Our Round 2 Battle of the Books competition was a success! 206 had 2 of the top 3 winners: Maggie and Teddy. Every participant did exceptionally well, and I am so proud of them!
In writing, we wrapped up our opinion essays on eating insects, sparking further exploration into this protein source. Inspired by Steve Jenkins’ illustrated Beetle Book, students crafted their own insects, primarily beetles, using markers and watercolors. These creations, adorned with quotes both for and against bug delicacies, will be showcased in the hallway leading to our classroom. Students did a wonderful job refining their essays, integrating quotes from the article, and enriching them with descriptive details.
In reading and social studies, we concluded our journey through the novel “Chains,” and though the novel ended on a cliffhanger, we believe that Isabel will find her sister Ruth and obtain the freedom she deserves and yearns for. Now, we’re delving into research on slavery during colonial times, the Underground Railroad, and the civil rights movement. With books from the Des Plaines Library, students are previewing materials and generating inquiry questions to guide their exploration.
In Everyday Math, we played the math game “Rugs and Fences,” where students practiced finding the perimeter or area of different rectangles, noting the relationship between side lengths and area. Additionally, we’re practicing multiplying multi-digit numbers using the area model.
In vocabulary, students created word posters from our word unit, displayed in the classroom so we can refer to them.
Enjoy the photos below and have a wonderful weekend,
The Stone Star initiative is going well, and it’s fun to see students taking the lead in the morning meeting, sparking conversations. We read one of my cherished childhood books, Sesyle Joslin and Maurice Sendak’s “What Do You Say, Dear?,” a delightful book of manners for various occasions. Students had a great time coming up with the answers.
In reading and social studies this week, we are nearing the final third of our class novel, “Chains.” Isabel, who risked her life as a spy for the rebels in the quest for freedom for herself and Ruth, discovers that neither the rebels nor the British have intentions to help the enslaved. She even played a role in thwarting an attempt on General George Washington’s life. As the Declaration of Independence is declared and the Patriots assert their independence, Isabel realizes that the word “liberty” does not extend to those in slavery. She grapples with finding a way to help herself. Despite the novel taking some dark turns, we remain hopeful that Isabel will find a path to escape and attain freedom. The book is rich with symbolism, and students engaged in discussions about the significance of the newly branded scar on Isabel’s cheek, emphasizing how a scar is not merely visible. We also watched a short video on the history of slavery, prompting thoughtful reflections from students.
In Everyday Math, we completed Unit 3 and student partnerships played the game fraction top-it. Students not only played the game, but also introduced modifications and additional rules to heighten its interest and challenge. We started Unit 4: multi-digit multiplication and multi-step word problems. In Mindset Math, we began exploring decimals on a number line, which we will continue next week.
In Writing Workshop, we are finishing up and starting the publishing phase of our opinion essay on eating insects. We have learned so much about that interesting cuisine! Students are working hard to develop their argument in an organized and interesting way. In grammar and mechanics, we used Jeff Anderson’s technique of noticing – examining sentences and then finding ways to add descriptive words and additional details to create an image for the reader. This practice is now being applied in our own writing. I am also happy to see students incorporating words from our vocabulary study in their writing – which is the ultimate teaching goal:)
In addition, several mornings a week students are given a fun writing prompt and they have a specified amount of time to create an organized and descriptive response. Writing on demand is a great way to help students fluently write. I am happy to see students beginning to write longer and stronger, which is a 2024 student goal!
In STEM, we ventured into the realm of computer programming through the “Hour of Code.” Collaborating with Mr. Patrick’s class, we began with a brief video explaining the purpose behind the “Hour of Code” initiative. We then delved into “Dance Party: AI Edition,” where students had the opportunity to create their own dance party video game using a block-chain system of coding. The ten-stage process involved problem-solving with pre-existing “Lego-looking” shapes, covering aspects such as character selection, background, music, and dance routines. Students quickly grasped the coding sequences and thoroughly enjoyed the experience.
