Skill Review Friday!

• Today was our skill review Friday.  The article all the groups read today is "Journey to Saturn".  
• Students worked on Movie Posters to "SELL" us on reading "George's Secret Key to the Universe".

Homework:

• Read 45 minutes - Log
• NewsELA - Argument is Pluto a Planet

ThursYAY!

• We have been trying to keep the stress level down in ELA since they State Math Test is next week.  We have been working on our class novel and building our comprehension skills, increasing our vocabulary bank, and working on understanding how to critique works of literature. 
• Today we finished the last chapter of our text.  After the problem that was presented in the beginning of the book was finally resolved, the story came to a nice conclusions with just enough questions left for us to want to find out more.  
• After finishing the text, we discussed the book in its entirety, discussing plot, character, setting, and theme.  Once we were able to talk about the book fully, we then moved into assessment mode.  Students took the AR test on the ipads and others started working on a MOVIE POSTER to sell the book.  They have to make you want to read the text, but give you the list of characters, the basic plot (without giving away the ending), tell us about the star of the movie, and one of your favorite characters.  The kids were freaked out that they had to be creative.  I can't wait to see the final products.

Homework:

1. DEAR for 45 minutes
2. Reading Comp - The Legend of Tintern Abbey

Wednesday 4/26

• Today we ready chapters 29 -31 in our class novel "George's Secret key to the Universe".  Students focused on comparing characters and events as well as started to think about writing their critique of the book as we are almost finished.  

Homework:

• DEAR for 45 minutes each night
• Reading Comp - A Greek Myth

Tuesday - Rain Rain Go Away

• Breakfast
• DEAR for 20 Minutes
• Collect Homework

• Our focus today was making sure that everyone remembered the parts of a narrative story (Characters, Setting, and Plot).   We are focusing on how plot is moved forward by looking at not just the text, but also the illustrations or other aspects that add to the overall understanding of the plot.  
• We reviewed the previous chapters by answering "entrance" questions.. and then read chapters 26-28.  The action is really starting to move, but we haven't quite hit the climax.  We talked about the big problem that needs to solved before the story can be resolved, but we also looked at all the mini-problems that have occurred that we call "events" that build up to the climax.  
• Finally, students worked to make sure they could use the illustrations to explain how they increased understanding of the plot and tone of the story.  They worked individually or in pairs to complete their work.  With the remaining time, we started talking about the critique they would have to write and what that entails.  

Homework

• DEAR for 40 minutes
• Reading Comp - The Crow and the Pitcher

Chatty Monday in Room #403

• We started with breakfast and quiet reading time.  Then we moved into our "entrance slip" questions to make sure that students remembered what happened in the last session and were ready to gain new information on our text "Secret Key to the Universe".  
• Our focus in reading today was to use the illustrations and descriptive words to understand how the author feels about different things happening in the book.  This ability to use the text to understand how the author feels is called "TONE".   Remember, how the author wants YOU, the reader, to feel is MOOD, how they feel is the "TONE".  
• We read three chapters, stopping as we read to check for understanding and discussing key ideas and unknown words.  Finally, upon finishing students went to work to use the images and key descriptive words to show the author's TONE about different events in the chapters.
• Finally, students took time to brainstorm ideas for the next "adventure" that they wanted to write about for the characters in the story.  The PBA is writing a new adventure in the same style of the authors about the characters in the story.  Now that we are 2/3 of the way through the book, it is time to start thinking about that new adventure since we know the characters pretty well by now.

Homework:

• DEAR for 45 minutes
• Finish any classwork not done
• Reading Comp/Vocab Practice two sided sheet

TGIF!

Nothing better on a rainy Friday than to have a no stress, nice and uneventful workday....

• We started out with breakfast and DEAR.  Then students went to work in their skill groups to practice skills based on needs.  Today's article all students were working with was about the disappearance of the Mayan Indians.  After each group read the article, they worked on skills that they needed to work on to become stronger readers.  
• Next we went over the three passages from the Spring Break package.  One was a biography on Stephen Hawking, another was a non-fiction about Ice on the Moon, and the last was a fictional tale about Saturn and it's moons. We group read the articles, and went over all the questions one by one to make sure we not only got them right, but understood why we got them right.  Packets now go back to Ms. Cruz so she can use them to prep for the Math State Exams coming up. 
• Finally we reviewed Chapter 4 in our Social Studies book and took a look at working with line graphs.  After we reviewed and did some line graph work, students were allowed to use their notes and book to work on the Chapter 4 Social Studies Test.   They were not allowed to work in teams, but could use the resources we used in class. 

