Friday, April 29, 2011
Thursday, April 28, 2011
Homework Due 5 May 2011
Assignment #1: “From Here to There” activity
Assignment #2: Study Vocabulary words, definitions, and parts of speech for Friday test. (attached word list) Possible strategies for studying include making word cards, typing words on the computer to practice spelling, quiz with a partner or parent, etc. Students are also responsible for memorizing the quote of the week.
Quote of the Week: Our greatest glory is not in never failing, but in rising up every time we fail. ~Ralph Waldo Emerson
Assignment #3: Writing Task: Work on poetry books/research cards for state reports.
Assignment #4: Read 20 minutes each night, or some combination that totals 100 minutes between Thursday and Thursday.
I will post the vocabulary list & From Here to There activities from home tonight----:) Sorry & thank you!
Assignment #2: Study Vocabulary words, definitions, and parts of speech for Friday test. (attached word list) Possible strategies for studying include making word cards, typing words on the computer to practice spelling, quiz with a partner or parent, etc. Students are also responsible for memorizing the quote of the week.
Quote of the Week: Our greatest glory is not in never failing, but in rising up every time we fail. ~Ralph Waldo Emerson
Assignment #3: Writing Task: Work on poetry books/research cards for state reports.
Assignment #4: Read 20 minutes each night, or some combination that totals 100 minutes between Thursday and Thursday.
I will post the vocabulary list & From Here to There activities from home tonight----:) Sorry & thank you!
Tuesday, April 26, 2011
Benchmarks
Hey girls and boys!
Benchmarks are Tuesday, April 26th, Wednesday,April 27th, and Thursday, April 28th! Do an awesome job on these tests to show how much you have learned! Remember all the rules of writing, reading strategies, and math skills we have practiced and show your best work! Miss you & love you guys!
Benchmarks are Tuesday, April 26th, Wednesday,April 27th, and Thursday, April 28th! Do an awesome job on these tests to show how much you have learned! Remember all the rules of writing, reading strategies, and math skills we have practiced and show your best work! Miss you & love you guys!
Sunday, April 24, 2011
Thursday, April 21, 2011
Field Trip 5-9-11
On Monday, May 9, 2011, all Edison 4th graders will visit the State Capitol and the Colorado History Exhibit at the Denver Public Library. This adventure will complement our studies of the U. S. government, as well as support of studies of state history. Due to the schedule of our Capitol tours, it is essential that we leave Edison in a timely manner on that day. 4th grade teachers will be taking attendance outside, and leaving immediately from the school. Please have your child prepared for the trip by pre-packing his/her backpack with the following items: Lunch, water bottle, notebook, 3 pencils, and a camera(optional). Teachers will have bus passes, and there is no need for your child to bring extra money. We will be returning to school at approximately 3pm. If you are interested in chaperoning this trip, please notify your child’s teacher as soon as possible.
Thank you for your cooperation and support!
Thank you for your cooperation and support!
Homework Due 4-28-2011
Assignment #1: Puzzle of the Week:
Sierra, Grace, Daniel, Savannah, and Austin each went to the grocery store and bought a number (5, 3, 2, 6, and 9) of some type of plant (eggplants, carrots, grapefruits, peanuts, and bunches of celery). They each only bought one type of plant, however they differed in how much they bought.
They carried the items that they bought to class.
What did each person bring to class?
1. Daniel said that his items come from the root of a plant.
2. Savannah said that the edible part of her items are the seeds.
3. Someone brought in three grapefruits.
4. Sierra said that her items come from the stem of a plant.
5. Austin brought in the most number of items.
6. Someone brought in five bunches of celery.
7. Savannah brought in less than eight items.
8. Grace's items are not a vegetable.
9. Someone brought in two carrots.
Assignment #2: Study Vocabulary words, definitions, and parts of speech for Friday test. (attached word list) Possible strategies for studying include making word cards, typing words on the computer to practice spelling, quiz with a partner or parent, etc. Students are also responsible for memorizing the quote of the week.
Quote of the Week: "Justice will not be served until those who are unaffected are as outraged as those who are." Benjamin Franklin
Assignment #3: Read 20 minutes each night, or some combination that totals 100 minutes between Thursday and Thursday.
Assignment #4: Research facts for your state report. Requirement: 15 notecards due 29 April 2011.
