This Week in Room 13: December 10-14

Important Dates:

Monday-Thursday, December 10-13: 5^th Grade Student Leadership/PTA Food Drive

Friday, Monday-Wednesday, December 14, 17-19: 5^th Grade Student Leadership/PTA Hygiene Product Drive

Thursday, December 13: MAP Testing (in the afternoon)

Thursday, December 13: Creative Writing Club (2:45-4:00)

Monday, December 17: 5^th Grade Student Leadership Team (2:45-4:00)

Tuesday, December 18: MAP Testing (in the afternoon)

Friday, December 21: Holiday Party and Trimester 1 Awards Ceremony (8:15-9:50)

FYI: We will be extending our holiday party next week in order to celebrate what we’ve been doing thus far to earn our “Think” awards. The celebration will put the spotlight on each student. Everyone is invited!

Daily Schedule

8:05-8:15 Beginning of the Day Preparation/Bell Work

8:15-9:00 Specials

9:00-10:30 Math

10:30-11:30 Integrated Investigations (reading, writing)

11:30-12:05 Lunch/Recess

12:05-2:30 Integrated Investigations (reading, writing, social studies, science)

2:30-2:45 End of the Day Preparation

Band/Orchestra:

Monday, 1:00-1:40

Wednesday, 10:50-11:30

Mrs. Fiess: Wednesday, 9:00-9:30 (every other week)

Classwork:

8:05-8:15 Bell Work (Vocabulary Enrichment)

We continue our morpheme work, adding cards to our ring.

9:00-10:30 Math

Jeffco Math Unit: “Surface Area of Prisms and Pyramids”/”Volume of a Rectangular Prism”

9:00-9:30 Whole Group (review; homework check; instruction)

9:30-10:30 Practice (30 minute rotation: guided practice; independent practice (tech-based modeling math reasoning); collaborative practice; challenge/stretch your thinking problem solving)

Monday-Wednesday: Lessons 4-4, 4-5, 4-6 (Surface Area of Pyramids)

Thursday: Lesson 6-5 (Write and Solve Equations about Volume)

Science Friday: We make our own astrolabes as we practice using protractors while thinking through what we’ve learned this week about the impact of direct and indirect sunlight (uneven heating of the planet).

10:30-11:30 Integrated Investigations (reading/writing)

Jeffco Writing Unit: “Informational: Writing Expository Texts of Great Personal Interest”

10:30-10:45

We are again expanding our vocabulary work as we introduce ourselves to a new weekly vocabulary enrichment/writing warm-up routine: Monday, Frayer diagram; Tuesday, Bridge Mapping (analogical thinking); Wednesday, witty/whimsical word play; Thursday, Message in the Bottle; Friday, Really Short Stories.

10:45-11:30

We determine the focus of our “so much depends on ______” essay project and prepare our speeches for next week’s Awards Ceremony (“so much depends on our ability to think creatively and critically”).

12:05-2:35 Integrated Investigations (reading, writing, social studies, science)

Jeffco Reading Unit: “More Than the Main Idea”

Jeffco Social Studies Unit: “The Roots of America”

12:05-1:30

(1) Having read background material pulled from Paul Fleischman’s Joyful Noise: Poems for Two Voices, William Bradford’s Of Plymouth Plantation, and Joy Hakim’s A History of US: Making Thirteen Colonies, students compose a poem that reveals Native American and Puritan points of view regarding the American “wilderness.”

(2) We read Charles Mann’s article, “How the Potato Change the World,” to understand how the Columbian exchange led to the colonization of the New World.

(3) We begin a set of in-class assignments tied to our reading of Chasing Vermeer.

1:30-2:30

We review the results of last week’s research and graphing project as we prepare for two science investigations that will help us understand how and why the earth is heated unevenly. Wednesday/Thursday: Investigation #1 “Catching Some Rays”; Friday: Investigation #2: “Land vs. Water Lab.”

Homework:

Math:

Monday: 4-4, Selected Problems

Tuesday: 4-5, Selected Problems

Wednesday: Unit 4, Quiz #2

Thursday: Modeling Math Reasoning

Reading/Social Studies

Monday: Step 4 of the following

(1) Read Chapters 13 and 14 in Joy Hakim’s A History of Us: Making Thirteen Colonies 1600-1740.

(2) Read the excerpt from William Bradford’s journal, Of Plymouth Plantation.

(3) Review what Charles Mann shares about Tisquantum and his people in Chapter 11 of Before Columbus: The Americas of 1491.

(4) In your social studies spiral, write a poem for two voices that describes/explains how the Native Americans felt about the wilderness in 1620 and how the Puritans (Pilgrims) felt about the wilderness in 1620.

Chasing Vermeer and Reading Journal B:

Tuesday

Do some quick internet research focused on the word “character.” In Reading Journal B, record your findings: syllabification, part of speech, word origin, dictionary definition. Keeping this mind, read Chapters 1-3 in Chasing Vermeer and then, in Journal B, complete a double bubble thinking map comparing the characters of Petra and Calder.

Wednesday

Read Chapters 4-6 in Chasing Vermeer. In Reading Journal B, write your answer to Ms. Hussey’s art assignment: “Here’s what I want you to do: Start by choosing one item at home that feels like a work of art to you. It can be anything. Don’t ask anyone for advice – this has to be your own thinking. Describe this object for us without saying what it is.” Follow this description with a definition of art – YOUR definition of art.

Thursday

Read Chapters 7-9 in Chasing Vermeer.

Using the internet, pull up the two Vermeer paintings that have caught the attention of Petra and Calder: A Lady Writing and The Geographer. In Journal B, complete a double bubble thinking map comparing what you see.

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