Hi!
I know I said I would post the script and instructions here on the blog. I chose, instead, to send an email with the information. Hopefully, you've all seen it by now.
See you Tuesday!
Mrs. Tkach
Thursday, May 15, 2008
Wednesday, May 14, 2008
thoughts on 5/13 and last assignments of the year!
Dear Families,
We had a whirlwind of a day. Helpers were plentiful--thanks to Mrs. Jennifer (Kitty's mom), Hayden (Kitty's baby sister), Mr. Michael (Wood's dad) and Mrs. Beth (Wood's mom).
The kids are beating me at incorporating Latin into our talks. This would be fun at home. "I want to wear the rufus shoes." "Look! I see duo, viridis, infans lacerta crawling up the screen!"
At history time, we saw a video on "The Lost Colony of Roanoke" that was quite informative. Mr. Michael pointed out that he and Woods had actually been there. Mrs. Jennifer and I commented on how much WE learned from it. It was a History Channel production and did a great job of showing how life was for the very first settlers to the new world. We moved into a discussion of the current SOTW chapter and John Cabot. We read a little from a biography on him, yet it was a bit dry, so we moved swiftly into grammar.
Everyone was so anxious to share their stories! They were awesome! Of the four types of writing presented in Shurley, this was by far our favorite. We had fun listening and then rated them on a spectrum of 100% true stories to 100% pretend. Some of the students are going to continue to build on their stories. Yeah!
We did a simple science experiment about water currents in the deep and their effect on plankton. This involved a hike over to the Episcopal church. Look for the Science Speculation sheets and be sure they get into the science section of their big notebooks.
Literature discussion time was heated! Similes were abundant in Chanticleer, but I stand by my teaching that there were no metaphors!!! My students challenged me and we discussed and talked. I've just gotten off the phone with an expert--Mrs. Fowler--and I am vindicated! One example we considered was "His comb was redder than fine coral and turreted like a castle wall". She called this personification, which is a writing element that we will encounter in later grades. The only phrase that might be considered a metaphor in this book is "Woe is me". Mrs. Fowler said if you really push the technical definition that this phrase could be considered a metaphor. Look on page 280 in the teaching text for further discussion with your student. Tell them I said, "Nanny nannay-moo moo!"
We ended our day with reading part of our last literature selection.
Please look at this blog site again later today or tomorrow. I plan to post my vision of what we will do at the end-of-year presentation next week. I shared some of this with the children yesterday.
love,
Mrs. Tkach
HISTORY:
--narration on ch. 41
--map and color page for ch. 41
--read ch. 42
--(I included color page and map for ch. 42. These don't need to be turned into me but I thought you might want to complete your notebooks by having them. We may do a narraton in class next week on ch. 42)
LITERATURE:
--finish reading A Midsummer's Night Dream
GRAMMAR:
--using my example from class and reference 61 on pg. 48, produce a descriptive paragraph. The teaching script on page 349 will be of help to you parents as you guide your students in this exercise.
SCIENCE:
--read 209 through 216
--produce a narration on this reading
--I apologize. I'm a bit lost on which words I've assigned. If some of these were assigned last week, just move on to the new ones that you haven't done. Enter planula (pg. 189), pinacoderm (pg. 203),ostia (pg. 204),osculum (pg.204) spicules (pg. 205),planarians (pg. 213), mimcry (pg.213) in your science spirals
--study the last 26 words we've entered--that will be starting with mantle. We won't have a test but we'll have fun playing around-the-world.
BIBLE:
--read chapter 99 which is taken from II Kings 24 and 25; II Chronicles 36; Jeremiah 37-40; Lamentations 1; Psalms 137
We had a whirlwind of a day. Helpers were plentiful--thanks to Mrs. Jennifer (Kitty's mom), Hayden (Kitty's baby sister), Mr. Michael (Wood's dad) and Mrs. Beth (Wood's mom).
The kids are beating me at incorporating Latin into our talks. This would be fun at home. "I want to wear the rufus shoes." "Look! I see duo, viridis, infans lacerta crawling up the screen!"
At history time, we saw a video on "The Lost Colony of Roanoke" that was quite informative. Mr. Michael pointed out that he and Woods had actually been there. Mrs. Jennifer and I commented on how much WE learned from it. It was a History Channel production and did a great job of showing how life was for the very first settlers to the new world. We moved into a discussion of the current SOTW chapter and John Cabot. We read a little from a biography on him, yet it was a bit dry, so we moved swiftly into grammar.
Everyone was so anxious to share their stories! They were awesome! Of the four types of writing presented in Shurley, this was by far our favorite. We had fun listening and then rated them on a spectrum of 100% true stories to 100% pretend. Some of the students are going to continue to build on their stories. Yeah!
We did a simple science experiment about water currents in the deep and their effect on plankton. This involved a hike over to the Episcopal church. Look for the Science Speculation sheets and be sure they get into the science section of their big notebooks.
Literature discussion time was heated! Similes were abundant in Chanticleer, but I stand by my teaching that there were no metaphors!!! My students challenged me and we discussed and talked. I've just gotten off the phone with an expert--Mrs. Fowler--and I am vindicated! One example we considered was "His comb was redder than fine coral and turreted like a castle wall". She called this personification, which is a writing element that we will encounter in later grades. The only phrase that might be considered a metaphor in this book is "Woe is me". Mrs. Fowler said if you really push the technical definition that this phrase could be considered a metaphor. Look on page 280 in the teaching text for further discussion with your student. Tell them I said, "Nanny nannay-moo moo!"