Sierra, Grace, Daniel, Savannah, and Austin each went to the grocery store and bought a number (5, 3, 2, 6, and 9) of some type of plant (eggplants, carrots, grapefruits, peanuts, and bunches of celery). They each only bought one type of plant, however they differed in how much they bought.
They carried the items that they bought to class.
What did each person bring to class?
1. Daniel said that his items come from the root of a plant.
2. Savannah said that the edible part of her items are the seeds.
3. Someone brought in three grapefruits.
4. Sierra said that her items come from the stem of a plant.
5. Austin brought in the most number of items.
6. Someone brought in five bunches of celery.
7. Savannah brought in less than eight items.
8. Grace's items are not a vegetable.
9. Someone brought in two carrots.
Assignment #2: Study Vocabulary words, definitions, and parts of speech for Friday test. (attached word list) Possible strategies for studying include making word cards, typing words on the computer to practice spelling, quiz with a partner or parent, etc. Students are also responsible for memorizing the quote of the week.
Quote of the Week: "Justice will not be served until those who are unaffected are as outraged as those who are." Benjamin Franklin
Assignment #3: Read 20 minutes each night, or some combination that totals 100 minutes between Thursday and Thursday.
Assignment #4: Research facts for your state report. Requirement: 15 notecards due 29 April 2011.
Tuesday, April 19, 2011
Colorado Game Sharing
STUDENTS WILL BE SHOWCASING SOCIAL STUDIES GAMES ABOUT COLORADO. COFFEE & BREAKFAST TREATS WILL BE SHARED. PLEASE VISIT IF YOU ARE ABLE.
WEDNESDAY, APRIL 20, 2011
8:45 AM—9:45 AM
WEDNESDAY, APRIL 20, 2011
8:45 AM—9:45 AM
Monday, April 18, 2011
Friday, April 15, 2011
Poetry Book Requirements
Table of Contents
Acrostic Poems ............................................................
Alphabet Alliteration ...................................................
Cinquain........................................................................
Color Poem...................................................................
Concrete Poem.............................................................
Creature Alliteration ....................................................
Five Senses....................................................................
Haiku.............................................................................
Who-What-When-Where-Why..................................
Other Poems I Wrote..................................................
Poems I Like by Other Writers..................................
Self Reflection & Critiques Sheet...............................
Grading Sheet...............................................................
Poetry Unit Requirements
1. You will be writing and reading lots of different types of poems. Your
overall grade will depend on the number of poems you write, the
illustrations, and on their quality. See the grading chart to determine the
number of poems you must write to earn points.
2. Final copies of poems should be word processed on the computer or
handwritten in your neatest writing. If you hand-write your poems, pencil
is preferred since spelling is expected to be perfect on the final copies.
3. Write one to two poems per sheet of paper. Include the name of the type of poem at the top of each page. Do not use the back of the paper.
4. Each poem must include a colored illustration. Illustrations may be hand drawn, a collage or printed from a computer clip art program.
5. You will create your own poetry book cover. You may hand draw this or create it using the computer. Include a title for your poetry collection,
your name, 4th grade, and the year. There must be an illustration, collage or clip art added to the cover.
6. When you finish your poetry book and it is bound together, you will be
asked to share it with several people. Each of these people will write a
few comments about your poems and then sign the critiques page.
7. You will also be asked to write a self-reflection “feelings” paragraph on
the critiques page. Include items such as: Did you have fun writing the
poems? Which poems were your favorites? Did your mind change from
the beginning of the unit to the end? Any other comments or feelings
you have about poetry.
8. The most important part of this project is to have fun with poetry and be creative!
Acrostic Poem
Acrostics are poems that go down and across. The poems don’t have
to rhyme, and they can have as many words as you like. You can
choose any subject you like, even your own name. Highlight or make
the word you chose bold in some way.
Here are some examples:
C runchy, munchy
O h, so sweet
O odles of chocolate and nuts
K ids love them!
I like to eat them hot from the oven
E veryone waits for them to cool.
J umps high
O ver the high jump bar
H ighest on the team
N ever a bad attitude
N ice to everyone
Y es, he’s a great kid!
S occer player extraordinaire
M any animal pets at home
I ntelligent, especially at math
T en years old on May 12th
H e likes to write Acrostic Poems!
Alphabet Alliteration Poem
In alliteration, each important word in the line begins with the same
letter. These poems end up being crazy, nonsense poems. Use your
imagination and alliteration skills to write three words for each
alphabet letter. If you want to, write longer alliteration phrases.