Homework:

1. DEAR for 30-45 Minutes twice this weekend!
2. NewsELA Article:  "Search for life beyond Earth might only need to go as far as Saturn's rings."
3. Senior Dues are DUE!

ThursYAY!

• After breakfast, we copied our I Can statements into our notebooks and then had our 20 minutes of DEAR reading.  Then students worked on 4 comprehension questions to review what we read yesterday.  It was kinda like an "ENTRY" ticket.  
• We read pages 179-205 today with a focus on setting and sensory details.  I wanted them to see that the author gives you clues about MOOD when you they tell you about the setting.  We did some eyes closed "imaginings" as I talked about different ways to say the same setting.  
• We ended the lesson by comparing the setting of two different scenes and finding how through the descriptions, we can find things alike and different in them.  

Homework:

• DEAR for 45 minutes. Log
• Reading Comp - PLUTO / Vocabulary Practice - OUR NATION
• Make sure you bring Vacation Packet tomorrow for class
• Senior Dues are DUE!

We're Back!!!

• What a long break... it was so long that I actually started missing my Kiddos!  Can you believe that?  Man, I must be getting old!  
• Today we came back and went right back to reading our class novel "George's Secret Key to the Universe" by Stephen Hawking.  We reviewed what was going on in the novel before we went on spring break and then we took off making predictions, reading, and discussing chapters 18 and 19.  
• Our class focus today was looking at conflict in the story and how the author develops this conflict.  We talked about how conflict can be "internal" or "external" in nature.  Then we practiced by looking at different conflicts in the chapters.  After reading, I modeled writing up one conflict, we talked about a second conflict, and then the students had to find a third conflict on their own. 
• Students have until FRIDAY to have their vacation packets ready for grading.  If they don't have it by FRIDAY - ZEROS!
• Kelsea was nice enough to come up during lunch to help me code the new books that arrived today from scholastic for our class library.She also unpacked a bunch of CookShop goodies that I will pass out to class 501 tomorrow!  502 got theirs before break.   Thanks Kelsea!  

Homework:

1. Read for 30-45 minutes of IR time.  We need AR Tests!
2. Reading Comp - Cracked Bell

ThursYAY!

In lesson RG 3A.5, our focus comparing and contrasting dialogue and character actions in different parts of the text.  We spent a great deal of time looking at dialogue to make sure they understood the rules and procedures of using the "".     As we ready chapters 12 - 14, we stopped and really examined how the author used dialogue, both to shape the writing and action, and also the actual procedure of where to place the ", where to place the ,.

After answering the comprehension questions, we practiced again using dialogue by having kids come up and edit writing and putting the " in the correct place.  Then students worked on their class activity of comparing and contrasting.  They will use dialogue in their writing of their comic strips.

Several boys in 501 didn't do their homework last night.  They wrote letters explaining this to parents.  I took pictures of the letters and asked them to get it signed so you can see them as well.  Homework is nightly (unless we have a unit test or state test!).

Homework:

• 30-45 minutes of IR
• Dialogue in Comic Strips
• 
  

Wednesday Wrap Up

Today we started by combing lesson 4 and 5 of our HIV Lessons to discuss the impacts of HIV and AIDS on society and Where You Can Go if you have questions.  We watched a great video that summed up our entire lesson group and ended by answering 17 things they should have learned over the course of the lessons!

Next we read Chapters 10-11 of our text "George's Secret Key to the Universe".  We had a great opportunity to see how an author split action into two chapters that actually happened at the same time.  We also worked on how they they organize chapters (plot) so that you can understand what is going on.

Homework

• 30-45 minutes of IR
• What is Chapter 12 -  YOUR IDEA - Plan it, introduce a new character

Tuesday in 403

Today we started by finishing up what we didn't get done yesterday.  We did our mini-lesson on point of view and how to use the text to figure out which perspective was being utilized.  After discussion and notes, we moved on to today's HIV Lesson.

We combined lesson 2 and 3 in our discussion of What is AIDS and How Can We Prevent It?  After watching a video that talked about these topics, we had a brief discussion and then looked at 14 facts about HIV and AIDS to see if they were true or false.

Next we moved into RG Lesson 3A.3.  We read chapters 7 through 9 and stopped after each chapter to do a stop, think, and jot activity about different characters.  After reading all the sections, we had a quick comprehension check before students started working on a craft and structure activity about pages 72 and 73.  If they didn't finish in class, it is homework!

