appearance, who they hang with). We shared symbols on the board. The important thing is to create a simple symbol that you can remember while you read. After, Mrs. Blattner read aloud from Jerry Spinelli's //Maniac Magee//. We stopped after each brief chapter and marked passages with symbols on small post-it notes. We were looking for moments in the story that reveal information about the character. Mrs. Blattner modeled how to post symbols in the book for several chapters. Afterward, students read in their own realistic fiction book selections and marked their books for character. We discussed that students may need to read a few chapters first to determine who they plan on following in the book. We discussed that we need to select a main character, as main characters are more fully developed and easier to follow throughout an entire story. Students will read and mark their books over winter break. We will continue our study of characterization in the future by writing a character analysis, a character sketch of someone we know, and then creating our own fictional character sketch.
 * Language Arts:**

We visited the library today to hear book talks about realistic fiction. Students are asked to select a realistic fiction book to read over winter break. Mrs. Blattner also gave students an opportunity to browse realistic fiction titles in the classroom library.
 * Wednesday, 12/15/10**
 * Language Arts:**

Students worked in pairs to fill in details on a timeline of early hominids. Students used their textbooks to list information about the unique traits of australopithecus, homo habilis, and homo erectus. We will add to this timeline once we learn more about homo sapiens. Students are asked to keep this timeline in their social studies section of their binder. Copy of timeline:
 * Social Studies:**

We started class by adding to our Stone Age unit journals. Our last journal was about cave painting. Today's journal is about the Laetoli Footprints. While listening to the song "Walking in Your Footsteps" by The Police, students were asked to write about why the Laetoli Footprints were such a rare discovery and why are they so important in helping us know about early hominids? After, we read about Lucy, the archaeological skeleton that was discovered near Hadar, Ethiopia. Students added a blue "dot" sticker to their Africa maps to mark the location of the Lucy discovery and a blue "dot" to the KEY on the map. We viewed a video telling us about Don Johansen's discovery of Lucy. Afterwards, we listened to the song "Lucy in the Sky With Diamonds," while journaling. We added a third journal entry called "Lucy." Students were asked to explain why Lucy was such an important archaeological discovery. Students were given a blank map of Africa to help them practice identifying the East African countries. See PDF below:
 * Tuesday, 12/14/10**
 * Social Studies :**

Mrs. Blattner created 2 shelves of realistic fiction books in the classroom for students to browse in preparation for our next independent reading assignment. We will visit the library tomorrow for some book talks with Heidi. Today we returned to the computer lab to finalize our book review drafts and others worked on the Powerpoint slides of their culture research projects.
 * Language Arts:**

We started class by reviewing the assignments for the week and recording information in our planners. Next, students received a blank map of Africa to identify the East African countries and capitals. Students used a double-column piece of notebook paper to record the numbered countries and bodies of water. We utilized an online map game tool to learn the proper pronunciations of the countries and capitals. We used an atlas to help identify the shape of the countries and their capitals. We colored each country a different color. We colored key bodies of water in blue. Students will be responsible for knowing the names of the East African countries on Friday's quiz. For Geography bonus points, students can also learn the capitals. After the map activity, we returned to our textbooks to read about the Laetoli footprints. We also watched a brief video clip explaining the circumstances surrounding the creation of the footprints and why we can learn from them today. We used stickers to identify the location of the Laetoli Footprints on our maps and added the stickers to our map key as well.
 * Monday, 12/13/10**
 * Social Studies:**

We returned to the computer lab today to work on book reviews and Powerpoint slides for our culture research. For those students absent on Friday, Mrs. Blattner reviewed how to included short quotes in writing.
 * Language Arts:**

Week of December 6, 2010
Students finalized the first draft of their book reviews. Students printed out copies of their work for teacher feedback. Mrs. Blattner gave students a model paragraph, showing how to effectively use short quotes as evidence for ideas in writing about books. This handout will be part of the students' writing folder to refer to in the future.
 * Friday, 12/10/10**
 * Language Arts:**

Students worked on editing their Powerpoint slides for the culture research project.
 * Social Studies:**