First word: an adjective (word describing a noun)
Second word: a noun (the subject - the person or thing)
Third word: a verb (showing the action that the subject does).
For example:
A wesome ants ache
B ony baboons bake
C razy cats crawl
D izzy dogs drool
E ager egrets eat
F erocious ferrets fake
. etc.
.
Z ippy zebras zoom
… or if you are feeling creative, make them longer and more
interesting!
A rtistic anteaters ate anchovies in the afternoon in autumn
B eastly bears begged for bamboo and bread with butter
C ostly critters cut catnip for crying cats top chew
D esperate dingoes dig for dinosaur bones using dull diggers
.
.
. etc.
Cinquain Poem
“Cinq” means “five” in French. A cinquain is a special kind
of five-line poem with a very strict form.
Line 1 One word – the subject of the poem
This word is a noun.
Line 2 Two words describing the title
These words are adjectives, words that describe the noun
Line 3 Three words expressing action
These are verbs that tell what the noun in line one
does. Separate the verbs with commas.
Line 4 Four words expressing a feeling
This can be a short phrase or a series of words.
Line 5 One word that is another word for the subject
This should be a synonym for the subject
Here are some examples:
Eyes
Large, mysterious
Watching, rolling, blinking
Tell more than words
Vision
Cats
Independent, friendly
Meowing, purring, sleeping
I love my cat
Feline
Motorcycle
Noisy, fast
Racing, climbing, crashing
Fun on two wheels
Dirt bike
Color Poem
Color poems use your imagination and senses to investigate a subject. The focus of the poem is on using similes and metaphors. Similes compare two unlike things using with words “like” or “as.” For example: "The lake is like a whirlpool". Metaphors are like similes without using the word "like" or “as”. They state that one thing is something else. An example of a metaphor is “The lake is a whirlpool.”
Directions:
Use your color swatch to write these lines:
Line 1: ________ (color) is
Line 2: ________ (color) is
Line 3: ________ (color) is
Line 4: ________ (color) is
Line 5: ________ (color) smells like
Line 6: ________ (color) tastes like
Line 7: ________ (color) sounds like
Line 8: ________ (color) looks like
Line 9: ________ (color) feels like
Line 10: ________ (color) makes me
Line 11: ________ (color) is
Example:
Blue is the color of the sky.
Blue is the waves in the ocean crashing against the shore.
Blue is the feeling I get sometimes when I’m sad.
Blue is the icy color of glacial snow.
Blue smells like freshly washed bed sheets.
Blue tastes like blueberry Kool-Aid.
Blue sounds like jets soaring through the clouds.
Blue looks like the clear waters of the Hawaiian waters as I’m snorkeling.
Blue feels like the snow on my face while I’m skiing at Mt. Bachelor.
Blue makes me want to put on my coat, hat and gloves.
Blue is my brother’s favorite color.
Concrete Poem
A concrete poem, or shape poem, is written to represent objects which
they describe. The poem can be written in the shape of the object.
Artwork adds to the visual effect of this type of poem.
Examples:
A
triangle
a mountain when we
go skiing on Mt. Bachelor
BRIGHT, CLEAR, SHINING ORBS
EYE
VERY USEFUL FOR SEEING
Creature Alliteration Poem
This type of poem makes use of alliteration to describe a creature. It is a humorous, whimsical form of poetry. The main words in each line will all begin with the letter you choose to alliterate. Each line of the poem (except line 1) should have at least 4 words alliterating with the letter you chose. Do not repeat alliterating words you have already used. The use of a dictionary is especially helpful in writing this type of poem.
Directions:
Line 1. Name your creature (add –ian to the end of the word)
Line 2. Tell 4 alliterating words about where your creature lives.
Line 3. Tell 4 alliterating words about what your creature eats.
Line 4. Tell 4 alliterating words what your creature likes.
Line 5. Tell 4 alliterating words about something about your creature.
Line 6. Tell 4 alliterating words about something your creature did to you.
Example:
This is a recatarian.
A recatarian lives on really ridiculous rectangular ranches in rural Russia.
A recatarian rudely eats rice, raspberries, radishes, roots, and rhubarb.
A recatarian likes rusty things, Rhode Island, rottweilers, and ravens.
A recatarian wore a rickety pair of roller blades and rafted down the roaring Roseburg River.
My recatarian rolled red roses over the rug in my room and ruined it.
Another example:
This is a principalian.
Principalians live in perfect, purple pyramids on the plains of Peru.