We ended our day with reading part of our last literature selection.
Please look at this blog site again later today or tomorrow. I plan to post my vision of what we will do at the end-of-year presentation next week. I shared some of this with the children yesterday.
love,
Mrs. Tkach
HISTORY:
--narration on ch. 41
--map and color page for ch. 41
--read ch. 42
--(I included color page and map for ch. 42. These don't need to be turned into me but I thought you might want to complete your notebooks by having them. We may do a narraton in class next week on ch. 42)
LITERATURE:
--finish reading A Midsummer's Night Dream
GRAMMAR:
--using my example from class and reference 61 on pg. 48, produce a descriptive paragraph. The teaching script on page 349 will be of help to you parents as you guide your students in this exercise.
SCIENCE:
--read 209 through 216
--produce a narration on this reading
--I apologize. I'm a bit lost on which words I've assigned. If some of these were assigned last week, just move on to the new ones that you haven't done. Enter planula (pg. 189), pinacoderm (pg. 203),ostia (pg. 204),osculum (pg.204) spicules (pg. 205),planarians (pg. 213), mimcry (pg.213) in your science spirals
--study the last 26 words we've entered--that will be starting with mantle. We won't have a test but we'll have fun playing around-the-world.
BIBLE:
--read chapter 99 which is taken from II Kings 24 and 25; II Chronicles 36; Jeremiah 37-40; Lamentations 1; Psalms 137
Wednesday, May 7, 2008
assignments for May 13, 2008
Hello!
I'm sorry to be so late posting my blog. We had a great day yesterday. I feel we hit all subjects well. We really had three history lessons. A brief review of Queen Elizabeth via a video Chloe shared with us. We spent a larger amount of time with Shakespeare through discussion, making eye-of-newt stew (from MacBeth) and reading the tragedy of Romeo and Juliet. We ended by starting another video on the The Lost Colony of Roanoke. I plan to start the day with seeing the end of it next time. Mrs. Joy Avera, Emily's mom, was our helper--many thanks!
I'll be in touch this week (I hope) regarding what our class will be doing at the Open House on May 22. It is hard for me to try to contain all I want to show of our year into a reasonable time limit. There are so many things your students have done that I am so proud of.
HISTORY:
--narration on ch. 40
--map and color page
--read ch. 41
GRAMMAR:
--using reference 54 on page 43, write a narrative on anything you like. First, produce a story element outline like in the reference and like I showed you on the board during class. Then write your story. Have both pages ready to turn in to me.
--do vocab work for ch. 22--definitions and sentences for all eight words
SCIENCE:
--read pages 201 through 208
--produce a narration on this reading
--enter Aristotle's lantern (pg. 179), nematocysts (pg. 186), mesoglea (pg. 188), smacks (pg. 189) planula (pg. 189) and pinacoderm (pg. 203) into your science spirals. Just enter the term and develop a simple definition from the text. We'll enter the last words of the year next time for homework. After studying these we'll have a rousing game of "around-the-world" with the science terms on the last day of school!
LITERATURE:
--read Chanticleer
--on a piece of paper write down 3 similes from the story and the page you found them on
--look for a metaphor (I haven't found one yet but I'm going to re-read looking for one)
--On the second to the last page, the two animals tell the lessons they learned in the story. In your own words, write down what Chanticleer learned and what the fox learned.
BIBLE:
--read chapter 98 which is from Jeremiah 1,20, and 36; 2 Kings 24; 2 Chronicles 36
See you Tuesday!
Mrs. Tkach
I'm sorry to be so late posting my blog. We had a great day yesterday. I feel we hit all subjects well. We really had three history lessons. A brief review of Queen Elizabeth via a video Chloe shared with us. We spent a larger amount of time with Shakespeare through discussion, making eye-of-newt stew (from MacBeth) and reading the tragedy of Romeo and Juliet. We ended by starting another video on the The Lost Colony of Roanoke. I plan to start the day with seeing the end of it next time. Mrs. Joy Avera, Emily's mom, was our helper--many thanks!
I'll be in touch this week (I hope) regarding what our class will be doing at the Open House on May 22. It is hard for me to try to contain all I want to show of our year into a reasonable time limit. There are so many things your students have done that I am so proud of.
HISTORY:
--narration on ch. 40
--map and color page
--read ch. 41
GRAMMAR:
--using reference 54 on page 43, write a narrative on anything you like. First, produce a story element outline like in the reference and like I showed you on the board during class. Then write your story. Have both pages ready to turn in to me.
--do vocab work for ch. 22--definitions and sentences for all eight words
SCIENCE:
--read pages 201 through 208
--produce a narration on this reading
--enter Aristotle's lantern (pg. 179), nematocysts (pg. 186), mesoglea (pg. 188), smacks (pg. 189) planula (pg. 189) and pinacoderm (pg. 203) into your science spirals. Just enter the term and develop a simple definition from the text. We'll enter the last words of the year next time for homework. After studying these we'll have a rousing game of "around-the-world" with the science terms on the last day of school!
LITERATURE:
--read Chanticleer
--on a piece of paper write down 3 similes from the story and the page you found them on
--look for a metaphor (I haven't found one yet but I'm going to re-read looking for one)
--On the second to the last page, the two animals tell the lessons they learned in the story. In your own words, write down what Chanticleer learned and what the fox learned.
BIBLE:
--read chapter 98 which is from Jeremiah 1,20, and 36; 2 Kings 24; 2 Chronicles 36
See you Tuesday!
Mrs. Tkach
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