Students reflected on the theme of their cave painting from yesterday and composed note cards explaining the content of the painting, as well as their experiences with the cave painting. After, we watched a short 4 minute video clip showing the caves of Lascaux. We learned that even 17,000 years ago, hominids were sophisticated enough to use tools and create detailed art. The scenes in the caves consisted of animals scenes, but scenes of hunting. We ended our Social Studies experience today by previewing chapter 1, People of the Stone Age. We looked at how the chapter is organized, paying special attention to headings, bold-faced words, color-coded titles, and maps. We will be using all these markings to help make meaning out of the text in the future.
 * Thursday, 12/9/10**
 * Social Studies:**

Mrs. Blattner modeled on the Smartboard how to use a short quote in a book review. We used the "sandwich" approach for including quotes in our writing. We learned that quotes must be introduced, that the speaker of the quote must be identified (quotes cannot speak, but people, characters, and narrators can), and that after stating the quote, we must explain its significance. Quotes are set off by double quotations and if there is quoted dialogue, we use single quotes inside the double quotes. By using quotations, we are letting the reader know that we are using original text from another source. Students used their lab time today to effectively use quotes in their own book reviews. Students were given a handout on "sandwiching quotes" to keep in their writing folders for future reference. Students were also reminded to not use first person in their writing--these are formal book reviews. (Avoid I, me, we, my, and we in your writing of the review.)
 * Language Arts:**

We dedicated ourselves to cave painting today! Students were required to work with a partner and select a theme that represents modern times. The painting must include text, since we are living in a historical time (not pre-history or before written language). Students mixed paint by using mud and vegetable shortening. Students used the mud paint, as well as charcoal and pastels to create their scenes. As painting tools, students tried rocks, leaves, twigs, and pine branches. At the end of class, students wrote quick reflections on their thoughts about people from 25,000 years ago, what life must have been like, what their painting experience was like, and more.
 * Wednesday ,12/8/10**
 * Social Studies:**

Students discussed yesterday's story, "The Boy of the Painted Cave." After, we viewed some video clips about the cave paintings of Lascaux. Lascaux is a cave in SW France where paintings from 17,000 years ago have been preserved. We examined the themes and subject matter of the paintings.
 * Tuesday, 12/7/10**
 * Social Studies:**

We concluded our Social Studies activities today with a journal entry. Students will be expected to add to this journal throughout the unit. At the end of a chapter, the journals will be collected.

Today's Journal Topic: Cave Paintings Describe what themes, objects, or scenes you might paint about today, so that future hominids could learn bout life in the year 2010? Explain why you would included these themes, objects, or scenes.

Try some of these links to explore Lascaux on your own: History of Lascaux [|More History on Lascaux] Virtual Tour of Lascaux

Video: The Lascaux Prehistory of Art Time: 6 minutes 37 seconds media type="youtube" key="bzShXDxm2v8?fs=1" height="385" width="480"

A Tourist's Perspective of Lascaux 4.5 minutes media type="youtube" key="UnSq0c7jM-A?fs=1" height="385" width="640"

We returned to the lab to work on our drafts of Jewish Book Month book reviews. Students were reminded to look at the original assignment, checking that they have included all required elements. For students who were ready, drafts were printed and handed in for review by Mrs. Blattner.
 * Language Arts:**

We started class by sharing our impressions of ancient human beings (cave men and women). We kicked off our unit of study on the People of the Stone Age by watching a humorous scene from the movie //The Night at the Museum//, where Ben Stiller gives fire to the cave people exhibit at the museum. We used this scene as a springboard for a discussion about what early man was like, their lack of written language (prehistory), and how slowly over time the learned to develop tools, hunting, gathering, and farming techniques, and more. We examined a map of the world in our textbooks, noting where key archaeological discoveries were made. We saw a large number of discoveries in Africa. Students also examine a timeline showing 25,000 years ago. We looked at when hominids first started hunting and gathering, building, and using coins. We then read a loud a fictional story about a boy learning to cave paint with his father. We will discuss the story tomorrow and view some real cave paintings from the famous discovery in France of Lascuaux caves.
 * Monday, 12/6/10**
 * Social Studies:**