Principalians politely eat pudding pops, and pickled pig feet with pepper
on plates while drinking Pepsi. They also love pepperoni pizza.
Principalians poke peas with pencils, ponder perplexing puzzles, and
perform procedures on penguins.
Principalians pose for pictures while printing poetry, practice perspective
and paint pottery. They persuade people to purchase perfume.
This principalian prescribed a painless pill for me and panicked when I
pretended to perish.
Five Senses Poem
Five senses poems use your senses to study or investigate a subject. The focus of the poem is on using similes. Similes are comparisons between two unlike things using with words “like” or “as.”
Directions:
Line 1. Tell what color an emotion or idea looks like to you.
Line 2. Tell what the emotion or idea tastes like (imagine it has a taste)
Line 3. Tell what the emotion or idea sounds like.
Line 4. Tell what emotion or idea smells like.
Line 5. Tell what the emotion or idea looks like.
Line 6. Tell how the emotion or idea makes you feel.
Examples:
Summer is yellow.
It tastes like lemonade.
It sounds like kids splashing in a lake.
It smells like dandelions.
It looks like boating.
It makes me feel overjoyed.
by Hillary
Rain is clear.
It tastes like water.
It sounds like pounding on your windows.
It smells like fresh pine trees.
It looks like dew drops on plants.
It makes me feel cool.
by Hillary
Haiku Poem
Haiku is a form of ancient Japanese poetry. The poems are often written about things in nature or seasons. They are also written about emotions or feelings about something. Haiku poems are not written as complete sentences. They are more often written as short thoughts and capitalization and punctuation is up to the writer.
Haiku follows this form:
Line 1. 5 syllables
Line 2. 7 syllables
Line 3. 5 syllables
Include images that appeal to the five senses. What colors do you see? What sounds can you hear? What is the taste of the image? What smells do you notice? How does it feel? Since you are very limited in the number of syllables you can use, try not to repeat words and limit the use of unimportant words.
Examples:
Waking up to chirps
Birds singing in the morning
Beautiful bird songs
The evening sun sets
Brilliant colors glimmering
Beautiful sunsets
Yellowstone, geysers
Mud pots, geysers, and camping
Big place for nature
Who-What-When-Where-Why Poem
(W-W-W-W-W Poem)
Who, what, when, where, why poems should be five lines long. The poem should tell a story or give a strong picture of someone or something. Each line should answer on of the “w” questions in the order listed above. When you read the poem, it should sound like two sentences put together.
Examples:
“Politics”
WHO: A famous Senator
WHAT: shook hands and ate lunch
WHEN: last week
WHERE: at a restaurant in town.
WHY: He raised money for his campaign.
“Waiting”
WHO: The old man
WHAT: sat alone
WHEN: on a sunny summer afternoon
WHERE: on his front porch.
WHY: He was enjoying the breeze and drinking ice tea.
“Getting Ready”
WHO: I
WHAT: prepare for the race by running five miles
WHEN: every morning before school
WHERE: around the neighborhood.
WHY: You should always be prepared.
SELF REFLECTION AND CRITIQUES
Self Reflection
On a separate sheet of paper, write a few thoughts explaining your feelings about writing poetry. Which poems did you enjoy most? Did your feelings about poetry change as you completed this unit?
Other Critiques
Now share your poetry book with several important adults in your life (parents, relatives, previous teachers, family friends, etc). Ask these people to write a few comments about your creativity and efforts then have them sign their name.
Acrostic Poems ............................................................
Alphabet Alliteration ...................................................
Cinquain........................................................................
Color Poem...................................................................
Concrete Poem.............................................................
Creature Alliteration ....................................................
Five Senses....................................................................
Haiku.............................................................................
Who-What-When-Where-Why..................................
Other Poems I Wrote..................................................
Poems I Like by Other Writers..................................
Self Reflection & Critiques Sheet...............................
Grading Sheet...............................................................
Poetry Unit Requirements
1. You will be writing and reading lots of different types of poems. Your
overall grade will depend on the number of poems you write, the
illustrations, and on their quality. See the grading chart to determine the
number of poems you must write to earn points.
2. Final copies of poems should be word processed on the computer or
handwritten in your neatest writing. If you hand-write your poems, pencil
is preferred since spelling is expected to be perfect on the final copies.
3. Write one to two poems per sheet of paper. Include the name of the type of poem at the top of each page. Do not use the back of the paper.
4. Each poem must include a colored illustration. Illustrations may be hand drawn, a collage or printed from a computer clip art program.
