Friday 2-24

Hello!

Learning Targets:

  • I can answer questions about the main character, Esperanza, based on evidence from the text.
  • I can identify personification.

Today, students reviewed their homework assignment and identified where they had used evidence to support their answers in their work. Students were allowed to go back and add evidence if they needed to from chapter two if they needed to.

Students also studied personification and completed an assignment about personification.

Students had a chance to visit the book sale for a second time today!

At the end of class, students had a little time to get started with their homework for the weekend, which is reading pages 23-38. You can find the audio version here. Students also need to answer one question about their reading from the assignment. You can find the homework here: esperanza-homework-3

Thursday 2-23

Learning Targets:

  • I can answer questions about the main character, Esperanza, based on evidence from the text.
  • I can participate in a discussion.

Today, students had a chance to visit the used book sale at school. There was an amazing selection! Tomorrow, we will be able to visit again and all of the books will be discounted. Students may bring money if they would like to purchase books.

Students also continued their investigation of chapter two in class today. Students looks for evidence in the text to support their answers. When students answer their questions, they should say the page number and paragraph number that they are finding their answer on. Students began their assignment today with groups and they completed questions one and two in class. Students have questions 3, 4, and 5 for homework.

Here is a copy of the homework: esperanza-hw-2

If you would like to listen to the audio version of chapter two, you can find it here.

Wednesday 2-22

Hello!

Learning Targets:

I can identify literary sound devices including alliteration, assonance, consonance, and onomatopoeia.

I can identify the history that takes place during Esperanza Rising.

Today, students began class by reviewing and learning about literary sound devices including alliteration, assonance, consonance, and onomatopoeia.

Students read a passage entitled Motorcycle by Radmila Genyuk and looked for examples of the literary sound devices. They also answered a question about why the author would use so many sound devices in the poem, and how they contribute to the overall meaning to the poem.

Next, students read about the historical background of Mexico during the time period that our story, Esperanza Rising, takes place. Students read about three difference parts of the history, and identified key facts. They also thought about questions that they had about those parts of history.

For homework: Students need to read pages 3-22 (chapter two) and answer questions 1,2, and 3 on page five. I have attached the homework here: esperanza-rising-homework-1

Tuesday 2-21

Learning Targets: I can understand the difference between a simile and a metaphor.

I can describe the geographical setting from Esperanza Rising.

Students in both blocks created a catchy jingle that will hopefully help them to remember the difference between simile and metaphor! You can listen to both of them below! Students did an incredible job, and I was so impressed with their vocal and instrumental abilities! Thank you for creating such a fun song today!

Block One:

Block Two: (With Henry on saxophone!)

Students also completed an assignment about the differences between simile and metaphor, and what figurative language adds to our understanding of a story.

Students also began Esperanza Rising today. We talked about the setting of the story. We will continue reading tomorrow. Each student will have their own book for this unit (hurray!)

Thanks for checking in. I hope all of your are enjoying this unseasonably warm weather!

Thursday 2-16

Hello!

Learning Targets: I understand what foreshadowing is in a work of fiction, and how it is used.

I can set up my google slides presentation for my service learning project.

Hello!

Today, students learned about foreshadowing. They read a passage about a girl who was trying out for a softball team, and had to identify where foreshadowing happened in the passage.

Students all created (or continued) their google slides presentation as a part of their service learning project. Students created a slide for each of the categories that was needed on their rubric. The wonderful thing about google slides is that they can access their presentation anywhere they can get internet! Students do not need to use google slides, but can use the presentation as an outline to guide their presentation.

Have a wonderful, extended weekend! I hope that everyone is able to enjoy the warmer weather!

Wednesday 2-15 and Service Learning Documents!

Hello!

Learning Target: I will understand the expectations for the service learning presentation.

Due to the fact that I have had many requests for more information about service learning presentations, today students received another copy of the document that they need.

A couple of items that students were looking for:

Explorer Artifact could be answering the following questions:

A Ha! Questions

  1. Whom will it help?
  2. How will it make the world better?
  3. What are some things on the project’s to-do list?

Uh-Oh! Questions:

  1. What will a 5th grader need grown-ups to help with?
  2. What are some possible problems (small or big) that might make it hard to accomplish that goal?
  3. What are other questions that need to be answered or problems that might come up?

Artist artifact could be their multi-genre project OR the directions for their multi-genre project: artist-dream-big-2.

 

Judge stage artifact could be their smart-goals-sheet.

Students also visited the media center today. Thank you for stopping by!

Tuesday 2-14

Happy Valentine’s Day, everyone!

Learning Targets:

I can identify what a flashback is in a narrative.

I can identify how a flashback can help the audience understand background information in a narrative.

I can express gratitude.

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(Our students and staff are VERY grateful for our wonderful staff members, Ms. Paula and Ms. Fran!)

Did you know that this week is Random Acts of Kindness week (in addition to Valentine’s Day?)

Today, students began class by reflecting on who our support staff members are at Lake Harriet Upper Campus. We talked about how important these people are to making our school run smoothly, and how they help teachers and students very much. Students had time and materials to write thank you notes to these individuals for Random Acts of Kindness week! Students did a wonderful job!

Next, students read a passage and learned about what a flashback is, and why we use flashbacks in fictional writing. Students answered questions about flashbacks and how one was used in our narrative.

Our advisory had a Valentine’s Day Party put on by our amazing room representatives, as well as many incredible parent volunteers! It truly would not be possible without all of you. We had a blast! Thank you for ALL of your help.

Monday 2-13

Hello!

*Due to the short week, we will not be having a spelling list this week.

Sadly, I was out sick today. I missed all of the students! I sent out an email to homeroom families about what to bring for tomorrow for Valentine’s Day. Please send students with a box to collect valentine’s in and valentines for 32 students. Students do not need to bring candy with the valentines, but if they would like to, please make sure that they are peanut free. Thank you!

Today, students focused on how dialogue can enhance our understanding in writing. Students completed an assignment that asked them to investigate more about using dialogue, and what the purpose it.

Students also read a story called “Teaching Nepalis to Read, Plant, and Vote.”

I am excited to see all of the students tomorrow! Have a great afternoon.

Friday 2-10

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Learning Target: I can identify first, second, third, and third person omniscient point of view.

Today, students reviewed what to look for when reading for first person, second person and third person point of view. Students completed an assignment reviewing those skills. I was able to meet with each student to review how they did on that assignment today.

Students then learned what was different about third person omniscient, which that the narrator is telling the story, and is all knowing. In this point of view, the narrator will share details about the character and oftentimes reveals details about the character that the character does not know about themselves yet.

Over the last couple of days, students have studied the following terms: setting, plot, characters, theme, conflict, and various types of point of views. Today, using their notes, students created posters with their table groups to show what they knew about the topic.

In Block One, Eli invited a representative for his service project and parent, Lisa to visit our class to talk about how we can conserve energy! We had a wonderful time listening to all of the ideas that you had for all of us! Thank you for visiting!

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I hope you all have a wonderful weekend!

Thursday 2-9

Learning Targets: I can identify point of view.

I can continue to work on my small group text.

Today, students began class by reviewing elements of fiction! Students reviewed the following terms:

setting

plot

character

theme

point of view

conflict

Students then read a passage and were asked to identify what the plot of the story was, the central conflict of the story, and the theme of the story. Students in block one received their assignment back in class. Students in block two will get theirs back tomorrow.

We have been practicing mindfulness and students watched this video about the benefits of mindfulness.

Students then had time to work on their small group work. Some students are working on reading Island of the Blue Dolphins and some students are working on The Golden Cadillac.