- A Summary of Chapters 13-14 (Use the text to help you)
- Your own response to the chapters
- What do you think about the story so far?
- What has been surprising you?
- What connections can you make?
- What questions are you having?
Today for your Wizard of Oz Quiz, you will be BLOGGING! Your first post must include the following:
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List of WebsitesTime to Practice Today's Learning Objective: I can write a paragraph that describes the meaning of an idiom.Directions:
Choose your favorite idiom from one of the websites listed above. Write a paragraph that explains the meaning of the idiom in as many ways as you need to in order to showcase your full understanding. Leave your comment below. When you are done, respond to at least 3 of your classmates. Grade: 20 points -8 points for your paragraph -4 points for each response Similes and MetaphorsIn class last week students learned the differences between similes and metaphors. Looking at some of our class favorites like, Owl Moon, and other books, including poetry, students were able to not only identify examples of similes and metaphors in these works, but also use them in our own writing. HyperboleWhen working with hyperbole, students were introduced to Tall Tales. As a class, we read Paul Bunyon and Babe the Blue Ox. Students identified examples of hyperbole and posted them in our environment. PersonificationUsing Multiple Intelligence to Create a Final Product:The new-aged classroom looks and feels so much different than the classrooms of my own childhood. Before teachers had a table full of computers for students to use, or a class-set of Chrome Books or IPADS to access, teachers used "good ol' fashioned" methods for direct instruction and independent practice. Take overhead projector, for example: With the overhead, teachers could place a document under the lamp as long as a laminated version was created first. Also, teachers could use "wet-erase" markers to write on the overhead for all students to see. Today, we have THIS: From the Notebook to the Blog!Before we even knew what Common Core was, and before we even considered introducing something like the Yahoo Chat Room into our classrooms, teachers were having students collaborate and communicate about ideas and connections using notebooks, dry-erase boards, and pen-pal letters. Today, we are breaking down the walls of communication and opening up the floodgates for students to share, reflect, connect, and synthesize using blogging. To understand the power of blogging for students, we must understand the SAMR Model for Technology Integration. With SAMR, the way that we think about how technology could and should be used in our classrooms has changed. From simply using the word processor to publish a story to BLOGGING the story and allowing classmates to respond and question it, we are truly re-defining how media can be used intentionally. When we move from simply substituting (see above) a paper and pencil for a keyboard to having students create and share, modify and connect using a device, we are breaking down the walls of learning and opening our students minds up to a whole new realm of possibilities. In the Gifted ClassroomIn the gifted classroom, students are in need of more opportunities to practice their divine design and multiple intelligence--not just in the way they learn daily, but also in the way they create and communicate their learning. What blogs do for students is allows them to share information, connect, rationalize, and synthesize their understanding. They can even revise their thinking based on new information. No longer is there fear in the unknown-with blogging, students can feel freedom to share their misconceptions or, on the other end, teach one another by acquiring a plethora of digital media tools such as video, images, and more, to teach one another. Additionally, the teacher can introduce students and parents to concepts and ideas and invite students to respond, not just to the facilitator, but to one another. Blogging provides a snowball-like effect to the acquisition of new learning. Digital ResponsibilityWhen we introduce new learning tools to our communities, whether they be M&M's for a math lesson on probability, tools for a science experiment, new recess equipment, or even new media devices like Chromebooks, IPads, or lap-tops, it is important to reteach the importance of good citizenship. In this case, "digital citizenship." Welcome to Our Blog!As a classroom community, rooted in the positive experience we have with one another which help us grow and learn, I would like to invite you to our re-invented classroom blog. Please check as frequently as you can as students are sharing and blogging through this experience.
Today in class, students learned how to take our usual "ABC" chart to create a Word Cloud using wordclouds.com. Below is a sample of one project completed. How could you use Word Cloud to show multiple layers of meaning? Check out the link below! Check out some of the fantastic Word Clouds students made today over the word, "harness." Students discussed what "multiple layers of meaning" means. Layer 1: 26 words related to one topic "harness" Layer 2: Choosing an image to place words in that is related to the definition of the word Layer 3: Writing a synopsis that describes the child's decision for choosing their picture. So proud of all students as they work through this fractions unit! Well done! As we prepare for 100% mastery, here's our independent study for the next week! In class on Friday, Paul tried out Google Forms for the first time. Support his efforts by taking this quick survey!
CLICK HERE Indiana Medical History Museum and Old Pathology LabLast week students took a field trip to the Indiana Medical History Museum and Old Pathology Laboratory! Students learned all about how scientists and doctors of the late 1800's studied bacterial and viral infections in the patients housed at Central State Hospital. Students were intrigued by the autopsy room, the iron lung, the old laboratory with old microscope, skeletons of babies and adults, as well as many organs in jars! Here are a few pictures from our adventure! Linda Robinson, Infection Prevention Site Leader at Community North HospitalTwo days after students time traveled BACK in history to the Medical History Museum, Linda Robinson, RN, from Community North Hospital, visited our classroom to talk to us about how doctors and nurses TODAY work hard to protect their patients and staff from getting ill. She showed us what a hazardous material suite looks like, taught us how local hospitals were working hard to practice for the chance of an Ebola patient, and how doctors follow certain protocol when preparing for surgery! Check out a few pics from her visit! In class this week students will be growing microorganisms in Petri dishes! On Monday, students will discuss their hypothesis-- where are the germiest places in our school? On Tuesday, students will begin taking samples of the germiest places using sterile materials.
This blog is for students to upload their daily findings and discoveries! Stay tuned! Research shows that students need creative, practical, and analytical experiences in order to fully develop talent. In vocabulary, students need to express both linguistic as well as non-linguistic interpretations of a word's meaning. In our classroom, we follow Marzano's Six Step Process for Vocabulary Instruction. Monday: Introduce vocabulary word through visual representation, which may include a link to a video or an image, as well as the word's part of speech, but ALWAYS in context and pulled from a text the class is reading that week. Here's an example: Tuesday: Use a Frayer Model for students to brainstorm sentences (different from the one modeled), synonyms, antonyms, non-examples, and more! See some student examples below. (Can be done by passing out small pieces of paper like the Frayer Model for students to glue in Reading Response Journal, or can be used as a group brainstorming activity!) Wednesday: Review words and model how to determine word meaning through context clues, using the text as a tool. Complete a second Frayer Model using a different word.
Thursday: ABC Chart; have students take a piece of blank paper and fold it until they have 30 sections (hot dog, hot dog, hamburger, hamburger). Next, give students one of the more difficult vocabulary words. For example, "mourn." Students have to come up with one word for each of the 26 words in the alphabet to associate with the word, "mourn." They may put the word cry in the C box, melancholy in the M box, or funeral in the F box. It's amazing to see kids recycle words they have had earlier in the school year! This can be done by having kids brainstorm alone for one minute, coming up with as many different words as possible on their own, and then open it up to class discussion. Friday: Quiz Time! Students can take a paper-pencil quick by filling in the blank using context clues, OR, have them write a short story or essay using all words correctly. Another activity may be to have students write a news report using all of their words correctly, Video tape their news report and share it with their parents! See the "Gallery of Words" page for all of my Google Slides from this school year. |
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