5. You will create your own poetry book cover. You may hand draw this or create it using the computer. Include a title for your poetry collection,
your name, 4th grade, and the year. There must be an illustration, collage or clip art added to the cover.
6. When you finish your poetry book and it is bound together, you will be
asked to share it with several people. Each of these people will write a
few comments about your poems and then sign the critiques page.
7. You will also be asked to write a self-reflection “feelings” paragraph on
the critiques page. Include items such as: Did you have fun writing the
poems? Which poems were your favorites? Did your mind change from
the beginning of the unit to the end? Any other comments or feelings
you have about poetry.
8. The most important part of this project is to have fun with poetry and be creative!
Acrostic Poem
Acrostics are poems that go down and across. The poems don’t have
to rhyme, and they can have as many words as you like. You can
choose any subject you like, even your own name. Highlight or make
the word you chose bold in some way.
Here are some examples:
C runchy, munchy
O h, so sweet
O odles of chocolate and nuts
K ids love them!
I like to eat them hot from the oven
E veryone waits for them to cool.
J umps high
O ver the high jump bar
H ighest on the team
N ever a bad attitude
N ice to everyone
Y es, he’s a great kid!
S occer player extraordinaire
M any animal pets at home
I ntelligent, especially at math
T en years old on May 12th
H e likes to write Acrostic Poems!
Alphabet Alliteration Poem
In alliteration, each important word in the line begins with the same
letter. These poems end up being crazy, nonsense poems. Use your
imagination and alliteration skills to write three words for each
alphabet letter. If you want to, write longer alliteration phrases.
First word: an adjective (word describing a noun)
Second word: a noun (the subject - the person or thing)
Third word: a verb (showing the action that the subject does).
For example:
A wesome ants ache
B ony baboons bake
C razy cats crawl
D izzy dogs drool
E ager egrets eat
F erocious ferrets fake
. etc.
.
Z ippy zebras zoom
… or if you are feeling creative, make them longer and more
interesting!
A rtistic anteaters ate anchovies in the afternoon in autumn
B eastly bears begged for bamboo and bread with butter
C ostly critters cut catnip for crying cats top chew
D esperate dingoes dig for dinosaur bones using dull diggers
.
.
. etc.
Cinquain Poem
“Cinq” means “five” in French. A cinquain is a special kind
of five-line poem with a very strict form.
Line 1 One word – the subject of the poem
This word is a noun.
Line 2 Two words describing the title
These words are adjectives, words that describe the noun
Line 3 Three words expressing action
These are verbs that tell what the noun in line one
does. Separate the verbs with commas.
Line 4 Four words expressing a feeling
This can be a short phrase or a series of words.
Line 5 One word that is another word for the subject
This should be a synonym for the subject
Here are some examples:
Eyes
Large, mysterious
Watching, rolling, blinking
Tell more than words
Vision
Cats
Independent, friendly
Meowing, purring, sleeping
I love my cat
Feline
Motorcycle
Noisy, fast
Racing, climbing, crashing
Fun on two wheels
Dirt bike
Color Poem
Color poems use your imagination and senses to investigate a subject. The focus of the poem is on using similes and metaphors. Similes compare two unlike things using with words “like” or “as.” For example: "The lake is like a whirlpool". Metaphors are like similes without using the word "like" or “as”. They state that one thing is something else. An example of a metaphor is “The lake is a whirlpool.”
Directions:
Use your color swatch to write these lines:
Line 1: ________ (color) is
Line 2: ________ (color) is
Line 3: ________ (color) is
Line 4: ________ (color) is
Line 5: ________ (color) smells like
Line 6: ________ (color) tastes like
Line 7: ________ (color) sounds like
Line 8: ________ (color) looks like
Line 9: ________ (color) feels like
Line 10: ________ (color) makes me
Line 11: ________ (color) is
Example:
Blue is the color of the sky.
Blue is the waves in the ocean crashing against the shore.
Blue is the feeling I get sometimes when I’m sad.
Blue is the icy color of glacial snow.
Blue smells like freshly washed bed sheets.
Blue tastes like blueberry Kool-Aid.
Blue sounds like jets soaring through the clouds.
Blue looks like the clear waters of the Hawaiian waters as I’m snorkeling.
Blue feels like the snow on my face while I’m skiing at Mt. Bachelor.
Blue makes me want to put on my coat, hat and gloves.
