This Week in Room 13: January 14-18

Important Dates:

Thursday, January 17: Creative Writing Club (2:45-4:00)

Monday, January 21: Martin Luther King, Jr. Day (no school)

Jan 22 – Feb 8: Enrollment Period

Remember to access Enroll Jeffco and choose your student’s school. All students must be enrolled in this way.

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: Volume of Rectangular Prisms

Jeffco Math Unit: Expressions, Equations, and Inequalities

Monday: Review of Math Facts and Fraction Operations

Tuesday: Volume Unit Review

Wednesday: Volume Unit Assessment

Thursday/Friday: Unit 5, Lessons 1 and 2, Expressions, Order of Operations, and Exponents

Thursday: Whole Group Instruction and Practice; Rotation Cycle #1

Friday: Rotation Cycle #2; Rotation Cycle #3

10:30-11:30 Integrated Investigations

Jeffco Writing Unit: Review of Previous Studies

Monday: Students complete rain compositions, “The Voice of the Rain” (poem) or “The Long Rain” (short story) or both (if desired).

Tuesday: Students plan for ALP (content categories; evaluation criteria)

Wednesday-Friday: Chasing Vermeer Essay (Charles Fort claims that “[w]e shall pick up an existence by its frogs.” What “frog” does Petra and Calder pick up and where does it take them? In the end, what have they discovered about investigation? about art? about authority?)

12:05-2:30 Integrated Investigations

Jeffco Reading Unit: More than the Main Idea

Jeffco Science Unit: Beach or Blizzard?

Monday: We restage Friday’s “Land vs. Water Investigation” in the hopes of collecting useful data. We then complete our lab reports – we graph our data, analyze our graphs, and write our conclusions.

Tuesday:

12:05-1:30 We are introduced to our Triple I Spiral Vocabulary Project and then we’ll see where Chasing Vermeer has taken us (whole group discussion).

We each choose a frog.

We reread the Charles Fort passage (p. 42).

We review what we think it means.

We then figure out how it applies to the story. What “frog” is picked up by Petra and Calder?

What’s discovered as a result?

1:30-2:30

ALP Portfolio Design (with the help of Jessica Seybold): How will the design

of our on-line portfolio (website) support the point of our ALP project? How will it reveal us? How will it showcase our creative and critical thinking? What will we include and why?

Wednesday:

12:05-1:30 We continue to chase Vermeer with the help of our Virtual Art Tour.

Using the frame of reference provided by the introduction and key passages from Leonard Shlain’s Art & Physics: Parallel Visions in Space, Time, and Light we think through the relationship between scientific understanding and artistic representation. As we chase Vermeer working to develop the authority we need in order to determine and declare what makes a painting a Vermeer painting, we take a virtual tour of Western art examining representative works with the help of a power of three question set: What is it? Why did the artist create it? What does it mean to the viewer?

1:30-2:30

ALP Portfolio

Thursday:

12:05-1:30 We finish up with our Virtual Art Tour.

1:30-2:30 To help us understand what we discovered through our “Land vs. Water” investigation and what we should have discovered through “Catching Rays” investigation, and to prepare for both our Science Extravaganza work, and our 5^th grade culminating project, we find out more about the nature of the sun: its origin; its composition; its size; its impact on Earth’s formation; its impact on our weather systems and climate (this research will continue through the next few weeks).

Friday:

In this special edition of Science Friday, we will how science and art come together in a Vermeer painting as we watch the documentary Tim’s Vermeer. After the viewing, we will test ourselves and see if we can spot the Vermeer that may not be a Vermeer.

Homework:

Math:

Monday: Math Facts Practice (create a set of “I have ____/Who has ____” math cards)

Tuesday: Modeling Math Reasoning Volume Problem

Thursday: Lesson 5-1, Homework (all) and Remembering (#9)

Reading/Writing:

Monday: Continue working on your Chasing Vermeer Digital Presentation (which is due Friday, Jan. 17). Make sure you have answered these three crucial questions:

What does authority mean?

How does someone become an authority?

What makes a painting a Vermeer painting? (In other words, show how you have become an

authority on Vermeer.)

Tuesday-Thursday:

Chasing Vermeer Digital Presentation + Triple I Spiral: Add to your words-I-want-to-learn-more-about vocabulary list.

Elementary Schools

Middle Schools

High Schools

Alternative Schools

Charter Schools

Kendrick Lakes Elementary School

5th Grade