During the unusually cold weather, we had indoor recess this week. Students took the opportunity to organize a table tennis tournament. Additionally, we worked on creating signage for Ms. Jessie’s student-created museum exhibition. The students thoroughly enjoyed being part of the process and contributed by designing cool lettering for the signs.
A reminder for students: utilize your MobyMax and Khan Academy accounts, aiming for at least 45 minutes per week on either platform.
We’re back and busy! It is a new year and we’ve introduced fresh ideas, routines, and projects. Students diligently set new goals, creatively expressing them with images displayed in the classroom. Goals ranged from reading more each night, writing longer, stronger pieces to safeguarding pencils and completing chores at home proactively. We read the illustrated book “One Word for Kids: A Great Way to Have Your Best Year Ever.” Following the reading, students brainstormed words that resonated with them and held personal importance. They selected one word from their list and wrote about why they chose it, its significance, how it contributes to becoming their best selves, and their plan to “live” by this word. Choosing just one word required deep reflection. Subsequently, they crafted word posters adorned with illustrations, proudly displayed in the classroom, serving as a testament to their thoughtful choices. Some of the beautiful words chosen include harmony, generosity, strength, helpful, peace, hope, bright, fast, and creative. It is wonderful to see their chosen words and descriptions.
We’ve introduced some new routines this year, including Stone Star and Math Masters. The Stone Star guides our morning meeting, setting the tone with a daily question and, at times, reading a picture book to the group. This empowers students to take charge of the beginning of the day and fosters a sense of agency in the classroom. In Math Masters, two students take on the role of teaching a math concept or game to the class. Our first leaders, Teddy B and Leo, used Jamboard to create interactive slides, demonstrating how to easily convert fractions into decimals and vice versa. They did an excellent job presenting examples, encouraging student participation, and facilitating a debrief session afterward. Students were impressed by their leaders’ patience, supportiveness, and effective use of visuals.
In Everyday Math, students continue their practice of decimals, utilizing base 10 blocks to model tenths and hundredths. Students partnerships played “What’s the Decimal?” game, which required identifying decimals and converting them into fractions. Additionally, we enhanced our comprehension by placing decimal numbers on a number line.
In reading and social studies, we are continuing with our class novel, Chains, and are feeling the tension as the American Revolution looms. Isabel and her sister Ruth are desperately striving for freedom and a return home. Next week we will begin an exploration of the American Revolution and its profound impact of those who were enslaved.
In honor of Martin Luther King Day, we viewed his “I Have a Dream” speech and watched our favorite Kid President episode about MLK. We engaged in a discussion linking our class novel, “Chains,” to the Civil Rights Movement and the ongoing struggle against racism in today’s world.
In Art and Science, we explored how snowflakes form through science videos and Bentley’s photos. Students marveled at the beauty of snowflakes, understanding how they form from a single water droplet attaching to a speck of dust, creating a hexagon crystal. The idea that no two snowflakes are exactly alike took on new meaning, highlighting the connection between science and art. Following the Engineering Design process, students planned, imagined, and created their own 3D snowflakes using toothpicks and marshmallows. They explored different lines, angles, and symmetry, modifying their designs as needed. During a gallery walk, no two snowflakes were alike, and – yes – a few marshmallows were enjoyed! Additionally, we were fortunate to observe large snowflakes outside on Tuesday.
In Writing Workshop, we explored the ongoing debate presented in the Storyworks article “Would you Eat This” about consuming insects. After reading and discussing the article, students identified at least four reasons supporting each side of the argument. They then formed a decisive opinion on whether or not they would eat insects and crafted a succinct thesis statement for an opinion essay. Currently, they are in the process of composing their first drafts, utilizing evidence from the article to substantiate their reasons for or against consuming insects. Despite the majority leaning towards not eating insects, the emphasis is on developing strong reasons and providing compelling evidence to support their opinions.
Enjoy the photos below and have a wonderful weekend!