Blue is my brother’s favorite color.
Concrete Poem
A concrete poem, or shape poem, is written to represent objects which
they describe. The poem can be written in the shape of the object.
Artwork adds to the visual effect of this type of poem.
Examples:
A
triangle
a mountain when we
go skiing on Mt. Bachelor
BRIGHT, CLEAR, SHINING ORBS
EYE
VERY USEFUL FOR SEEING
Creature Alliteration Poem
This type of poem makes use of alliteration to describe a creature. It is a humorous, whimsical form of poetry. The main words in each line will all begin with the letter you choose to alliterate. Each line of the poem (except line 1) should have at least 4 words alliterating with the letter you chose. Do not repeat alliterating words you have already used. The use of a dictionary is especially helpful in writing this type of poem.
Directions:
Line 1. Name your creature (add –ian to the end of the word)
Line 2. Tell 4 alliterating words about where your creature lives.
Line 3. Tell 4 alliterating words about what your creature eats.
Line 4. Tell 4 alliterating words what your creature likes.
Line 5. Tell 4 alliterating words about something about your creature.
Line 6. Tell 4 alliterating words about something your creature did to you.
Example:
This is a recatarian.
A recatarian lives on really ridiculous rectangular ranches in rural Russia.
A recatarian rudely eats rice, raspberries, radishes, roots, and rhubarb.
A recatarian likes rusty things, Rhode Island, rottweilers, and ravens.
A recatarian wore a rickety pair of roller blades and rafted down the roaring Roseburg River.
My recatarian rolled red roses over the rug in my room and ruined it.
Another example:
This is a principalian.
Principalians live in perfect, purple pyramids on the plains of Peru.
Principalians politely eat pudding pops, and pickled pig feet with pepper
on plates while drinking Pepsi. They also love pepperoni pizza.
Principalians poke peas with pencils, ponder perplexing puzzles, and
perform procedures on penguins.
Principalians pose for pictures while printing poetry, practice perspective
and paint pottery. They persuade people to purchase perfume.
This principalian prescribed a painless pill for me and panicked when I
pretended to perish.
Five Senses Poem
Five senses poems use your senses to study or investigate a subject. The focus of the poem is on using similes. Similes are comparisons between two unlike things using with words “like” or “as.”
Directions:
Line 1. Tell what color an emotion or idea looks like to you.
Line 2. Tell what the emotion or idea tastes like (imagine it has a taste)
Line 3. Tell what the emotion or idea sounds like.
Line 4. Tell what emotion or idea smells like.
Line 5. Tell what the emotion or idea looks like.
Line 6. Tell how the emotion or idea makes you feel.
Examples:
Summer is yellow.
It tastes like lemonade.
It sounds like kids splashing in a lake.
It smells like dandelions.
It looks like boating.
It makes me feel overjoyed.
by Hillary
Rain is clear.
It tastes like water.
It sounds like pounding on your windows.
It smells like fresh pine trees.
It looks like dew drops on plants.
It makes me feel cool.
by Hillary
Haiku Poem
Haiku is a form of ancient Japanese poetry. The poems are often written about things in nature or seasons. They are also written about emotions or feelings about something. Haiku poems are not written as complete sentences. They are more often written as short thoughts and capitalization and punctuation is up to the writer.
Haiku follows this form:
Line 1. 5 syllables
Line 2. 7 syllables
Line 3. 5 syllables
Include images that appeal to the five senses. What colors do you see? What sounds can you hear? What is the taste of the image? What smells do you notice? How does it feel? Since you are very limited in the number of syllables you can use, try not to repeat words and limit the use of unimportant words.
Examples:
Waking up to chirps
Birds singing in the morning
Beautiful bird songs
The evening sun sets
Brilliant colors glimmering
Beautiful sunsets
Yellowstone, geysers
Mud pots, geysers, and camping
Big place for nature
Who-What-When-Where-Why Poem
(W-W-W-W-W Poem)
Who, what, when, where, why poems should be five lines long. The poem should tell a story or give a strong picture of someone or something. Each line should answer on of the “w” questions in the order listed above. When you read the poem, it should sound like two sentences put together.
Examples:
“Politics”
WHO: A famous Senator
WHAT: shook hands and ate lunch
WHEN: last week
WHERE: at a restaurant in town.
WHY: He raised money for his campaign.
“Waiting”
WHO: The old man
WHAT: sat alone
WHEN: on a sunny summer afternoon
WHERE: on his front porch.