Homework:

• 30-45 minutes of IR
• Reading Comp - "Infectious Disease"
• Craft and Structure 3A.3 if not done
• Senior Dues are DUE by Friday!

Monday Monday

After breakfast and collecting homework, we then moved into our first HIV Lesson for the week. The lesson today was "what is your immune system".  We talked about how your body has an outer and an inner defense system. I was very impressed that many students already knew a lot about the immune system and how it works.  We briefly talked about ways we can help our immune system that are as simple as covering your mouth when you cough or sneeze, washing your hands, and make sure you get your immunization shots so you don't get sick.

Our lesson in ReadyGen was lesson 3A.2.  The focus was still on character, plot, and setting.  We ready chapters 4-6 and had some great discussion of how the author is setting up the story and how the story is being told by a third person that can understand how all the other characters feel and think but we never meet them.  This is called third person.  We also met a few new characters today and a couple new problems popped up.   This story is really good.  It is a mixture of fiction and non-fiction and the topic is the universe and space.  I can't wait to see how this book develops.

Homework:

• IR for 30-45 minutes
• Reading Comp worksheet using poetry (Double Sided)

Skill Review Friday - Social Studies Block

What a nice casual learning day after a week of testing....

• We started the day by reviewing the BUS SAFETY video again.  It is that time of the year when trips are planned so it is good to review safety before the trips begin.
• Then we broke into our skill review groups (based on reading level) and worked on a new text this week about being SHIPWRECKED!  Each group worked on their own skill based on the needs of their reading level.
• Next we read the section in the social studies book about Valley Forge and how George Washington trained the group that finally won the Revolutionary War.  We then read section 3 of chapter 4 about The New Government and The Constitution.  We stopped and took time to go over important details like states rights vs national rights, the balance of power, and the Great Compromise between large states and small states in terms of congress.
• We ended the day by watching the video "Shh! We're Writing The Constitution" and then students had to write an opinion response to "Should we have the Second Amendment - The Right to Bear Arms?"  We went over the reasons for and against, and then they had to write their opinion response with two reasons either for or against the 2nd Amendment.

Homework:

• Reading - 30-45 minutes IR
• Social Studies - NewsELA - "Westward Expansion:  The Louisiana Purchase"

Thursday - Day 3 ELA State Test

ELA STATE TEST IS OVER!

We had 100% attendance all three days, so for our classes, 

the 2017 NYS CC ELA STATE TEST is OVER!

We return to regular class schedule and activities tomorrow!

Investigating Volume

The volume of a rectangular prism is equal to the number of unit cubes that make up the prism. Each unit cube has a volume of 1 cubic unit.

Step 1 Count the number of unit cubes in the bottom layer of the prism. There are unit cubes that make up the length of the first layer. There are unit cubes that make up the width of the first layer. There is unit cube that makes up the height of the first layer. So, altogether, there are unit cubes that make up the bottom layer of the prism.

Step 2 Count the number of layers of cubes that make up the prism. The prism is made up of layers of unit cubes.


Step 3 Find the total number of cubes that fill the prism. Multiply the number of layers by the number of cubes in each layer. 3 3 8 5 unit cubes Each unit cube has a volume of 1 cubic inch. So, the volume of the prism is 24 3 1, or cubic inches.


Keep up the great work !

ELA State Test Day 1 - DONE!

The hardest day is over!  We had five texts to read and 35 questions to answer!  Tomorrow will be less texts, less multiple choice, but will add a few short responses and an extended response.  

Remember, multiple choice counts for 65% of the test, so make sure you read carefully, answer all questions, and do your best.  The short response are worth 2 points (one for the answer, one for the two pieces of evidence). and the extended response is worth up to 4 points!  If you want a four your have to have an introduction that states what you writing about (its in the question bullets), answer all the bullets using text evidence, and a conclusion.  Make sure you use your transition words to make the writing flow, and add some VOICE to make it interesting.   You got this!

Transition Words To Remember!

Rainy Monday

Today we finished test prep by going over the second text and questions from our Class Unit Test on Thursday.  Now it is up to your children to show what they have learned this year!

Next, we went over the unit 3A.  We looked at the new theme (Curiosity) and what the new PBA they were working toward at the end.  This PBA involves two different writing pieces, so it will be a little more challenging.