Students returned to the lab to work on composing book reviews for Jewish Book Month. At the end of class, students printed out 2 copies of their writing, one for each partner to take home and examine the content and to edit.
 * Language Arts:**

Week of November 29, 2010
Students focused on their Jewish Book Month reviews today. Students worked with their partners, composing their reviews for the entire period in the computer lab. Some students are co-writing, if they have similar opinions on the book, and some students are writing their own columns, as they have opposing viewpoints on their book. We will edit and revised our writing next week and learn how to effectively use short quotes in our writing.
 * Friday, 12/3/10**

Students worked with their Jewish Book Month partners to complete gathering notes for book reviews. In addition, students created an outline for the key topics for each paragraph in the review. Students spent time finding an interesting way to lead into the review or a "grabber" to draw the reading audience's interest. We looked at a template of the book review in class, so that students see what our finished book review newspaper will look like. Students expressed an interest in posting their reviews on amazon.com. Mrs. Blattner will look into the requirements for posting on amazon. This just might be one more way to be published authors and have a wider reading audience!
 * Thursday, 12/2/10**
 * Language Arts**

Students are now ready to add color, text, and images to their culture research slides. All students have completed their culture research notes. Mrs. Blattner modeled how to apply background colors and themes to the slides. We discussed good design of slides. We pointed out that a few key words and lots of color and images is more interesting in an oral presentation, rather than reading word-for-word notes on a slide. Students are encouraged to use the slides as visual aides, rather than as a place to read aloud their notes. Finally, we discussed how to use colors that are visually pleasing for slides that are projected on a screen for audience viewing. Students are encouraged to use high contrast on the slides, meaning dark backgrounds with light text or light backgrounds with dark text. We discussed that students should use fonts that are easy to read. In addition, students should carefully use images so that they are not skewed or pixillated (stretched larger that the original image size). Students worked in the lab with their research partners, adding color and text to slides.
 * Social Studies**

We started class by reading a sample book review and discussing how the author expressed her opinions. We also distinguished a book review from a traditional book report. Students explained that book reviews are an examination of how well the author did in writing the book, rather than a summary of the book. After, students worked in their Jewish book month teams, using a notes packet to help them gather their book review ideas and opinions.
 * Wednesday, 12/1/10**
 * Language Arts**

For the remainder of class, we moved to the computer lab. Students finished their notes for culture research. Most research teams printed out the notes view of their slides. Mrs. Blattner will give each research team feedback on their notes. Students are ready to make slides "pretty." :)
 * Social Studies**

We started class by updating our planners. Then, our warm-up asked students to jot down a few tips for writing a book review, based on last night's reading homework. We collectively shared ideas for writing a book review. After, students read a sample book review (either //The Lost Hero// by Rick Riordan or //Mockingjay// by Suzanne Collins). Students used a guide to examine the parts of the book review and analyze how it was composed. We will use this learning experience to help compose our own book reviews for Jewish Book Month.
 * Tuesday, 11/30/10**

The remainder of class was spent in the computer lab, finalizing our fantasy scenes. Students turned in their fantasy scene writing at the end of class.

We started class by recording the week's assignments in our planners. After, we reviewed the progress reports for quarter 1. Mrs. Blattner distributed the copy of the report that was shared during parent conferences. We took time to talk about areas for growth and what the 1-6 scoring system represents. We are officially in quarter 2 now. Next, we took time to examine two newspaper reviews of the new //Harry Potter// movie. Students worked in their Jewish Book Month pairs to examine the opinions of the reviewers. We shared key opinions identified in the articles. We also identified the key elements of the film genre that a critic would examine. We discussed that this type of writing is opinion and often found in the opinion section of the newspaper. We will follow up this learning experience tomorrow with an examination of book critiques. Students will be co-writing their own book critiques for their Jewish book independent reading. For the second half of class, we went to the computer lab to add final edits and revisions to our fantasy scenes. Students will turn in their final copies at the end of class tomorrow.
 * Monday, 11/29/10**