WHY: He was enjoying the breeze and drinking ice tea.
“Getting Ready”
WHO: I
WHAT: prepare for the race by running five miles
WHEN: every morning before school
WHERE: around the neighborhood.
WHY: You should always be prepared.
SELF REFLECTION AND CRITIQUES
Self Reflection
On a separate sheet of paper, write a few thoughts explaining your feelings about writing poetry. Which poems did you enjoy most? Did your feelings about poetry change as you completed this unit?
Other Critiques
Now share your poetry book with several important adults in your life (parents, relatives, previous teachers, family friends, etc). Ask these people to write a few comments about your creativity and efforts then have them sign their name.
Wednesday, April 13, 2011
Homework Due 4-21-11
Homework is assigned on Thursdays and due the following Thursday. Students will be given time in class to record assignments.
Assignment #1: Math Puzzle of the Week:
The Riddler has left a clue for Batman to follow at the scene of each crime. These are the clues that Batman has found:
(1) There is a 1 in the thousands place.
(2) The digit in the tens place is 9 times the digit in the thousands place.
(3) Multiply the digit in the thousands place by 2.
(4) The digit in the ones place is a hand without a thumb.
(5) The digit in the hundreds is 2 less than the number in the tens.
Solve the riddle to find the number and help Batman stop the Riddler. Then make 2 of your own riddles with at least five clues, and an answer with at least 4 digits.
Assignment #2: Study Vocabulary words, definitions, and parts of speech for Friday test. (attached word list) Possible strategies for studying include making word cards, typing words on the computer to practice spelling, quiz with a partner or parent, etc. Students are also responsible for memorizing the quote of the week.
Ecology Unit Vocabulary List
• Environment: all the living and nonliving things with which an organism may interact.
• Ecology: the study of the relationships and interactions of living things with one another and with their environment.
• Ecosystems: a unit consisting of all the living and nonliving things in a given area that interact with one another.
• Community: the living part of an ecosystem.
• Populations: a group of organisms of the same species living together in the same area.
• Habitat: the place in which an organism lives and obtains the resources it needs to survive.
• Producer: an organism that is able to make its own food by using a source of energy to turn simple raw materials into food.
• Consumer: an organism that cannot make its own food.
• Decomposer: an organism that breaks down the bodies of dead organisms into simpler substances.
• Food Chain: a representation of a series of events in which food energy and matter are transferred from one organism to another.
• Food Web: a diagram that consists of many overlapping food chains.
• Niche: an organism’s role in an ecosystem, which includes everything the organism does and everything the organism needs in its environment.
• Competition: the type of interaction in which organisms struggle with one another to obtain resources.
• Predator: an organism that kills and eats another organism.
• Prey: an organism that is eaten by a predator.
• Symbiosis: a close relationship between two organisms in which one organism lives near, on, or even inside another organism and in which at least one organism benefits.
• Commensalism: the type of interaction in which organisms struggle with one another to obtain resources.
• Mutualism: a form of symbiosis in which both organisms benefit.
• Parasitism: a form of symbiosis in which one organism benefits and the other is harmed.
• Parasite: an organism that lives on or inside of a host organism and harms the host.
• Host: an organism that provides a home for another organism; in parasitism, the organism that is harmed by the parasite.
Quote of the Week: “If you want others to be happy, practice compassion. If you want to be happy, practice compassion.” Dalai Lama
Assignment #3: Writing Task: Find a poem. Read the poem. Write a one-paragraph response to the poem. Please make sure you include the name of the poem and the author of the poem, and attach a copy of the poem to your homework. You should address which poetic elements stood out in your mind, as well as describe your emotional response to the poem. (a paragraph should be a minimum of 5 well-written sentences)
Assignment #4: Read 20 minutes each night, or some combination that totals 100 minutes between Thursday and Thursday.
OPTIONAL: Create a writing piece for the Author’s Tea on April 25th.
Assignment #1: Math Puzzle of the Week:
The Riddler has left a clue for Batman to follow at the scene of each crime. These are the clues that Batman has found:
(1) There is a 1 in the thousands place.
(2) The digit in the tens place is 9 times the digit in the thousands place.
(3) Multiply the digit in the thousands place by 2.
(4) The digit in the ones place is a hand without a thumb.
(5) The digit in the hundreds is 2 less than the number in the tens.
Solve the riddle to find the number and help Batman stop the Riddler. Then make 2 of your own riddles with at least five clues, and an answer with at least 4 digits.