Next we looked at Chapters 1-3 of our new Text "George's Secret Key To the Universe".  We did a lot of stop and jot with characters, plot, setting, and predicting what would happen next. We will take our time as we read this class novel, and again, a lot of stop and jot and thinking about what we have read.

No Homework this week due to state testing.

Tuesday, ELA Book 1  

Wednesday, ELA Book 2, 

Thursday, ELA Book3

Get plenty of rest, eat big breakfast and be ready to show what you know!

Assessment Friday

WE DID IT!  WE finished all of the materials and assessments for Unit 2B today!  Just in time for STATE ELA TESTING next week!

• Yesterday we did the end of the Unit Exam.  Today for test prep we read the first story from the exam and then worked on the comprehension, vocabulary, and short response from the test they took yesterday.  Talk about powerful test prep and learning from exposure.  It was immediate and direct feedback and we talked each question through so even those who did miss questions understand why.  That's powerful learning!
• I would also like to add, 2/3 of the class passed the Unit Exam.  The exam is really quite challenging, more so than the State Test.  If the kids can do that well on the State Test, then I am sure I will see good returns when scores come in.  The state exam is just longer.. not harder, just longer!   I am very optimistic that our 501 and 502 superstars are going to show big gains in their learning.  I know they can do it! 

• Next we went over a few of the student PowerPoint projects, again to review information that made people famous for their courage.
• I then moved into modeling how to set up an introduction paragraph again (Hook, Topic, Prove).  I then modeled how easy the body paragraph would be using the notes they took, and ended showing how a simple conclusion is formed.
• Finally, students were given 45-60 minutes to write their PBA.  This is call on demand writing.  They have to read the prompt (we did together), think about what they have learned, and then use the time to write their response.  This is EXACTLY what they will be doing next Wednesday and Thursday on the writing section of the ELA  State Test!

Homework:

• Bring Back Signed Pink Papers for Mr. Fernandez about:
• Math Spring Break Boot Camp in prep for MATH STATE TEST!
• NewsELA- "The World's Newest Glacier is Growing"

Thinking Thursday

• Today was the first of our 2 day end of the unit assessment day.  We started the day with our Test Prep where we looked at student work from question 43 of our text yesterday.  Students are now able to tell me if they are getting a Zero, One, or TWO on their short responses.  This is great!  Next we went over question 44 and they did the same, wrote their responses, and then shared on the digital camera and self score.  
• Next we went to do the end of unit assessment.  I told the students to go slow, take their time, ask questions, because this end of unit 2 exam was going in their portfolio's as proof of student learning and growth.  We had some really great scores, some ok scores, and some not very good scores.  
• We ended the day "reviewing" the different genres and doing one side of the homework together to make sure they understood the different genres.  The back side is a quiz to do on their own to show mastery.

Homework:

• read 45 minutes, summarize, and log
• practice sheet - genres

Rocking Wednesday!

• We started the class by reading a new text "Man of the House".  We then talked about how the character "showed" he was upset.  The simple answer is "HIS ACTIONS".  Then they had to go back to the text and show two examples of how he was upset.  This is great practice for the writing section of the ELA State Test which is NEXT WEEK!
• Today was lesson 2B.18, the last lesson for the unit.  We had our mini-lesson comparing the theme "courage of convictions" across the three texts we have read during Module 2B.   After talking about the similarities and differences, and talking about characters who showed courage and conviction through their actions, students worked on filling out a graphic organizer to show that they understood the concept and connections.
• Finally, students presented their PowerPoint on the hero they selected.  Students took notes on the "what made them a hero" section to use this information in their PBA which will be written in class on Friday.  I gave them the advantage to copy down facts that friends and classmates gathered to show courage through actions.  If they paid attention in class, took notes, their PBA is literally almost half way written.
• Tomorrow is the End of the Unit TEST!  They will have to read two articles that are similar to what we just read and answer comprehension questions, vocabulary questions, and do a couple short responses to show they learned the concepts covered over the last 18 lessons.  

• Next Tuesday, Wednesday, and Thursday are the ELA State Testing Days!  Make sure your children are getting plenty of rest, eating big meals, and are positive and ready to show that all the hard work and effort we have put forth this year was worth it.  Again, I want to make this very very clear... A LEVEL 3 MEANS - I AM ON GRADE LEVEL!   A LEVEL 4 MEANS ABOVE GRADE LEVEL!  Our children should be getting 3's and 4's!  No excuses!

Homework:

• Read 30-45 minutes - Log your summary and get signature!
• Relax and get ready for Unit Test Tomorrow!