Assignment #2: Study Vocabulary words, definitions, and parts of speech for Friday test. (attached word list) Possible strategies for studying include making word cards, typing words on the computer to practice spelling, quiz with a partner or parent, etc. Students are also responsible for memorizing the quote of the week.
Ecology Unit Vocabulary List
• Environment: all the living and nonliving things with which an organism may interact.
• Ecology: the study of the relationships and interactions of living things with one another and with their environment.
• Ecosystems: a unit consisting of all the living and nonliving things in a given area that interact with one another.
• Community: the living part of an ecosystem.
• Populations: a group of organisms of the same species living together in the same area.
• Habitat: the place in which an organism lives and obtains the resources it needs to survive.
• Producer: an organism that is able to make its own food by using a source of energy to turn simple raw materials into food.
• Consumer: an organism that cannot make its own food.
• Decomposer: an organism that breaks down the bodies of dead organisms into simpler substances.
• Food Chain: a representation of a series of events in which food energy and matter are transferred from one organism to another.
• Food Web: a diagram that consists of many overlapping food chains.
• Niche: an organism’s role in an ecosystem, which includes everything the organism does and everything the organism needs in its environment.
• Competition: the type of interaction in which organisms struggle with one another to obtain resources.
• Predator: an organism that kills and eats another organism.
• Prey: an organism that is eaten by a predator.
• Symbiosis: a close relationship between two organisms in which one organism lives near, on, or even inside another organism and in which at least one organism benefits.
• Commensalism: the type of interaction in which organisms struggle with one another to obtain resources.
• Mutualism: a form of symbiosis in which both organisms benefit.
• Parasitism: a form of symbiosis in which one organism benefits and the other is harmed.
• Parasite: an organism that lives on or inside of a host organism and harms the host.
• Host: an organism that provides a home for another organism; in parasitism, the organism that is harmed by the parasite.
Quote of the Week: “If you want others to be happy, practice compassion. If you want to be happy, practice compassion.” Dalai Lama
Assignment #3: Writing Task: Find a poem. Read the poem. Write a one-paragraph response to the poem. Please make sure you include the name of the poem and the author of the poem, and attach a copy of the poem to your homework. You should address which poetic elements stood out in your mind, as well as describe your emotional response to the poem. (a paragraph should be a minimum of 5 well-written sentences)
Assignment #4: Read 20 minutes each night, or some combination that totals 100 minutes between Thursday and Thursday.
OPTIONAL: Create a writing piece for the Author’s Tea on April 25th.
Wednesday, April 6, 2011
Homework Due 4-14-11
Homework is assigned on Thursdays and due the following Thursday.
Assignment #1: Math Puzzle of the Week: Magic Square
Complete puzzle and guideline questions.
Assignment #2: Study Vocabulary words, definitions, and parts of speech for Friday test. (attached word list) Possible strategies for studying include making word cards, typing words on the computer to practice spelling, quiz with a partner or parent, etc. Students are also responsible for memorizing the quote of the week.
Quote of the Week: “What lies behind us and what lies before us are tiny matters compared to what lies within us” Anonymous
Assignment #3: Writing Task: Respond to the following prompt in a well-organized three paragraph story: While cleaning out a closet, you discover a treasure map. Write a story describing what happens the day you try to find where the map leads. Remember to include vivid verbs, specific nouns, figurative language, adjective clauses, etc. to enrich your writing.
Assignment #4: Read 20 minutes each night, or some combination that totals 100 minutes between Thursday and Thursday
Classwork Assignments:
Assignment #1: Math Puzzle of the Week: Magic Square
Complete puzzle and guideline questions.
Assignment #2: Study Vocabulary words, definitions, and parts of speech for Friday test. (attached word list) Possible strategies for studying include making word cards, typing words on the computer to practice spelling, quiz with a partner or parent, etc. Students are also responsible for memorizing the quote of the week.
Quote of the Week: “What lies behind us and what lies before us are tiny matters compared to what lies within us” Anonymous
Assignment #3: Writing Task: Respond to the following prompt in a well-organized three paragraph story: While cleaning out a closet, you discover a treasure map. Write a story describing what happens the day you try to find where the map leads. Remember to include vivid verbs, specific nouns, figurative language, adjective clauses, etc. to enrich your writing.
Assignment #4: Read 20 minutes each night, or some combination that totals 100 minutes between Thursday and Thursday
Classwork Assignments:
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